Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacqueline Ann Rohde, Purdue University; Lisa Benson, Clemson University; Geoff Potvin, Florida International University; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

” Mechanical EngineeringResearch quality was considered throughout the data collection and analysis process, based onthe Qualifying Qualitative Research Quality (Q3) framework by Walther, Sochacka, and Kellam[17]. The belongingness responses from each student were coded using in vivo codes [18]. Invivo codes brought richness to the analysis and reflected the exact words used by the students[17]. Multiple coding and theming passes, as well as a constant comparative method, were usedacross interviews to tightly link the themes to the data [19]. Authors had ongoing conversationsabout emergent results and addressed borderline cases. Memos were kept throughout theanalytical process to document and make apparent the researchers’ perspectives.The qualitative

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Phelana Pang, Seattle Girls' School

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

 engineering devices were considered throughout the unit, and students were required to reflect on these questions as they presented their sensory substitution device to the school community.  The concepts of circuitry were introduced through hands­on experiences using Snap Circuits   Ⓡand breadboards, as well as online animations and videos.  Students learned about connecting and programming the Arduino microcontroller through a series of scaffolded activities which included some offline learning and modifying of existing code.  Students then discussed the different aspects of the engineering design process and used a design notebook to document their ideas, questions, and modifications while building a model of their sensory substitution device

Conference Session

College Industry Partnerships Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lori M Houghtalen, Abilene Christian University; Timothy Kennedy P.E., Abilene Christian University; Raymond Earl Smith, Abilene Christian University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

. Entering the 2015-2016 academic year,program faculty envisioned a capstone design experience that would engage student teams in ayear-long, professional level design project sponsored by an industry client. The first two yearsof the capstone design program have been inarguably successful, and in this paper we identifyand reflect on the keys to our success. The intention for writing this paper is to ensure thesuccess of the program is repeatable, and to assist other programs, especially those residing insmall liberal arts universities, in starting or revising their own senior design experience.Our key factors in assembling a successful industry-sponsored capstone design program havebeen: (1) faculty buy-in and involvement, (2) engaged industry

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Adam Stark Masters, Virginia Tech; Lisa D. McNair, Virginia Tech; Donna M. Riley, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity, NSF Grantees Poster Session

Lisa D. McNair is a Professor of Engineering Education at Virginia Tech, where she also serves as Director of the Center for Research in SEAD Education at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.Dr. Donna M. Riley, Purdue University, West Lafayette (College of Engineering) Donna Riley is Kamyar Haghighi Head of the School of Engineering Education and

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eunhye Kim, Purdue Polytechnic Institute; Greg J. Strimel, Purdue Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

representation reflecting the designer’s interpretation of the current situationand desired situation. Consequently, problem framing is an essential part of the engineeringdesign process. Also, engineering design situations often involve multiple, conflicting views andstandpoints, which requires engineers to consider various contexts including both technical andnon-technical issues in structuring and representing a design problem for the situation. Jonassenet al. (2006) illustrate that an engineering design problem involves a variety of goals andconstraints that sometimes contradict each other and include not only technical but also non-technical factors. In terms of the non-technical goals and constraints, they state that engineeringdesign

Conference Session

Women in Engineering Division Technical Session 6

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chloe Wiggins, Designing Education Lab; Sheri Sheppard, Stanford University; Shannon Katherine Gilmartin, SKG Analysis; Benedikt von Unold, Stanford University; Tua A. Björklund, Aalto University Design Factory; Michael Arruza Cruz

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

, practices, and cultures that reflect expandedperspectives on gender, diversity, and intersectional identities. In order to better understand the role(s) of such a course in an engineering student'seducation and how engineering education considers these issues, the instructor team invited twoundergraduate researchers to undertake projects in support of these goals. One of these students(Amber Levine) was tasked with identifying other courses across the U.S. with similar subjectmatter and learning objectives (“EEL Related Courses Study”); she found 13 courses acrosstwelve institutions that connected issues of diversity and culture to engineering and were targetedto engineering students (Levine, 2016). The other student (Chloe Wiggins, who is

