Conference Session

Multidisciplinary Course Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University

Tagged Divisions

Multidisciplinary Engineering

different majors, the course has been very popular and has proven to enhance studentengagement in engineering-related topics for students from diverse academic backgrounds.To broaden the opportunities for students, an on-line version of the course has been developedwhich transforms the current course through: enhanced use of electronic portfolios and on-linecollaboration tools for group work; design of peer evaluation activities which leverage the on-line nature of the course to provide additional collaborative content and encourage thedevelopment of communication skills; a modular approach to provide key readings and videocontent while linking the analysis of real-world examples to key engineering and managementprinciples; design of a multimodal

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mary E. Goodwin, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

’ development, achievement, and persistence through encouraging the integration of social and academic lives within a college or university and its programs, and through quality interaction with peers, faculty members, and the campus environment5. (pp. 49–50)Learning communities help students to make friends right away so that they can then settle inand focus on academics. Johnson et al8, wrote about how using cooperative learning in learningteam environments helps to reduce anxiety, helps to increase motivation, and promotesemotional bonding. In the learning teams, the first year seminar course, and the academicstrategies course students are asked to reflect and write about their experiences. Research asshown the importance of

Conference Session

Novel Pedagogical Techniques II: Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Miriam R. Wattenbarger, University of Pennsylvania

Tagged Divisions

Chemical Engineering

from classmates in a collegial atmosphere. The reviewers gain agreater understanding of the specific details and clarity required in a proposal. The reviewersoften identify problems in a proposal that are also present in the proposal written by thereviewers themselves. The ability of the reviewers to see their own mistakes critically and edittheir own proposal is greatly improved.The students have 3-4 weeks to finish writing their proposal after the peer review. Each groupgives a 10 minute oral presentation followed by 5 minutes of questions during the last week ofclass. Every group member is required to speak during the presentation and be prepared toanswer questions. The students and instructors ask questions after each presentation.In

Conference Session

Minorities in Engineering Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alisha B. Diggs, University of Michigan; Joi-lynn Mondisa, University of Michigan; Robert D, Scott, University of Michigan - College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

report on the benchmarks and outcomes serving as key indicators of success.MethodsAll relevant literature about PFF programs was searched; beginning with the implementation ofthe first PFF Program initiatives as sponsored by the AAC&U and CGS. Four databases (ISIWeb of Science, Engineering Index, ERIC—Education Resources Information Center, andAcademic Search Complete) were searched using a combination of search terms, including“preparing future faculty,” “engineering,” “faculty development,” “teacher education,” “faculty,”and “program effectiveness” for publications appearing from 1993 to present. Searches usingGoogle and Google Scholar were also considered for those publications not included in oursearch engines or not submitted for peer

Conference Session

The 2017 Zone Best Paper Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eileen Haase Ph.D., Johns Hopkins University; Harry R. Goldberg, Johns Hopkins University

Tagged Topics

Council of Sections

with varied backgrounds and diverse learning styles Eileen Haase and Harry Goldberg Johns Hopkins University Department of Biomedical EngineeringAbstractStudents in “Molecules and Cells” completed a survey to assess their learning preferences.Almost two-thirds of the students were multimodal, learning through a combination of visual,aural, read/write, or kinesthetic modes. This supported our view that a diverse learningenvironment with a variety of learning modalities would make a significant contribution to thestudents’ understanding and retention of the material. These methods included: lectures withclass demonstrations, team based learning, formative assessments through “clicker questions

Conference Session

Electrical and Computer Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Branimir Pejcinovic, Portland State University; Phillip Wong, Portland State University

Tagged Divisions

Electrical and Computer

electrical andcomputer engineering (ECE) department. The first, ECE 102, requires the student to solveengineering problems using MATLAB. The follow-on course introduces the C language. Tomake programming less abstract and to establish a real-life connection, we use MATLAB forinterfacing with a data acquisition device called LabJack. Students use MATLAB’s integrateddevelopment environment to write scripts that control the LabJack.This environment has enabled students to participate in some interesting hands-on projects thatcombine problem-solving, programming, and interfacing. Early on, student participation in theECE 102 course consisted of attending lectures, three laboratory exercises related to LabJack andMATLAB interfacing, and participation in

