Conference Session

Professional Skills for Graduate Students

Collection

2018 ASEE Annual Conference & Exposition

Authors

Wendy Roldan, University of Washington; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

effective teach- ing decisions, and the application of ideas from complexity science to the challenges of engineering education. c American Society for Engineering Education, 2018 “I came in thinking there was one right practice”: Exploring how to help graduate students learn to read academic researchAbstractIn the fall of 2017, an engineering educator with many years of experience offered a course toincoming doctoral students. The course was focused on helping the students explore approachesto reading published scholarship and develop their own scholarly reading practice. The coursewas taken by a student who documented her experiences in a reflection journal. Against thisbackdrop, this paper uses

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Laura Ann Gelles, Utah State University; Idalis Villanueva, Utah State University; Marialuisa Di Stefano, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

. During the last 5 years, she worked specifically with emergent bilinguals in Utah and in the Boston area, looking at the ways students’ funds of knowledge, especially languages and belonging, intersect with their identity development, and their understanding of mathematics and science contents. She approaches her study through a culturally sustaining pedagogy lens that she developed through her experience teaching, tutoring, and observing K-12 students in Italy and in the United States for the past 15 years. c American Society for Engineering Education, 2018 Perceptions of ethical behavior in ethical mentoring relationships between women graduate students and faculty in science and

Conference Session

Military and Veterans Division Technical Session 2: Veteran Identity & Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rebecca C. Atkinson, Clemson University; Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Joyce B. Main, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans

otherfactors, they are more likely to be divorced, widowed, or never married [1] and to be singleparents [18], [19]. In addition, women veterans must often be strategic in the way theydemonstrate their feminine identity in order to be accepted and respected; as noted by Iverson etal., “women…must walk a precarious line between masculinity (being tough enough) andfemininity (being a real woman)” [19, p. 159]. Further, women service members often operateunder an intense microscope of their capabilities, and often have little support or mentorshipfrom senior female leaders [19], [20]. Nonetheless, women veterans are noted for their resilienceand even found to have a heighted commitment to goal achievement, including academicpersistence. Women student

Conference Session

Middle School Students' Engineering Identity, Efficacy, Attitudes, and Perceptions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexis Basantis, Rowan University ; Megan DiPietroantonio; Amy B. Geary, Rowan University; Melanie V. Ware, Rowan University; Kaitlin Mallouk, Rowan University; Cheryl A. Bodnar, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, active/reflective, and sequential/global.Complementary teaching styles can be matched to each of the learning styles, and the traditional“chalk and talk” style can in no way encompass all of them. Several institutions found that amixed-mode approach which balances active learning and passive learning is best for teachingstudents, especially in early stages of development [4]. Thus, in order to teach STEM topics toall students, supplementary teaching tools should be utilized.There are some assignable causes linked to the lack of engagement and success in STEMclassrooms. Many times teachers themselves do not have adequate training to teach STEMtopics. This problem was illustrated in a study done in 2007 that revealed the United Statesranked 41 out

Conference Session

Architectural Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Beth Huffman, Indiana University Purdue University, Indianapolis; Kathryn Elizabeth Roche

Tagged Topics

Diversity

Tagged Divisions

Architectural Engineering

details. Beth has her Master’s of Science degree in Architecture from the Illinois Institute of Technology and her Bachelor’s of Architecture degree from Ball State University. Additionally, she continues to practice architecture through her own company, Muse Design. She enjoys the synergistic relationship between her role as a professor and her role as an architect, and believes that this hybrid provides real world practicality into the classroom on a daily basis.Mrs. Kathryn Elizabeth Roche, c American Society for Engineering Education, 2018 Fostering Civic Identity in Architectural Technology Students through the Evaluation of Critical Reflection in Service Learning

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jean S. VanderGheynst, University of California, Davis; Colleen Elizabeth Bronner, University of California, Davis; Alin Wakefield, University of California, Davis