Conference Session

Design Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Scott R. Bartholomew, Purdue Polytechnic Institute; Greg J. Strimel, Purdue Polytechnic Institute; Senay Purzer, Purdue University, West Lafayette (College of Engineering); Liwei Zhang, Purdue University, West Lafayette; Emily Yoshikawa, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

have similarities, components exemplified in one model, may be excluded inanother (Flowers, 2010; Reeve, 2016). Other recent findings demonstrated that these engineeringdesign processes, may not be an accurate reflection of the practices used in industry andtechnical fields (Reeve, 2016). Accordingly, we investigated the perceptions of students,instructors, and practicing engineers through the assessment of a collection of student work froma first-year engineering course.Research Questions To investigate the potential similarities and differences in the values related to engineeringdesign between students, instructors, and practicing engineers the following questions guided ourstudy: RQ1: What correlation, if any exists, between the

Conference Session

Minorities in Engineering Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nina McDaniel, University of Michigan, Dearborn; DeLean Tolbert, University of Michigan, Dearborn

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

observational protocol includes the identified observational settings, developed descriptionsof what was witnessed, and particularly interesting and surprising occurrences. Field notationwas guided by the following prompts:  How do Black youth develop engineering skills within diverse sociocultural informal contexts?  What does engineering learning look like in these informal contexts?  How did the space allow kids to design/create?  How did they interact with others while doing engineering?  How they interact with parents and vice versa?Research ReflectionsIn this section, we present a summary of the field notes from each of the preliminary sites asreflections. We share our initial insights and reflections related

Conference Session

Electrical and Computer Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michelle Miley, Montana State University; Todd Kaiser, Montana State University; Liz Kovalchuk, Montana State University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

awareness of their own identities as writers and asengineers through their work facilitating, suggesting that the writing studio model providesan opportunity for writing center tutors to engage in metacognitive thinking about their owndevelopment as a disciplinary writer.The facilitators did note the difficulty in keeping their roles as engineering student separatefrom facilitator, and noted that they had to negotiate when to bring in their engineeringknowledge and when to act as an outside audience. One facilitator noted in her session notes,“An interesting reflection for me during this studio was that my first tendency when workingwith engineering students (especially those that I know in some context) is that I transitioninto being a team member

Conference Session

Software Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cam Macdonell, MacEwan University; Heidi J.C. Ellis, Western New England University; Darci Burdge, Nassau Community College; Lori Postner, Nassau Community College; Gregory W Hislop, Drexel University (Computing and Informatics)

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division

Source Day did notfulfill the participants’ expectations. Or the convergence of the post-experience survey maysimply reflect that the women had a better understanding of HFOSS by the end of the day and soresponse became more similar across ethnicities.Opinion results breakdown by age - The opinion responses were also analyzed by agecategories. Significant positive change was found in age categories “20-21” and “over 24” onH3, “consider taking more courses”. This mirrors the significant change for the total set ofrespondents. Sample sizes in the other age categories were much smaller and no significantdifferences were detected. White Hispanic Asia/Pacific Item Pre Post P Pre

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Ye Yuan, Nantong University; Jing Yan, Nanjing Forestry University; Justin R. Allison; Jianjun Yin, Jackson State University

Tagged Topics

Diversity, NSF Grantees Poster Session

facilitated with question prompts on self-regulated learning andcreative problem solving. These question prompts served as the scaffolding for creativeproblem solving and included metacognitive prompts, procedural prompts, elaborationprompts, and reflective prompts, as well as prompts for creative problem solving strategies.Sixty-four participants among those students were voluntarily recruited for interviews toexplore the follow-up effect of Scaffolding for Creative Problem Solving at least one yearlater after they participated in the community service learning with the scaffolding. Thefindings from the interview reveal that students have adopted some strategies ofself-regulated learning and creative problem solving and deemed the benefits from

