Conference Session

Mathematics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gianluca Guadagni, University of Virginia; Hui Ma, University of Virginia; Lindsay Wheeler, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Mathematics

paper.MethodsThe present mixed-methods study occurred during the fall 2017 semester in a mid-Atlantic,research-intensive university. Participants included UTAs enrolled in the Teaching Methodscourse and students enrolled in APMA courses. Data sources included pre- and post-surveys andUTA Teaching Methods course assignments.ParticipantsParticipants included 20 of the 26 students (77%) enrolled in the three different sections of theTeaching Methods courses who consented to participate in the IRB-approved study. See Table 1for UTA participant demographics. The majority of participants were UTAs for calculus-basedcourses; two participants (10%) UTA’d Calculus I, four participants (20%) UTA’d Calculus II,two participants (10%) UTA’s for Multivariable calculus

Conference Session

IED Technical Session: Preparing for the Future Through Projects and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

Leslie Potter, Iowa State University; Richard Stone, Iowa State University; Audrey Fyock, Iowa State University; Devna Fay Popejoy-Sheriff, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Industrial Engineering

, [Accessed 01FEB18].[16] Education Commission of the States, http://vitalsigns.ecs.org/state/United-States/diversity,[Accessed 09JAN18].[17] 2017 ASEE Profiles, http://profiles.asee.org/profiles/7790/screen/20, [Accessed 05FEB18][18] NSF STEM Classification of Instructional ProgramsCrosswalk, https://www.lsamp.org/help/help_stem_cip_2010.cfm, [Accessed 06DEC17].[19] SURE III Survey, GrinnellCollege, https://survey.grinnell.edu/se.ashx?s=25113745279376A9, [Accessed 06DEC17].[20] B. Mendoza and P. A. Brown, “Incorporating Undergraduate Research Experience in anEngineering Technology Curriculum,” 2017 ASEE Mid Atlantic Section ConferenceProceedings, 2017, Baltimore, MD.[21] D. Sobek and S. Freeman, “Assessment of Hands-on Introductions to

Conference Session

Teamwork and Student Learning in Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nikolaos E. Vitoroulis Jr, Stevens Institute of Technology; Changhong Zhang; Kishore Pochiraju, Stevens Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

. Sheppard, E. McGrath, and B. Gallois, “Promoting Systems Thinking inEngineering and Pre-Engineering Students,” in American Society for Engineering EducationSpring 2008 Mid-Atlantic Section Proceeding. 2008.[2] J.E. Mills, and D.F. Treagust, “Engineering Education—Is Problem-Based or Project-BasedLearning the Answer,” Australasian Journal of Engineering Education, vol. 3, pp. 2-16 2003.[3] D. J. Cappelleri and N. Vitoroulis, "The Robotic Decathlon: Project-Based Learning Labsand Curriculum Design for an Introductory Robotics Course," IEEE Transactions on Education,vol. 56, no. 1, pp. 73-81, Feb. 2013.[4] M. Yim, et al. "AC 2008-2230: A Practice-Integrated Undergraduate Curriculum inMechanical Engineering," ASEE PEER, pp. 13.81.1 - 13.81.15 Jun

Conference Session

Creating Equity Through Structure and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chelsea Nneka Onyeador, Stanford University; Shannon Katherine Gilmartin, Stanford University; Sheri Sheppard, Stanford University; Gloriana Trujillo, Stanford University; Carol B. Muller, Stanford University

Tagged Topics

ASEE Diversity Committee, Diversity

]. The course had3 main learning objectives: (1) Identify and analyze the interdependencies of gender, diversity,culture, and engineering, using a variety of methods; (2) Connect issues relating to gender,diversity, and culture to students' experiences in college and future workplace experiences; and(3) Envision new engineering processes, practices, and cultures that reflect expandedperspectives on gender, diversity, and intersectional identities [10].This course was developed over a multi-year period and first launched at Stanford in the 2015-16academic year, in partnership with Aachen University in Germany. The first course was taughtsynchronously at both sites and students worked on cross-Atlantic project teams. A total of 20Stanford students

Conference Session

Women in Engineering Division Technical Session 7

Collection

2018 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Western Michigan University; Charles Henderson, Western Michigan University ; Daniel Collier, Western Michigan University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

. The French et al. studyworks on the odds ratio. None of the four studies has showed statistically significant differencein men’s retention, though. Three studies indicate higher retention for women19,18,46. Cohen’sstudy has showed statistically higher retention for women students. The studies that are in favorof men retention have considered the MIDFIELD database and NC university database; whilethe ones that are in favor of women retention have considered a national database (Engineeringworkforce commission- EWC) of 1999-2001 graduating students and a mid-Atlantic collegedatabase. Three of the four studies that indicate higher retention for men compute 4-yearretention, while the NC study35, which indicates poor retention of women, computes

Conference Session

Faculty Development Medley

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sylvia L. Mendez, University of Colorado, Colorado Springs; Valerie Martin Conley, University of Colorado, Colorado Springs; Comas Lamar Haynes, Georgia Tech Research Institute; Rosario A. Gerhardt, Georgia Institute of Technology; Jennifer Tygret, University of Colorado, Colorado Springs

