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

development.Preliminary results indicate that students differentiate between researcher, scientist, and engineeridentities qualitatively and quantitatively, but that these identities are separate from the salientidentity activated when completing student-type tasks. As such, items developed in this work canbe used to craft a framework for understanding graduate student experiences, but futurerefinement may be necessary to fully capture students’ transitions from undergraduate tograduate education. While the results of this study speak to graduate students holistically, furtherwork is needed to understand how the different sub-populations (e.g., underrepresentedminorities, international students) that exist within engineering graduate programs experiencegraduate

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

attritionrate among STEM doctoral students is as high as 50% [2], and retention of students fromtraditionally marginalized groups continues to be of special concern [3]. These studies alsoindicate that strong engineering identities and clear future goals are critical to student success[4]–[6], but often fail to include graduate students as a population distinct from undergraduatestudents [7]–[9]. To begin remedying this gap, the GRADS project was proposed, a qualitativeand quantitative investigation of engineering doctoral students’ (EDS) experiences, identities,and motivation [10].As the first step in this process, three qualitative studies were conducted with an EDS sample[11]–[13]. This was done both to investigate whether EDS framed their

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

James D. Sweeney, Oregon State University; Milo Koretsky, Oregon State University; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Susan Bobbitt Nolen, University of Washington; Susannah C. Davis, Oregon State University; Christine Kelly, Oregon State University

Tagged Topics

Diversity, NSF Grantees Poster Session

seek through our work overall isthe enhancement of both students’ and faculty’s capacities to engage issues of inclusivity, equityand social justice. Towards this end, we aspire to shift School community members’ cognitiveand affective knowledge of power and privilege. While there are quantitative assessment toolsthat measure related constructs (e.g. cultural competencies), we are not aware of any instrumentsthat measure a person’s understanding of social power and oppression, particularly how sociallyconstructed differences and identities like gender, race, and class intersect and combine to affectpeople’s lives in various settings. Our research team is in the early stages of constructing such aninstrument, and will begin piloting it soon to

Conference Session

Study and Research Abroad

Collection

2018 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Tech

Tagged Divisions

International

, directed by academicmentors, with the goal of establishing a small class atmosphere that promotes peer-to-peer interactions, expandslearning beyond the classroom, and provides with mentoring and role modelling relationships. The initial goal ofthe program was to generate intrinsic motivation in engineering students regarding their civil engineeringeducation [12]. The purpose of this exploratory study is to present preliminary information about the implementationof Icarus, as a radical engineering education experiment. The program’s goal was to provide students with adifferent space to develop the competencies and skills desired while simultaneously they form their identity asengineers. Icarus is an innovative solution since the School or

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

PhD student in the Department of English and the Center for Writing Studies. She currently serves as Assistant Director for Center for Writing Studies. She teaches a range of writ- ing courses and works with faculty and teaching assistants across disciplines to help hone their writing pedagogy. Her research and teaching focus on holistic literate development.Prof. S. Lance Cooper, University of Illinois at Urbana-Champaign S. Lance Cooper is Professor and Associate Head for Graduate Programs in the Department of Physics at the University of Illinois at Urbana-Champaign. He received his B.S. in Physics from the University of Virginia in 1982, his Ph.D. in Physics from the University of Illinois in 1988, and he was a

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Glenn W. Ellis, Smith College; Isabel Huff, Springfield Technical Community College; Al Rudnitsky, Smith College; Beth McGinnis-Cavanaugh, Springfield Technical Community College; Sonia K. Ellis, Smith College

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

the potential ofthis approach for increasing (1) learners’ capacities to engage in both far transfer (innovation)and direct application (efficiency) and (2) the formation of STEM identity. This new study willuse a mixed methods approach, including a quasi-experimental research design incorporatingboth quantitative and qualitative data analytic methods. A combination of measures includingstandards-based science unit tests, existing district student and administrative data sources,student pre-post surveys, and a preparation for future learning (PFL) assessment tool.VI. ConclusionsWe have applied the theory of Imaginative Education to develop Through My Window, atransmedia learning environment for engineering education. Evidence indicates that