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cheryl Cass, North Carolina State University; Adam Kirn, University of Nevada, Reno; Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Heather Lee Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Rebecca Mills, University of Nevada, Reno; Amber B. Parker, North Carolina State University

Tagged Topics

Diversity, NSF Grantees Poster Session

students draw on a higher number of identities when navigating theirdoctoral experiences when compared with undergraduates [17], leverage the past and the futurewhen making decisions for the present [16], and seek ways to integrate their identities into theirresearch projects and graduate experiences [15].Quantitative Instrument Development and DeploymentIn addition to describing the experiences of students and identifying key themes and features ofthese experiences, results from IPA analysis informed item development for a quantitativeinstrument. We developed novel Likert-type survey measures of graduate student future timeperspectives, identities, identity based motivations, and experiences to begin establishing itemsthat reflect graduate

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eliza Gallagher, Clemson University; D. Andrew Brown, Clemson University; Christy Brown, Clemson University; Kristin Kelly Frady, Clemson University; Marketa Marcanikova , Clemson University ; Sez Atamturktur Ph.D., Clemson University; Stanley N. Ihekweazu, South Carolina State University; Michael A. Matthews P.E., University of South Carolina; Robert J. Rabb P.E., The Citadel; Richard H. Roberts Jr, Florence Darlington Technical College; Ikhalfani Solan, South Carolina State University; Ronald W. Welch, The Citadel; Anand K. Gramopadhye, Clemson University

Tagged Topics

Diversity, NSF Grantees Poster Session

required by state reporting guidelines where possible, and existing coursearticulation agreements for alignment of math placement information. Qualitative data from focusgroups have been collected by the same two researchers in each setting, with a core set ofconsistent prompts.Descriptive validity. We have recorded each focus group session with two independent audiorecording devices, then had the audio files transcribed verbatim through a secure third partyservice. Each audio file was verified against the recordings prior to analysis. Written artifactsgenerated in the focus group were labeled and photographed before analysis.Evaluative validity. Each member of the qualitative analysis team submitted written responsesand reflections to bracketing

Conference Session

Engagement in Practice: Engaging the Community through Educational Outreach

Collection

2018 ASEE Annual Conference & Exposition

Authors

Holly Larson Lesko, Department of Engineering Education, Virginia Tech; Jacob R. Grohs, Virginia Tech; Holly M. Matusovich, Virginia Tech; Gary R. Kirk, School of Public & International Affairs, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Veronica van Montfrans; Andrew L. Gillen, Virginia Tech; Tawni Paradise, Virginia Tech Department of Engineering Education; Sarah Anne Blackowski, Virginia Tech; Liesl M Baum, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

implementationThe practice run element holds the space in the process where recruited university studentfacilitators receive training in the curriculum(s) for that month so they can be prepared to supportthe in-classroom activities. While student facilitators were not initially included in the NSFITEST proposal, their engagement in the classroom provides extra hands to support the activitieswhile serving as an engineering role model to the 6th grade students and teachers. All of thestudents volunteering for the program are pursuing degrees in engineering or science- andtechnology-related fields. As indicated by Figure 2, there is a loop from observations, reflections,and artifacts back to intervention design indicating a continuous improvement model

Conference Session

ET Peripherals

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nasser Alaraje, Michigan Technological University; Mohammed Sayer Elaraj, Alaqsa University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

career. Table 1: Male/Female Students Response - Part 1The first part of the survey Survey Questions Male Femaleconsisted of three questions on the 1. My school did prepare me extremely well for 3.00 3.46 college?quality of K-12 education in State 2. Preparing female students for career in STEM 3.85 4.65of Qatar in preparing students for a should be a top priority for schools in QatarSTEM careers. Students were asked 3. Comparing to other countries, Qatar is a doing 3.85 3.86to rank their viewpoints based on a a great job in teaching STEMscale of 1 to 5 with 5 being Strongly Agree and 1 being Strongly Disagree. Table 1 reflect