Tagged Topics

Diversity, Faculty Development Constituency Committee

experiences of Mexican descent youth in the mid-20th century, higher education student success, and faculty mentoring programs.Dr. Valerie Martin Conley, University of Colorado, Colorado Springs Valerie Martin Conley is dean of the College of Education and professor of Leadership, Research, and Foundations at the University of Colorado Colorado Springs. She previously served as director of the Center for Higher Education, professor, and department chair at Ohio University. She was the PI for the NSF funded research project: Academic Career Success in Science and Engineering-Related Fields for Female Faculty at Public Two-Year Institutions. She is co-author of The Faculty Factor: Reassessing the American Academy in a

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth R. Kurban, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park; Kurubel Belay, University of Maryland

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

leadership, the Women in Engineering Pro- gram received the 2008 National Engineers Week Introduce a Girl to Engineering Day Award. She is the principal investigator for a National Science Foundation’s Science, Technology, Engineering, and Mathematics Talent Expansion Program (STEP) grant called the Successful Engineering Education and Development Support (SEEDS) Program. SEEDS extends successful women in engineering retention programs to all first-year and new external transfer students in the Clark School. Paige is the co-lead for the Mid-Atlantic Girls Collaborative (MAGiC), a regional collaborative within the NSF-funded National Girls Collaborative Project which brings together girl-serving organizations across

Conference Session

The BEST InDEED

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chris Gewirtz, Virginia Tech; Daria A. Kotys-Schwartz, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Marie C. Paretti, Virginia Tech; Sidharth Arunkumar; Julie Dyke Ford, New Mexico Institute of Mining and Technology; Susannah Howe, Smith College; Laura Mae Rosenbauer, Smith College; Nicholas Emory Alvarez, New Mexico Institute of Mining and Technology; Jessica Deters, Virginia Tech ; Cristian Hernandez

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

domain,ME offers a useful study focus. The sites range in size from a small program graduating 30-50students annually to larger programs with over 350 graduates per year. All include at least a full-year of senior design; one has a four-semester design sequence that begins in students’ junioryear. All include industry-sponsored projects, with some having options that include faculty-sponsored projects, competition teams, and service projects. Finally, all use a course coordinatorcoupled with individual faculty and/or industry mentors for each team. Team sizes are generally4-6 students. The sites are also geographically diverse (northeast, mid-Atlantic, mountain west,and southwest).SamplingBeginning in late spring 2017, we recruited participants

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mark J. Povinelli, Syracuse University; Jonnell A. Robinson, Syracuse University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

system. We conclude the paper with a discussion about the opportunities and challenges ofuniversity-community partnerships, experiential learning and cross-disciplinary collaborativeteaching.Aging Wastewater InfrastructureSyracuse, New York is one of many cities in the United States with aging water infrastructurethat is need of replacement or significant repair. In fact, the American Society of Civil EngineersInfrastructure Report Card assigns a grade of ‘D+’ to the country’s wastewater system [22].Most of Syracuse’s water and sewer infrastructure was built in the early 1900s withmodifications over the years to meet increased demand by Syracuse's mid-century expandingpopulation. Most of these modifications included sewers that are combined

Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chandra Anne Turpen, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Jennifer Radoff, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; Hannah Sabo; Gina Marie Quan, University of Maryland, College Park

Tagged Topics

ASEE Board of Directors, Diversity

Tagged Divisions

Liberal Education/Engineering & Society

engineering design (e.g., designthinking, engineering epistemology, teamwork and equity). Our peer educators move betweenthese two activity systems: one is the field site for their teaching responsibilities within one of~15 sections of a first-year engineering design course (UMD ENES100), and the second is anengineering-design focused pedagogy seminar (UMD EDCI488E). The co-occurence of theseexperiences in the same semester allows our peer educators to have firsthand experiencesworking with students while trying to make sense of key ideas from education theory andresearch. Details of the design of the pedagogy seminar and the design course context areprovided in Quan et al. (2017), and the design of ENES100 course is presented in Calabro,Gupta, &

Conference Session

Understanding Diversity, Equity, and Inclusion from Students' Perspectives

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Trauth, University of Delaware; Tia Navelene Barnes, University of Delaware; Jenni Buckley, University of Delaware; Joshua A. Enszer, University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware; Rachel Davidson, University of Delaware; Xiaoxue 'Vera' Zhang, University of Delaware

Tagged Topics

ASEE Diversity Committee, Diversity

is definitely women doing the most work though, at least trying to hold it to ahigher standard. And, I’m not saying, I have worked with guys in my group that do want tohold it to a higher standard, but this might just be because there’s been more men in my groupthan women. But as much as the men are like being lazy or won’t show up to groups or thingslike that, but the women are always, there always trying to do the best work, always takingover the other sections that people forget about.”In interpreting peer microaggressions some Black students noted that for many students in theCollege, they served as their one “Black friend.” One student stated: “… a lot of our peers haven’t been exposed to black people throughout their