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Weihang Zhu, Lamar University; Julia Yoo, Lamar University; James C Curry; Brian Craig P.E., Lamar University; Jiang Zhou, Lamar University; Hsing-wei Chu P.E., Lamar University; Nicholas Andres Brake, Lamar University

Tagged Topics

Diversity, NSF Grantees Poster Session

research fields.Dr. Nicholas Andres Brake, Lamar University Nicholas Brake is currently an Assistant Professor in the civil and environmental department at Lamar University. He received his B.S. (2005), M.S. (2008), and Ph.D. (2012) from Michigan State University. His area of expertise is in cementitious composites which includes: fracture and fatigue mechanics of quasi-brittle materials, recycled concrete, conductive concrete, reinforced concrete, pervious concrete, geopolymer, and structural dynamics. He currently teaches a wide array of courses that includes statics, reinforced concrete design, structural analysis, and materials engineering. Dr. Brake actively integrates project based and peer assisted learning

Conference Session

First Year Computing Topics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Woong Lim, University of New Mexico; Elizabeth Ellen Esterly, University of New Mexico; Irene A Lee, MIT; Melanie E Moses, Department of Computer Science, University of New Mexico; Paige Prescott, University of New Mexico; Tryphenia B. Peele-Eady Ph.D., University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

undergraduate core curriculum. This allowed us to consider the characteristicsof the students who enrolled in a freshman-level CS course (N=31 students) to identify assetsthey bring from their diverse life experiences that we might build upon in teaching them. Wesought student perceptions of existing curricular modules, in terms of ownership and creativity.Students completed pre-course surveys about their CS interests, beliefs, prior knowledge andexperiences, along with demographics. They completed a brief survey to evaluate some of themodules. We examined descriptive statistics, then conducted tests of difference to identifystudents’ assets. We explored contrasts between 1) first-generation college students and theirtraditional peers; and 2) students

Conference Session

Student Division Early Introduction to Engineering Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Candyce Hill, Michigan State University ; Katy Luchini-Colbry, Michigan State University

Tagged Divisions

Student

, Oklahoma and then as a career adviser at U of M.Dr. Katy Luchini-Colbry, Michigan State University Katy Luchini-Colbry is the Director for Graduate Initiatives at the College of Engineering at Michigan State University, where she completed degrees in political theory and computer science. A recipient of a NSF Graduate Research Fellowship, she earned Ph.D. and M.S.E. in computer science and engineering from the University of Michigan. She has published dozens of peer-reviewed works related to her interests in educational technology and enhancing undergraduate education through hands-on learning. Luchini- Colbry is also the Director of the Engineering Futures Program of Tau Beta Pi, the Engineering Honor Society, which

Conference Session

Student Division Development of Professional Skills Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Juan David Ortega, Purdue University, West Lafayette / Universidad EAFIT, Medellin, Colombia; Ruth A. Streveler, Virginia Polytechnic Institute and State University; Audeen W. Fentiman, Virginia Polytechnic Institute and State University; Harsh Wardhan Aggarwal, Purdue University; Sayan Biswas, School of Aeronautics and Astronautics, Purdue University; Brandon S Coventry, Weldon School of Biomedical Engineering, Purdue University; Institute for Integrative Neuroscience, Purdue University; Abdel-Rahman Hassan, Virginia Polytechnic Institute and State University; Margaret L McNamara, Purdue University; Smirti Nandan Paul, Purdue University

Tagged Divisions

Student

studentsAbstractThe job of a college engineering faculty member is multifaceted. Faculty are not only expected to teachand conduct research but also to write proposals, consult, network, engage in administrative duties, andthe list continues. The relative importance and time allocated to these different functions vary accordingto the nature and focus of the institution and the interests of the faculty. However, engineering graduatestudents aspiring to careers in academe are not usually trained in the multiple facets of the profession. Asa result, when they become faculty members they often struggle to find ways to balance the parallel andmany times competing demands of these functions.This paper examines the professional development plans of six engineering

Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hank Boone, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

peers.Five FG engineering students with high quantitative belongingness were selected for aninterview. A semi-structured interview protocol based in interpretive phenomenological analysiswas used to elucidate the students’ experiences that fostered belongingness. Separate themesfrom each student were created from coding and then overarching themes unified a sharedexperience.The following overarching themes were prevalent among the participants: similarity toclassmates, recognition as an engineer by peers, limited questioning of belongingness, andbelongingness is a state of mind. The results depict that elements of engineering identity play apart in making students feel they belong (e.g., recognition), but in some cases, belongingness isdistinct from

Conference Session

Mathematics Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hui Ma, University of Virginia; Gianluca Guadagni, University of Virginia; Stacie N. Pisano, University of Virginia, School of Engineering and Applied Science; Bernard Fulgham, University of Virginia; Monika Abramenko, University of Virginia; Diana D Morris, University of Virginia

Tagged Divisions

Mathematics

business market. After moving to Charlottesville, VA, she had the opportunity to teach Multivariable Calculus for UVA SEAS, and she was hooked. She has been teaching Applied Math from that point on and enjoying every minute.Dr. Bernard Fulgham, University of Virginia Bernard Fulgham received his PhD in Mathematics in 2002, writing his thesis in the field of non-associative algebras with advisor Kevin McCrimmon. He began teaching Applied Mathematics at the University of Virginia in August 2004 and became a full-time Lecturer in 2006.Mrs. Monika Abramenko, University of Virginia I studied math in Frankfurt and finished with the German ”Diplom” in Mathematics in 1993. For several years I worked at a bank in Germany. In

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Adams, Chandler Gilbert Community College; Mary Beth Burgoyne

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

a competency gap between graduates’ soft skills (social,leadership, workplace diversity) and what is needed by employers. Students have the content andtechnical knowledge, but they lack the skills and experience to share that knowledge in anaccessible way, with diverse groups and in multiple modes as dictated by the nature of theproject or workplace. Jollands, Jolly and Molyneaux’s 2012 research on engineering curriculumthat requires multiple technical writing, presentation and communication opportunities, thatincludes peer and faculty feedback, better prepares their graduates for the workplace. AnEconomist Intelligence Unit Report, Driving the Skills Agenda: Preparing Students for theFuture (2015), states that the most highly sought after

Conference Session

Student Division Diversity and Persistence Related Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

James Blake Gegenheimer, STEP; Charles Algeo Wilson IV, Louisiana State University; Adrienne Steele, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

Tagged Divisions

Student

% of responses state that SI gavebenefit in developing problem solving strategies. 33.9% of students who went on to write furthercomments also stated that SI assisted in problem solving. This supports the hypothesis thatstudents regularly attending SI are gaining a valuable skill that can be applied outside of theclasses in which SI is offered. Overall, SI is an effective tool to help students enrolled in engineering programs. Majorleaps in persistence can be made with relatively low cost. Not only is this useful for students, butit is often fun. Students seem to enjoy attending SI due to a welcoming atmosphere presented bya peer; this creates an environment where students are more willing to learn. The authors are notclaiming that SI

Conference Session

Materials Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anu Osta, Rowan University; Jennifer Kadlowec, Rowan University

Tagged Divisions

Materials

consisted of a set ofhands-on laboratory experiments on material testing while for spring 2016 a non-hands-onproject was assigned. For spring 2016 the students were required to simulate a material propertyor a basic manufacturing process using any finite element analysis software, or write a shortreview article on a topic closely related to the subject of materials and manufacturing. It was 3intended to add enrichment to the learning experience beyond the confines of the traditionalclassroom and positively impact a students’ academic performance. This would also lead todevelopment of better pedagogical practices by the engineering faculty, help the college to bettermeet the ABET objectives by