Tagged Topics

Diversity, NSF Grantees Poster Session

. Reasons for attending included the need for motivation and addressingstruggles they were facing in their programs. These reasons point to challenges students facetransitioning to graduate school (e.g. balancing act). Students were reassured after attending thisworkshop that they possessed or could enhance the skills needed to persist and achieve successin graduate school.For the second PEGS21 cohort (entering Fall 2017), we applied first cohort feedback byencouraging the students to attend GradPathways workshops in pairs or groups as a means tofurther build community within the group. Time during seminar was also dedicated to eachparticipant sharing the two workshops they planned to attend. A list of these workshops andplanned attendees was

Conference Session

Expanding Diversity, Equity, and Inclusion in Engineering Cultures from a Theoretical Perspective

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brianna Benedict McIntyre, Purdue University, West Lafayette; Dina Verdín, Purdue University, West Lafayette; Rachel Ann Baker; Allison Godwin, Purdue University, West Lafayette; Thaddeus Milton

Tagged Topics

ASEE Diversity Committee, Diversity

Paper ID #22357Uncovering Latent Diversity: Steps Towards Understanding ’What Counts’and ’Who Belongs’ in Engineering CultureMs. Brianna Shani Benedict, Purdue University, West Lafayette Brianna Benedict is a Graduate Research Assistant in the School of Engineering Education at Purdue University. She completed her Bachelor’s and Master’s of Science in Industrial and Systems Engineering at North Carolina Agricultural & Technical State University. Her research interest focuses on interdisci- plinary students’ identity development, belongingness in engineering, and recognition.Dina Verd´ın, Purdue University, West Lafayette

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mark V. Huerta, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

Student describes an experience Encountering legal issues, difficulty experience in which they encountered a balancing entrepreneurial project with challenge or problem while school, project development stagnates, working on their entrepreneurial etc. project Failure Student describes an experience Failure in the design or solution, experience in which they failed unsuccessful attempt to obtain funding, entrepreneurial project discontinues, etc. Class- Student describes the general Entrepreneurship classes and project

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva, Utah State University; Laura Ann Gelles, Utah State University - Engineering Education; Marialuisa Di Stefano, Utah State University; Buffy Smith, University of St. Thomas; Renetta G. Tull, University of Maryland, Baltimore County; Susan M Lord, University of San Diego; Lisa Benson, Clemson University; Anne Therese Hunt, Hunt Consulting Associates; Donna M. Riley, Purdue University-Main Campus, West Lafayette (College of Engineering); Gery W. Ryan, Pardee RAND Graduate School in Policy Analysis

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

professor gave these instructions: “You should be at least as formal as the client. If he has a coat and tie, you keep your coat on. If he is in a shirt and tie, you can take off your jacket.” This posed dilemmas for women that did not exist for men.” [60, p. 163-164] “On the surface, formal lines of communication, such as orientations, graduate advisors Engineering and handbooks purporting to facilitate women becoming graduate students are not Preparation always reliable. The alternative, which no one explicitly states, is to engage in the informal (gendered roles and track through establishing social networks and building social capital.” [61, p. 145] implicit/explicit

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heather Kathleen Klok Bacon; J. Alex Birdwell, Northwestern University; Ordel Brown, Northwestern University; Emma Tevaarwerk, Northwestern University; Richard Wayne Freeman P.E., U.S. Coast Guard Academy; Wendy Roldan, University of Washington; Ken Gentry, Northwestern University; Amanda Rose Pokryfky

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

automatically enrolled in their first-year seminar section with their PA groupbefore they enroll in other courses. In the third year of the engineering seminars (2016-2017),registration for other classes by peer advising group at the same time during orientation wasimplemented. This has allowed PAs to aid their students in the course registration process andhas led to many students in the same group enrolling in the same section of large first-yearcourses - an inadvertent benefit.Initial content for the engineering seminars was determined largely by the new student office, buthas evolved through the years to include a balance of academic (academic strategies, majorselection) and student affairs (wellness, consent, identity) content. Initially in 2014