Conference Session

Developing Teaching and Mentoring Skills

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hyun Hannah Choi, University of Illinois, Urbana-Champaign; Yuting W. Chen, University of Illinois at Urbana-Champaign; A. Mattox Beckman Jr., University of Illinois, Urbana-Champaign; Lucas Anderson, University of Illinois at Urbana-Champaign; Blake Everett Johnson, University of Illinois, Urbana-Champaign; Matthew D. Goodman, University of Illinois, Urbana-Champaign; Chris Migotsky, University of Illinois; Nicole Johnson-Glauch

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

connections between teaching skills and leadershipskills in the course based on our reflection and feedback from the first version. Our programevaluation uses two surveys: the STEM GTA-Teaching Self-Efficacy Scale 5 and a modifiedversion of Alpay and Walsh’s skill-perception inventory. 6In this paper, we will describe our collaborative design process, strategic partnerships withvarious engineering departments, and enhancements of the integrative approach. Additionally, wewill discuss students’ perceptions of how well the program enhanced their teaching andleadership skills and how much they viewed teaching opportunities as a source of transferableleadership skills.Program OverviewOur program takes an integrative approach in two ways: 1) incorporating

Conference Session

Civil Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Molly A. McVey, University of Kansas; Caroline R. Bennett P.E., University of Kansas; William N. Collins, University of Kansas; Remy Lequesne, University of Kansas; Carl W. Luchies, University of Kansas; Sara E. Wilson, University of Kansas; Elaina J. Sutley, University of Kansas; Matthew F. Fadden, University of Kansas; Chris Melgares, University of Kansas

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

, and feedback from both students andfaculty reflected that this was a major limitation to the effectiveness of this initialimplementation. However, in the course that did share content (CE 562 shared with CE 461“Structural Analysis”), we collected feedback on effectiveness from CE 461 students whoengaged with the videos. Watching the videos was completely voluntary. The CE 461 instructorinformed students that the videos were available and how to access them, but did not requirestudents to watch the videos. 41% of respondents watched video(s) created by students in CE562, and of those who watched a video, 69% of them watched 2-3 different videos. The mostviewed topics were the Conjugate Beam Method (60% of viewers) and Influence Lines

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Eugene Judson, Arizona State University; Keith D. Hjelmstad, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Casey Jane Ankeny, Northwestern University; Ying-Chih Chen, Arizona State University; Lydia Ross, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Kara L. Hjelmstad, Arizona State University

Tagged Topics

Diversity, NSF Grantees Poster Session

’ metacognition so they can build habits of expert learnerswho define their learning goals and monitor their own progress. These principles were realizedthrough student reflection, student engagement, and contextualization of concepts by linking ab-stract concepts to real-world concrete examples. Faculty beliefs were changed as revealed by asurvey that found eight out of eight faculty said, in the last two years of using JTF pedagogy, theirclassroom practice had "changed somewhat or changed significantly." Another survey questionshowed that 7 of 8 felt that their views about teaching had changed "somewhat or significantly."On an open-ended survey faculty were queried, "How do you view your role in the classroom nowas compared to before joining JTF?" A

Conference Session

DEED Postcard Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rucha Joshi, Weldon School of Biomedical Engineering, Purdue University; Carla B. Zoltowski, Purdue University at West Lafayette (COE); Andrew O. Brightman, Purdue University at West Lafayette (COE); Sean Eddington, Purdue University; Patrice Marie Buzzanell, University of South Florida; David Torres, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

process, such as including adding a sixth session, were made by the entire group.Throughout the design sessions, all participants offered their insights into everyday practices andco-constructed knowledge relationally and through open dialogue, thus contributing to aparticipatory research and design approach [22, 23]. Within small, large, and “mixed” groupformats, and with an awareness of their relative positions of authority in the School, theparticipants worked together on identifying underlying issues in diversity and inclusion inprofessional formation of engineers and collaborated to create prototype solutions.In design session 1, participants mapped their own professional journey, while reflecting onmoments in childhood, teenage, college

