Conference Session

Engineering Education Graduate Research Consortium (EEGRC) Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kathryn Waugaman, University of Colorado Boulder; Janet Y. Tsai, University of Colorado, Boulder; Malinda S. Zarske, University of Colorado, Boulder

Tagged Divisions

Student

Paper ID #24562Connecting with first-year engineering students’ interest in social responsi-bility issues through ethics lessonsMs. Kathryn Waugaman, University of Colorado Boulder Katie is an undergraduate student researcher at the University of Colorado, Boulder. She is interested in why students choose to study engineering and what retention methods are successful for universities, particularly in underrepresented communities. She is a Senior in Mechanical Engineering and plans to work in renewable energy when she graduates in December.Dr. Janet Y Tsai, University of Colorado, Boulder Janet Y. Tsai is a researcher

Conference Session

Student Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

VJ Tocco, University of Florida; Kevin Buettner; Madeline G Sciullo, University of Florida; Jennifer Sinclair Curtis, University of California, Davis; Jason E. Butler, University of Florida

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Student

students 1–3. These courses address importanttopics for young researchers, such as a re-introduction of the scientific method, scientific writing © American Society for Engineering Education, 2018 2018 ASEE Southeastern Section Conferenceof proposals and papers, and ethical considerations. For departments with such structuredcourses, new graduate students develop their research skills together, which saves the students’advisors time in teaching them basics individually. Such a system also avoids frustration due tolost productivity in the early stages of their studies.Many of these ideas are independent of the field of study, hence they can be taught by anythoughtful instructor who has

Conference Session

Student Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shelby Buffington, Syracuse University; Ryan L. Falkenstein-Smith, Syracuse University; Alexander Johnson, Syracuse University; Katy Pieri, Syracuse University; Alex Vincent Jannini, Syracuse University

Tagged Divisions

Student

confidence in their skills. Overall, positive feedback was gathered both before and after theretreat. Our chapter plans on rerunning this program with some changes to the skills that will bediscussed. We will also change the scheduling of the event so that it takes place one day perweek for three weeks, as opposed to three consecutive days, in an effort to boost attendance.IntroductionSoft skills are an important aspect of engineering education. The Accredation Board forEngineering and Technology lists several soft, or professional, skills that should be covered inthe engineering curriculum: communication, teamwork, ethical responsibility, and lifelonglearning [1]. While students are expected to have these skills, there is evidence of a

Conference Session

Student Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Beau Vezino, University of Arizona; Alexander M Alvarez, University of Arizona Department of Biomedical Engineering; Byron Hempel, University of Arizona; Christina Julianne Loera, University of Arizona; Samantha Davidson, University of Arizona; Savannah Boyd, University of Arizona; Vignesh Subbian, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Student

level.University of Arizona Student Chapter. Here, at the University of Arizona, the ASEE chapterwas formed on an interdisciplinary model that includes a network of faculty, staff, and studentsfrom several disciplines across the university. The purpose of this cross-college, interdisciplinaryapproach is to promote engineering education at all levels. The mission of the ASEE Chapter atUniversity of Arizona are as follows: 1. To encourage collaboration between engineering undergraduate and graduate students through service, research, and professional development opportunities 2. To encourage and prepare engineering graduate students to pursue careers in academia 3. To increase awareness and understanding of societal, ethical, and public policy