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tershia A. Pinder-Grover, University of Michigan; Stephanie Marie Kusano, University of Michigan; Grenmarie Agresar, University of Michigan

Tagged Topics

Diversity, Faculty Development Constituency Committee

discussion rent sessions sections, managing laboratory classes, or handling office hours. 55 min each In the second session, participants choose one of the following topics: teaching problem solving, grading, or handling office hours. Undergraduate Teaching Orientation Graduate Teaching Orientation Practice In small groups (5-7), participants take turns delivering a five-minute explanation on a Teaching topic of their choice. Peers and one trained facilitator act as students during the lesson, 2 hrs then provide written and oral feedback on the teaching.Table 1: Engineering teaching orientations during the Fall of 2017.As seen in Table 1, the new instructor

Conference Session

ET Peripherals

Collection

2018 ASEE Annual Conference & Exposition

Authors

Osazuwa John Okundaye Jr, Texas A&M University; Mathew Kuttolamadom, Texas A&M University; Malini Natarajarathinam, Texas A&M University; Sharon Lynn Chu, Texas A&M University; Francis Quek, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

, the STEM elements that are inherent in making can be made all the moreobvious. This could be attributed to one of three ways. First, it situates making in contexts thatare personal, culturally, socially relevant to students. Second, it can encourage students to be partof a production pipeline and contribute to something novel and useful to society. Third,involvement in this form of making places students in long-term scenarios acting as Makers fullyengaging in STEM. We believe this approach to making can enable students to gain a holisticview of their making ability as well understand how developed knowledge can be transferred.This reflects Grotevant’s process of identity formation as arising out of continual exploration andevaluation 9

Conference Session

Maps, Metaphors, Tweets, and Drafts

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sean Michael Ferguson, University of Virginia; Rider W. Foley, University of Virginia; John Kofi Eshirow Jr., University of Virginia; Catherine Claire Pollack, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

node generationmore easily across groups (Fig 3). The identity line was included on the graph as a way tovisually compare how the amount of nodes changed for each student between the pre- and post-CMs. Points that are located above the identity line indicate that students had more nodes ontheir post-CMs than their pre-CMs, while points located below the line suggest students hadmore pre-nodes than post-nodes. Solid lines are a representation of a smoothed, nonparametrictrend line (LOESS: Locally Weighted Scatter-plot Smoothing), with each color linecorresponding to the dots of the same category. The gray areas capture the 95% confidenceintervals around each of the trend lines. The results of this test forces four questions to beaddressed

Conference Session

Computing Technology Applications-I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Zhen Wu, University of Colorado, Boulder; Christopher Lynnly Hovey, University of Colorado, Boulder; Leisa D. Thompson, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

lab and met faculty and graduate students in the department. The programculminated in a Hackathon where teams of up to five students developed an application of theirchoosing and then presented their product to other students and three judges (the professorleading the program, a teaching assistant, and the institution’s chief software engineer). Havingannounced the Hackathon at the end of the day prior to the competition, the lead professor notedthat students had – without prompting – self-selected their own teams by the start of the nextsession that essentially divided students into all-male teams and teams of women with one malestudent. Interestingly, the two teams of mostly women took first and second place, the latter ofwhich consisted of

Conference Session

Aerospace Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sidaard Gunasekaran, University of Dayton

Tagged Divisions

Aerospace

clear to the author that if this subject had to make an impact in studentsunderstanding and interest in the field of aeronautical engineering, it cannot be done through conventionallecture-based model. On the other hand, the fundamental theories cannot be overlooked in the interest offocusing on applications. This paper documents an endeavor to achieve a balance between those two byfollowing McLaren’s [6] suggestion that the theory informs practice but experiential and practicalknowledge can be employed as a means to understanding and interpreting that theory. The objective is toapproach a math-based Aerodynamics class from a context of application, student-centered (SCEL) andinstructor-centered experiential learning (ICEL) at the same time