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

Paper ID #22953New Engineers’ First Three Months: A Study of the Transition from Cap-stone Design Courses to WorkplacesChris Gewirtz, Virginia Tech Chris Gewirtz is PhD student in Engineering Education at Virginia Tech. His research interests revolve around how culture, history and identity influence assumptions made by engineers in their design practice, and how to change assumptions to form innovative and socially conscious engineers. He is particularly interested in humanitarian engineering design, where many traditional engineering assumptions fall apart.Dr. Daria A. Kotys-Schwartz, University of Colorado, Boulder

Conference Session

Electrical and Computer Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ronald F. DeMara P.E., University of Central Florida; Damla Turgut, University of Central Florida; Edwin Nassiff, University of Central Florida; Salih Safa Bacanli, University of Central Florida; Neda Hajiakhoond Bidoki, University of Central Florida; Jun Xu, University of Central Florida

Tagged Divisions

Electrical and Computer

university. To evaluate effectiveness, a double-blind IRB-approved study has beenconducted in COP4331 involving 206 students. All enrolled participated identically, except fortheir assignment to either randomly-formed or intelligently-clustered remediation groups. At theend of the semester, all students completed an identical Final Exam to provide a basis by whichto compare their relative achievements. The data collected expounds upon the details of Auto-PLC’s impact towards achievement on a topic-specific basis. Additionally, learners’ perceptionsof digitized assessments and participation in recitation-based peer learning cohorts are discussed.1.0 MotivationThroughout the industrial practice and instructional roles across engineering and

Conference Session

Imagining and Reimagining Engineering Education as a Dynamic System

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Kevin O'Connor, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder; Kenneth M. Anderson, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

include develop- mental psychology; sociocultural theories of communication, learning, and identity; qualitative methods; and discourse analysis.Dr. Beth A. Myers, University of Colorado Boulder Beth A. Myers is the Director of Analytics, Assessment and Accreditation at the University of Colorado Boulder. She holds a BA in biochemistry, ME in engineering management and PhD in civil engineering. Her interests are in quantitative and qualitative research and data analysis as related to equity in education. She has been involved in the new pilot Engineering Math course at CU-Boulder since the start.Dr. Jacquelyn F. Sullivan, University of Colorado, Boulder Jacquelyn Sullivan is founding co-director of the Engineering Plus

Conference Session

Understanding Diversity, Equity, and Inclusion from Students' Perspectives

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ashley R. Taylor, Virginia Tech; Walter C. Lee, Virginia Tech; Benjamin David Lutz, Oregon State University; Holly M. Matusovich, Virginia Tech; Cynthia Hampton, Virginia Tech

Tagged Topics

ASEE Diversity Committee, Diversity

recruiting participants for this study. Undergraduate students were recruitedfrom an engineering living learning community (LLC), with invitations to participate in the studydistributed via email by LLC leadership. Graduate students were recruited by graduate programdirectors, who also sent email invitations to all students enrolled in their graduate engineeringprograms. A total of 182 students completed the survey via Qualtrics, an online survey platform.Participant demographics are shown in Tables 2-5. Importantly, our sample is not representativeof the institutional population, particularly as it relates to academic status (i.e., we havepredominantly first year and graduate students). Our intention is not to generalize across allstudents. All

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Courtney June Faber, University of Tennessee, Knoxville; Rachel Louis Kajfez, Ohio State University; Marian S. Kennedy, Clemson University; Katherine M. Ehlert, Clemson University; Dennis M. Lee, Clemson University; Anne Marguerite McAlister, Ohio State University; Teresa Porter, Ohio State University

Tagged Topics

NSF Grantees Poster Session

in the context of problem solving, and researcher identity.Dr. Rachel Louis Kajfez, Ohio State University Dr. Rachel Louis Kajfez is an Assistant Professor in the Department of Engineering Education at The Ohio State University. She earned her B.S. and M.S. degrees in Civil Engineering from Ohio State and earned her Ph.D. in Engineering Education from Virginia Tech. Her research interests focus on the intersection between motivation and identity of undergraduate and graduate students, first-year engineering programs, mixed methods research, and innovative approaches to teaching.Dr. Marian S. Kennedy, Clemson University Marian Kennedy is an Associate Professor within the Department of Materials Science &