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2018 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Ian Derk, Arizona State University; Stephanie Sowl, Arizona State University; Natalie Nailor

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

cohered assignments include, a weekly reflection assignment that asks students to reflectupon how they have applied what they’ve learned in both classes to their project; a projectplanning assignment; and a final design presentation that addresses both an audience that has thetechnical background and a non-technical audience. There are other various project deliverablesthat are designed to help students work through the design process. For example, in theintroduction to engineering class, students submitted problem definition, project proposal, andfinal report deliverables. In the intercultural communication class, students submitted a culturereport about the community at the beginning of the semester that focuses on the culture’s valuesand rules

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Monique S. Ross, Florida International University; Trina L. Fletcher, University of Arkansas at Pine Bluff; Vishodana Thamotharan, Florida International University; Atalie Garcia

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

concepts. During summer 2017, a southeastern universityparticipated in hosting one of the seventeen Verizon sponsored STEM Camps. The universityhosted 144 URM middle school boys for three weeks on campus to explore engineering habits ofmind, engineering design principles, and computer science application developmentfundamentals. The camp was primarily facilitated by fourteen student mentors. One of theprinciple elements of the camp was to have mentors that reflected the demographics of thestudent population. As such, the mentor demographics consisted of 12 URM male mentors and 2URM female mentors. Upon conclusion of the summer camp all of the student mentors wereasked to participate in an open-ended survey that inquired about their experiences as

Conference Session

Creating a Positive Environment for Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Molly McVey, University of Kansas; Caroline R. Bennett P.E., University of Kansas; Carl W. Luchies, University of Kansas; Rémy Lequesne

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

, and feedback from both students andfaculty reflected that this was a major limitation to the effectiveness of this initialimplementation. However, in the course that did share content (CE 562 shared with CE 461“Structural Analysis”), we collected feedback on effectiveness from CE 461 students whoengaged with the videos. Watching the videos was completely voluntary. The CE 461 instructorinformed students that the videos were available and how to access them, but did not requirestudents to watch the videos. 41% of respondents watched video(s) created by students in CE562, and of those who watched a video, 69% of them watched 2-3 different videos. The mostviewed topics were the Conjugate Beam Method (60% of viewers) and Influence Lines

Conference Session

Curriculum and the Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sandra L. Furterer, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

Engineering Management

incorporated the following instructional strategies for the course.  Information providing: Lectures and a course website that provides course materials. Lectures are kept to a minimum, as the student is expected to review the research articles, PowerPoint slides lecture notes, and book material prior to the class session.  Inquiry-oriented reflection-based active learning exercises: Discussions questions are used throughout the class session to discuss the topics covered. The students work in pairs or teams to discuss the material and reflection questions, and then present their ideas to the class.  Cooperative: The students create their own course module consisting of review of a research article

Conference Session

Girls in Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abigail Jagiela, University of St. Thomas; Jenna Laleman, University of St. Thomas; Paige Huschka, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Annmarie Thomas, University of St. Thomas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

over the duration of theprogram. The post-program surveys also offered an overall evaluation of the program withquestions asking for participant feedback and growth in content areas. The pre-program surveyconsisted of six short-answer questions and ten Likert-scale based questions. The post-programsurveys consisted of eight short-answer questions and the same ten Likert-scale based questions.Participant answers were recorded through a number randomly assigned to each student whichallowed researchers to compare this data while still keeping the responses anonymous. Studentsadditionally filled out daily online journals at the end of each session through a platform calledSeeSaw. These served as a way for students to reflect on what they enjoyed

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeff Dusek, Franklin W. Olin College of Engineering; Daniela Faas, Franklin W. Olin College of Engineering; Emily Ferrier, Franklin W. Olin College of Engineering; Robyn Goodner, Franklin W. Olin College of Engineering; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Adva Waranyuwat, Franklin W. Olin College of Engineering; Alison Wood, Franklin W. Olin College of Engineering