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Indira Nair, Carnegie Mellon University; William M. Bulleit, Michigan Technological University

Tagged Divisions

Engineering Ethics

engineers face. We review recent empirical work on theethics of care and the role of empathy in engineering. Campbell (2013) asked howengineering “professors can teach students to care”. Other work (Walther et al. 2012;Hess et al. 2014) has begun to build a background of how we could begin this integration.We suggest that these approaches are more consonant with design approaches and hencefamiliar to engineering faculty. Engineering ethics can then integrate seamlessly intoengineering education.This paper considers a combination of the philosophical principles of pragmatism and theethic of care as a broad framework for integrating ethics in undergraduate engineering.Such an approach would integrate ethics into the teaching of engineering in a way

Conference Session

Women in Engineering Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kristin E. Sherwood, Stony Brook University; Angela M Kelly, Stony Brook University; Monica Bugallo, Stony Brook University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

, where both mentors and mentees are building competence andenhancing problem solving skills [9].Research questions. This research study examined the impacts of the mentoring experience onjunior and senior STEM students serving as peer mentors to first-year female students. To buildupon prior work in the STEM mentoring field, the overarching research questions were: How didservice as a peer mentor to first year female students impact the women serving in these roles?How did mentoring service facilitate leadership development among junior and senior mentors?Conceptual FrameworkMuch of what is known about self-efficacy and its role in persistence of behavior is based uponthe research of Bandura, who distinguished between both efficacy expectations

Conference Session

Design, Assessment, and Redesign of Writing Instruction for Engineers

Collection

2018 ASEE Annual Conference & Exposition

Authors

John Y. Yoritomo, University of Illinois at Urbana-Champaign; Nicole Turnipseed, University of Illinois at Urbana Champaign; S. Lance Cooper, University of Illinois at Urbana-Champaign; Celia Mathews Elliott, University of Illinois at Urbana-Champaign; John R. Gallagher, University of Illinois at Urbana-Champaign; John S. Popovics, University of Illinois at Urbana-Champaign; Paul Prior, University of Illinois at Urbana-Champaign; Julie L Zilles, University of Illinois Urbana Champaign

Tagged Divisions

Liberal Education/Engineering & Society

identified by our team as having a significantwriting component. The second survey, hereafter referred to as the department survey, was givento faculty having key department administrative roles in every engineering department of theuniversity. Both surveys contained multiple-choice, select-all-that-apply, rate-on-a-scale, andshort-answer questions. The instructor survey consisted of four sections: i) participants’perceptions of writing within their discipline and expectations for their students after graduation,ii) instructional practices and assignment design related to writing, iii) participants’ perceptionsof challenges related to writing instruction, and iv) participants’ current best practices. Thesurvey contained 30 questions and took

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Félix Langevin Harnois, École de Technologie Supérieure; Jerome Harrison, École de Technologie Supérieure; Prasun Lala, École de Technologie Supérieure; Ghizlane El Boussaidi, École de Technologie Supérieure; Christian Desrosiers, École de Technologie Supérieure; Catherine Laporte, École de Technologie Supérieure

Tagged Divisions

Cooperative and Experiential Education

schedule but rathercollaborated with the lab members to find a balanced means of supporting students withoutoverloading them with too many activities. Their feedback and input were regularly used toadjust our offer to better fit their needs as the project evolved. This approach was judged moreappropriate for our goal of leveraging a community of practice that engaged students.The lab director selected a Master’s student (who is also a co-author of this article, and to whomwe will refer to as lab ambassador) to be responsible for the activities inside the lab and to workwith our team. The role of this student was key to the success of this project in that he helpedplan the schedule, developed activities with us, gathered feedback, and kept both our

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Martha M. Snyder, Nova Southeastern University; Manuel Salinas, Nova Southeastern University; Molly J. Scanlon, Nova Southeastern University