Conference Session

Materials Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

William M. Jordan, Baylor University

Tagged Divisions

Materials

. Develop a set of experiments that can be used to answer the research question. Write up a formal report and make a group presentation about their project. Since this was a Mechanical Engineering class they were required to write a report in the format required by ASME for journal publications.Approach to classWith this limit to how many materials courses the program can offer each year, the authorsearched out ways to increase this number. One approach is to offer additional materials contentthrough small group research courses. This would help accomplish several different goals asdescribed in the previous section.It is important to see how this approach fits in with how other universities use undergraduatestudent research. One university

Conference Session

Global Graduate Studies and Programs Abroad - Graduate Studies Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jeffrey Scott Cross, Tokyo Institute of Technology; Mamoru Tanahashi, Tokyo Institute of Technology; Masao Takeyama, Tokyo Institute of Technology; Mutsuko Hatano, Tokyo Institute of Technology; Akira Yamada, Tokyo Tech

Tagged Divisions

Graduate Studies

Paper ID #19042Energy Science and Engineering Graduate Education at Tokyo TechProf. Jeffrey Scott Cross, Tokyo Institute of Technology Jeffrey S. Cross received a Ph.D. in chemical engineering from Iowa State University in 1992. He has worked in Japan at Fujitsu Lab Ltd., National Institute for Inorganics Materials, and at Tokyo Tech for over 20 years and is fluent in Japanese. Jeffrey is Prof. in the School of Environment and Society, Dept. of Transdisciplinarity Science and Engineering and graduate coordinate for the Energy Science and Engineering Major. He teaches online courses on academic writing and on education

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allison Jane Huff-Lohmeier, University of Arizona; Amee Jeanette Hennig, University of Arizona; Daniel Lamoreaux M.A., University of Arizona

Tagged Topics

Diversity, NSF Grantees Poster Session

of Arizona Amee Hennig has her B.S. in physics and creative writing from the University of Arkansas as well as her M.A. in professional writing from Northern Arizona University. She oversees the education and outreach activities for the Center for Integrated Access Networks based out of the College of Optical Sciences at the University of Arizona. At the University of Arizona she manages a number of summer programs for Native American students and educators.Daniel Lamoreaux M.A., University of Arizona Daniel Lamoreaux is a current doctoral candidate in the University of Arizona’s School Psychology pro- gram. While working as a graduate assistant for the education office of the Center for Integrated Access

Conference Session

Professionalism and Preparations Developed by Graduate Study Programs—Graduate Studies Division Technical Session 7

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michael W. Keller, The University of Tulsa; Bradley J. Brummel, University of Tulsa; Valerie N. Streets, University of Tulsa; Alison J. Kerr, University of Tulsa; Rami M. Younis, The University of Tulsa; Leah Tecle, University of Tulsa; Daniel W. Crunkleton, University of Tulsa

Tagged Divisions

Graduate Studies

finalized list of competencies is shown in Table 2 These competencies werebroadly similar to our initial list shown in Table 1, but combined some of the competenciestogether and reflects specific emphases in graduate engineering education.Behaviorally Anchored Rating ScaleWhile the competency model described above is the core structure of the assessment protocol,there is a distinct need to create a framework for students, advisors, and peers to provide morespecific, behavioral feedback. Behaviorally anchored rating scales (BARS) were adopted in thecurrent study to rate performance. Typically, BARS are presented as a scale with several pointsand the rater chooses a level to indicate an individual’s current performance. One of the criticalaspects of

Conference Session

Early ChemE Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jamie Gomez, University of New Mexico; Vanessa Svihla, University of New Mexico; Abhaya K. Datye, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

research university in the American Southwest. Students worked in pairs onhomework assignments to support peer learning. We replaced one question from each of the sixhomework assignments with design challenge deliverables. Students worked in subteams on oneof the three algal production phases (i.e., growth, harvest, extraction). They also developedindividual accountability through jigsaw sessions in which they explained their subteam’s workto students from other production phases. They built whole-class consensus through “parley”sessions that involved decision matrices.We describe the design challenge and our study, in which we investigated how a designchallenge threaded through a sophomore course might provide students with a picture ofauthentic