Tagged Topics

ASEE Diversity Committee, Diversity

based primarily on student process and reflection, rather than concrete technical goals. Students also have a a high degree of autonomy in defining the specific trajectory and outcomes of their projects. This, combined with a group of incoming students with an array of backgrounds in design and fabrication, means that each project, and process, is unique. Thus, the course of each project and the advice given to students at any point may vary. Advice is typically given verbally.   Because of the open-ended nature of projects and process-driven emphasis of assessment, students transitioning from high school can find this course challenging. They are often uncomfortable with the decrease in summative feedback they are used to receiving and unsure

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

value professional skills.Because there is somewhat limited research in chemical engineering education related to theformation of professional skills, we also incorporate research from engineering education andeducation research more broadly. Specifically, we sought to build on research showing thatdiverse teams tend to be more creative; this strengths-based view of diversity aligned to ourparticular context and our efforts—as part of an NSF REvolutionizing engineering and computerscience Departments (RED) project—to better support diverse student success. We thereforeconjectured that providing students with an opportunity to reflect on their own and theirteammates strengths, and then to critically assess their team’s collective gaps would

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

their own group.”Scientific historical accounts reflect Homo sapiens, essentially our human evolutionary ancestry,has only existed for a meager 200,000 years in the 4.6 billion years since the origin of the Earth.During this short stint in history, we have experienced an unending series of conflicts. History isproliferated with these many human recorded conflicts; conflicts premised on differences inreligion, ethnicity, race, gender, geography and so many more. Our very limited circumference oftrust is illustrated even here in our great United States, through a myopic lens and ethnocentricminds-eye. Who should we like? Who should we trust? Who should we not like and/or trust? Inthe end, who is the next person or group that individually or

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Miller, University of Virginia; Reid Bailey, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

achievementHowever, most evaluation tools are developed by instructors. As such, the desired behaviorsas listed are top-down rather than bottom-up. How the students themselves are perceivingtheir own learning environment is vitally important to their persistence in engineering[12][14]. A second study suggests that, though many behaviors overlap, some aspects ofteammate behavior viewed as important to students are not reflected in most instructor-created peer assessments. This study lists eleven behavior components important toteammates in engineering education settings. The more unexpected components of poor teambehavior include expecting teammates to contribute beyond their “fair share”, beingunwilling to take on tasks beyond clearly articulated

Conference Session

Imagining and Reimagining Engineering Education as a Dynamic System

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer Karlin, Minnesota State University, Mankato; Rebecca A. Bates, Minnesota State University, Mankato; Cheryl Allendoerfer, University of Washington; Dan Ewert, Anderson Industries; Ronald R. Ulseth, Itasca Community College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

games and choose your own adventure books is that once youplay or read them, you can enjoy a new story by selecting different options the second time.Stories allow individuals to ‘borrow’ the experiences of others as they discover the implicationsof new ideas or move through the stages of organizational socialization [19]. This is notrestricted to formal organizations, stories in social movements are how we understand the impactof the movement on the “mainstream” [20].It is important to note that these stories are not powerful because they are new, but because theyhave been discovered by someone who can see their relevance. Stories can be discoveredthrough reflecting on one’s own experience, through encountering others who share anexperience

Conference Session

Imagining Others, Defining Self Through Consideration of Ethical and Social Implications

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tina Lee, University of Wisconsin-Stout; Devin R. Berg, University of Wisconsin-Stout; Elizabeth A. Buchanan, University of Wisconsin-Stout

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

other times one-on-oneinterviews were possible. All interviews were recorded and transcribed, with data codingunderway through Nvivo.Analysis and Coding of Project DocumentsEWB-USA shared all project documents they have collected with our team (over 6000 documentsrepresenting approximately 500-600 projects). University of Wisconsin-Stout student researchassistants cataloged these files–noting the type of chapter (professional or student) and thechapter’s location, the type of project, the documents that existed, and the dates the documentscovered. From there, we carefully chose thirty projects to reflect a variety of project types, EWBchapters, and geographic areas. We chose a mixture of water, sanitation, and other infrastructureprojects in