Tagged Divisions

Cooperative and Experiential Education

,IfeltveryproudandhappyofwhatIhadaccomplished.Workingwiththeseprogramsandworkingonthisprojecthashelpedmeseemyfutureinengineeringandhasmadememoreexcitedthanever.”The faculty member reflected on his experience as well noting that students performed betterafter giving them ample time to work on their projects in class where the professor could guidetheir work. He hopes to create a better balance between homework and in-class project time nextsemester. He also noted the need for students to gain a more solid foundation of the facts,concepts, principles, rules, procedures associated with engineering graphics and requestedassistance on strategies for creating a more active learning atmosphere when teaching thesefoundational knowledge and skills. Conclusions and Next StepsThe ExEL program at our university is in its infancy. The first round of ExEL qualified courseswere delivered in fall 2017. The

Conference Session

Research Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Franklin W. Olin College of Engineering; Courtney S. Smith-Orr, University of North Carolina, Charlotte; Cheryl A. Bodnar, Rowan University; Walter C. Lee, Virginia Tech; Courtney June Faber, University of Tennessee, Knoxville; Erin J. McCave, University of Houston

Tagged Divisions

Educational Research and Methods

in the Cullen College of Engineering at the University of Houston. She joined the University of Houston after completing a postdoctoral/lecturer position split between the General Engineering program and the Engineering & Science Education Department and a Ph.D. in Bioengineering from Clemson University. Erin’s research interests include preparing students for their sophomore year, minority student engineering identity development, and providing mentoring relationships to help foster student growth and success. c American Society for Engineering Education, 2018 Developing a Critical Incident-Centered Transition Theory Framework to Explore Engineering Education Research Faculty

Conference Session

Professional Development for Teachers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sai Prasanth Krishnamoorthy, New York University; Sheila Borges Rajguru, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

research projects in collaboration with graduate, undergraduate, and high schoolresearchers under the leadership and mentoring of faculty researchers. The project team invitesSTEM teachers from over 400 local middle and high schools to apply for the research internshipproject. Along with extensive advertisements at science fairs and robotics competitions, the teamorganizes several open house sessions allowing teachers to visit NYU SoE and better understandthe project’s requirements, opportunities, commitment, follow-up, etc. Each year, between 10 to12 teachers are selected from over 30 applications by a selection committee comprising of facultyand experienced graduate students. The selection is done based on evaluating the applicationmaterials

Conference Session

Environmental Engineering Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Charles M. Ouellette, United States Military Academy; Luke Thomas Plante, United States Military Academy; Erick Martinez P.E., United States Military Academy; Benjamin Michael Wallen P.E., United States Military Academy; Jeffrey A. Starke, United States Military Academy

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

statistically significant differences between students who racially identifiedas white compared to those who racially identified as non-white at the start of the course (p=2.92x 10-3). Students who identified as non-white scored 75.68% ± 4.45% and students who identifiedas white scored 83.40% ± 2.20% at the start of the course (Figure 3). At the end of the course,however, there were no significant differences between these two groups (p=4.86 x 10-1). We found significant differences among students’ scores at the start of the course basedon the highest level of education attained by their mother (p=4.71 x 10-02, Figure 4). Studentswhose mother earned a graduate degree (master’s or PhD) scored 82.34% ± 3.19% at the start ofthe course. Students

Conference Session

Women in Engineering Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Coleen Carrigan, California Polytechnic State University, San Luis Obispo; Saejin Kwak Tanguay, University of Washington; Joyce Yen, University of Washington; Julie Simmons Ivy, North Carolina State University; Cara Margherio, University of Washington; Eve A. Riskin, University of Washington; Christine S. Grant, North Carolina State University; M. Claire Horner-Devine, University of Washington and Counterspace Consulting