Conference Session

Design in Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jackson Lyall Autrey, University of Oklahoma; Jennifer M. Sieber, University of Oklahoma; Zahed Siddique, University of Oklahoma; Farrokh Mistree, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

learning, expressed in the student reflections (LS), can instructors assess from individual assignments? Question 3: Do students whose reflections on doing are assessed to be more insightful focus on different “doings” than their peers? What can we infer by text mining the data about the ways that ‘insightful’ students write their LS? We anticipate certain patterns to emerge, given our intentional effort to tie eachassignment to successive POED over the course of the design process; see Figure 1. We are alsointerested in the degree to which the evolving focus in the course design is reflected in thestudent learning. Based on our prior work, we expect both team formation, concept

Conference Session

Professional Development and Lifelong Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nicholas Robert Welling, Seattle University; Nathan E. Canney, Seattle University; Yanna Lambrinidou, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

my academic “pulse” comes simply and solelyfrom a heart of curiosity and desire for knowledge. In terms of identity development, Iexperienced the same curriculum as my peers but may have received them differently due to mydiffering motivations. It is with this background and initial sense of self that I approached the writing of thethree narratives that follow. Within each narrative there is analysis that comes from myimmediate processing of the experience. After each narrative, I provide further analysis whichhelps to connect the narratives and place them in the larger context of personal-professionalidentity alignment. At the end of the paper, I present a final analysis of how my experiencesmight be useful in thinking more broadly

Conference Session

Tips and Tricks for Actively Engaging Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Clifton B. Farnsworth, Brigham Young University; Donna Harp Ziegenfuss, University of Utah; Matthew W. Roberts, Southern Utah University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

using the Fink Model of Backwards Design10 we focused on helping faculty tothink differently about course design and instruction by going to the end of instruction, settingoutcomes, and working backwards to design the course. This faculty development workshop alsoincluded the component of social aspect of learning with other faculty in a learning community,21where they learned new content and strategies, observed demonstrations of new strategies andthen integrated what they learned, and taught a brief excerpt of a lesson to their peers andreceived feedback from the community of learners. Also used as an assessment tool for thisworkshop is an instrument called the Concerns-Based Adoption Model (CBAM),22,23 to measurehow workshop participants

Conference Session

Improving Presentation Skills Through Summer Research and Ambassador Programs

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer R. Amos, University of Illinois, Urbana-Champaign; Marie-Christine Brunet, University of Illinois at Urbana-Champaign

Tagged Divisions

Liberal Education/Engineering & Society

slides Journal Communication topics - writing skills, other speaking styles Week 3 The problem with Power Point... EA sample talk. Reflective Journal EA Purpose - TED Talks- Audiences Critique Session Week 4 Training-Content: Story & Engaging the Practice (Workshop) Reflective Journal Audience Organization & Analogies Week 5 Training-Visual Aids: Assertions Practice - Slides Reflective Journal Supporting Evidence Feedback Week 6 Training-Elocution: Poise & Elocution PRESENT 2 Presentation Training

Conference Session

Professional Skills Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Abigail Jane Kulhanek; Cheryl A Bodnar, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

piece of information onthe bottom of the card as shown in Figure 1.They then had to use solely oralcommunication – no drawing or writing – toexplain the symbols on their card and gatherfeedback on what their card was meant torepresent. This meant that they had to listenclosely to their peers to ensure that they weregetting the description of a symbol theyneeded. They also had to be careful in how Figure 1. Sample ROYGBIV game cardthey described their symbol so that it wouldnot be misinterpreted. To get the necessary information to solve their code, students needed tospeak to a lot of different students in the class, not just their peer group as each student was onlyprovided with the one piece of information at the bottom of their card

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Catherine Clark Hain, Mansfield Public Schools; Wendy Christine Turek; Arash Esmaili Zaghi P.E., University of Connecticut; Alexandra Hain, University of Connecticut

Tagged Topics

Diversity, NSF Grantees Poster Session

ADHD and the shortcomings of the current education system that puts thispopulation of students with significant potential for innovation at a substantial risk of academicfailure and disinterest in pursuing higher education. Overall, the major observations from thisREU were that: given the right environment, i.e. niche, students with ADHD can thrive;engineering research can be a stimulating and ideal environment for students with ADHD; andthe opportunity to learn and interact with peers with ADHD can provide a rich and meaningfulexperience and help their confidence and ability as learners. It was noted that the educationsystem needs to move from the idea of ‘accommodating’ for some, to differentiating for all.Dissemination of these impactful

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jill K Nelson, George Mason University; Daria Gerasimova, George Mason University; Margret Hjalmarson, George Mason University; J. Reid Schwebach, George Mason University

Tagged Topics

NSF Grantees Poster Session

following topics: assessment of GTApreparation to grade writing assignments, determining the relationship between studentmathematics placement scores and their achievement in core classes in their major, andinvestigating effects of a peer review component in laboratory reports. After the first year, one ofthe GTAs finished his/her project and presented the results at a conference. Other students wereat the stage of data collection and data analysis.During the second year of the SIMPLE group, much of the meeting time was dedicated todiscussing curriculum development for a new concentration in the department. The GTAs tookpart in those discussions, though the level of their involvement varied. One of the students choseto conduct another educational

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Clifton L Kussmaul, Muhlenberg College; Chris Mayfield, James Madison University; Helen H Hu, Westminster College

Tagged Topics

NSF Grantees Poster Session

% believe it encouragesdeeper understanding. Q The majority also perceived improvements in students’ effectivenessin working in small groups, their communication skills, and positive peer-to-peer relationships.The greatest obstacle to adopting POGIL was time (both preparation time and classroom timerequired). 71% believed that a closer community (e.g. face-to-face meetings with mentors orcolleagues) would be somewhat, very, or extremely helpful to new POGIL adopters, and forregular users of POGIL this percentage increases to 87%. [16]IntroCS-POGIL Objectives & ActivitiesThe 2017 NSF IUSE IntroCS-POGIL project focuses on introductory courses because they:enroll the most students (across STEM majors) and have the biggest impact on retention

Conference Session

Pre-college: Summer Experiences for Students and Teachers (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sharnnia Artis, University of California, Irvine; Gregory N. Washington, University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

/coding, computer aided design, laser cutting, and 3D printing. Through ASPIRE,students are able to engage with their peers, form networks, and gain a sense of community. Inthe past two summers, 41 students have participated in the program. This paper provides detailson the design and evaluation of the ASPIRE program.IntroductionThe STEM “pipeline” that is imagined to guide Science Technology Engineering and Math(STEM) students from middle school into successful STEM careers has sprung leaks atessentially every junction. In its most common configuration, it implies a single path that oftenrequires students to develop an interest in STEM by middle school, choose particular math andscience courses in middle- and high-school, and gain experience and

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

William J. Palm IV, Roger Williams University; Nicole Martino, Roger Williams University; Benjamin D McPheron, Roger Williams University

Tagged Topics

Diversity, NSF Grantees Poster Session

Construction Management, and offers a B.S.in Engineering with specializations in Mechanical, Civil, Electrical, and Computer Engineering.Students may also define a custom specialization. In 2012, when the STILAS grant was awarded,women constituted 12% of the graduating engineering class, while underrepresented minoritystudents constituted 4%. As of this writing, approximately 18% of engineering students arewomen, and 8% are underrepresented minorities.Description of the STILAS ProgramThe original intent of the STILAS program was to build on the university’s existing InterculturalLeadership Ambassadors (ILA) program to support more STEM students. Started in 2007, the ILAprogram works to recruit and retain underrepresented and first-generation students