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

about all the life experiencesthat motivate us to broaden participation of underrepresented populations in engineering. Theselectures played a key role in members’ abilities to breach personal and professional boundariesby structuring in opportunities for members to explain their perspectives in our work together.Semantic Consensus Building: In breaching the boundaries between our disciplinary identities,members did a great deal of what we have called “semantic consensus building.” It became clearthat the type and tone of language used to discuss issues of marginalization was very distinctbetween the social sciences, field sciences and lab sciences. Throughout our meetings, therewere many conversations in which we identified and analyzed the

Conference Session

Women in Engineering Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Ohanian Perez, California State Polytechnic University, Pomona

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

towards the middle portions of the protocol.Burtner (2005) examined the demands of balancing work during and undergraduate career andhow those non-cognitive factors influenced persistence in engineering students. Lent et al. [14]looked at the outcome expectancy in choice and persistence of the field of engineering. Finally,Marra et al. [10] looked at the change in self-efficacy of women in at the end of their second-yearof engineering.The protocol allowed the researcher to probe these themes as well as a general sense of selfefficacy and identity as an engineer in the initial protocol. As the interviews progressed, theprotocol evolved to address the incongruity between life goals and gendered roles within theclassroom that the women were

Conference Session

Women in Engineering Division Technical Session 7

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer C Mallette, Boise State University; Harold Ackler P.E., Boise State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Paper ID #22182Valuing Women’s Contributions: Team Projects and Collaborative WritingDr. Jennifer C Mallette, Boise State University An Assistant Professor of English at Boise State University, Dr. Jenn Mallette teaches technical com- munication at the undergraduate and graduate level. In addition to working with STEM students in her undergraduate technical communication course, she collaborates with faculty in the College of Engineer- ing to focus on enhancing writing education in engineering courses. Her other research focuses on women in engineering, and she has recently published on the results of a case study exploring

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Leisa D. Thompson, University of Virginia; Lecia Jane Barker, University of Colorado, Boulder

Tagged Topics

Diversity, NSF Grantees Poster Session

underrepresented in computing. Her research focuses on social climate, identity/belonging, faculty adoption of teaching and curricular practices, and sustainable organizational change. She advocates changing social and educa- tional environments so that all students can develop a sense of belonging, not on changing students so that they fit into unwelcome environments. She presents on how to get girls and women into computing education from high school through graduate education and how to retain in the field. c American Society for Engineering Education, 2018 Increasing Women’s Participation in Undergraduate Computing and Engineering with Systemic ChangeIntroductionThe Extension

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nelson S. Pearson, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Allison Godwin, Purdue University, West Lafayette (College of Engineering); Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning, to understand engineering students’ identity devel- opment. She is the recipient of a 2014 American Society for Engineering

Conference Session

Diversity and Global Experiences

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jamie Gomez, University of New Mexico; Vanessa Svihla, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

well as faculty advisor for several student societies. She is the instructor of several courses in the CBE curriculum including the Material and Energy Balances, junior laboratories and Capstone De- sign courses. She is associated with several professional organizations including the American Institute of Chemical Engineers (AIChE) and American Society of Chemical Engineering Education (ASEE) where she adopts and contributes to innovative pedagogical methods aimed at improving student learning and retention.Dr. Vanessa Svihla, University of New Mexico Dr. Vanessa Svihla is a learning scientist and assistant professor at the University of New Mexico in the Organization, Information & Learning Sciences program

Conference Session

Engineering and Public Policy Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

R. Alan Cheville, Bucknell University; John Heywood, Trinity College Dublin; Charles James Larkin, Trinity College Dublin; Shaen Corbet, Dublin City University

Tagged Divisions

Engineering and Public Policy

students to participate in the industries of the future?” Similarly, in rapidly changing socio-technical systems do universities have a role to play in worker retraining or more broadly to contribute in some way to broad public education of those who are past college age? 2) The College-Industry Gap There has been a succession of complaints by certain industrial organizations that the output of graduates from universities are not immediately suitable for work in industry. One of the persistent complaints has been that they lack interpersonal and professional skills. More recently the complaint has been made that graduates are not sufficiently adaptable in the sense they are unable cope with the learning requirements of the tasks with which they