Conference Session

Practice I: Academic Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kirsten A. Davis, Virginia Tech; David Reeping, Virginia Tech; Ashley R. Taylor, Virginia Tech; Cherie D. Edwards, Virginia Tech; Homero Gregorio Murzi, Virginia Tech; David B. Knight, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #22387Characterizing Students’ Intercultural Competence Development Paths Througha Global Engineering ProgramMs. Kirsten Davis, Virginia Tech Kirsten Davis is a doctoral candidate in the Department of Engineering Education at Virginia Tech, where she also completed her master’s degree in Higher Education. She is the graduate assistant for the Rising Sophomore Abroad Program, a global engineering course and study abroad program for first year engi- neering students. Her primary research interests are engineering study abroad, developing intercultural competency in engineering students, and international higher

Conference Session

Ethical Awareness and Social Responsibility in a Corporate/Team Context

Collection

2018 ASEE Annual Conference & Exposition

Authors

Natasha D. Mallette P.E., Oregon State University; Michelle Kay Bothwell, Oregon State University; Christine Kelly, Oregon State University

Tagged Divisions

Liberal Education/Engineering & Society

Team Based Learning in Flipped Classrooms,” presented at the 2015 ASEE Annual Conference & Exposition, 2015, p. 26.143.1-26.143.12.[12] D. McEwan, G. R. Ruissen, M. A. Eys, B. D. Zumbo, and M. R. Beauchamp, “The Effectiveness of Teamwork Training on Teamwork Behaviors and Team Performance: A Systematic Review and Meta-Analysis of Controlled Interventions,” PloS One, vol. 12, no. 1, p. e0169604, 2017.[13] J. Wolfe, B. A. Powell, S. Schlisserman, and A. Kirshon, “Teamwork in Engineering Undergraduate Classes: What Problems Do Students experience?,” presented at the 2016 ASEE Annual Conference & Exposition, 2016.[14] K. L. Tonso, “Teams that Work: Campus Culture, Engineer Identity, and Social Interactions,” J. Eng

Conference Session

Global and Intercultural Competency

Collection

2018 ASEE Annual Conference & Exposition

Authors

Maria Claudia Alves , Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

International

1industry. Consequently, “… engineering colleges must develop strategies that provide globalperspectives and international experiences to help their graduates excel in their future workenvironment” [4].Study-abroad programs is one of the ways universities have found to provide a globalperspective to students. However, it has two limitations: low participation of engineeringstudents and effectiveness in providing global perspective. The low participation is because onlyfew students can afford to have a study-abroad experience. Despite the growing awareness of thebenefits of study-abroad by students, the challenges preventing students from studying abroadare numerous and complex [5]. A study by the Institute for International Education (IIE

Conference Session

Multidisciplinary Design II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ryan L. Solonsky P.E., Pennsylvania State University, University Park; M K Parfitt

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

students’ priorknowledge that is applied to real projects through individual and/or team based structures [6]. As such, arevitalized approach to capstones within building engineering is logical.In response to the curricula needs on the topic of collaborative multi-disciplinary design, an industryfoundation (The Thornton Tomasetti Foundation) supported a senior design capstone course that exposedfuture project managers to work on highly collaborative teams [7]. Based on the foundation’srecommendation and an early pilot study [8], the material developed there transformed how one optionfor the capstone project within Penn State Architectural Engineering (AE) is conducted. The discussion ofthis paper reports of 9 years of implementing a multi

Conference Session

The BEST InDEED

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jin Woo Lee, University of Michigan; Shanna R. Daly, University of Michigan; Varghese Ittoop Vadakumcherry, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications, 2013.[45] J. Osborne, Best practices in quantitative methods. Thousand Oaks, CA: Sage, 2008.[46] C. Charyton and J. A. Merrill, “Assessing general creativity and creative engineering design in first year engineering students,” J. Eng. Educ., vol. 98, no. 2, pp. 145–156, 2009.[47] S. Dewulf and C. Baillie, Case: Creativity in Art, Science and Engineering : how to Foster Creativity. Great Britain Department for Education and Employment, 1999.[48] K. Kazerounian and S. Foley, “Barriers to Creativity in Engineering Education: A Study of Instructors and Students Perceptions,” J. Mech. Des., vol. 129, no. 7, pp. 761–768, Feb. 2007.[49] W. B

Conference Session

System 1 in Engineering Education and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew Scheidt, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Ryan R. Senkpeil, Purdue University, West Lafayette (College of Engineering); Julianna Sun Ge, Purdue University, West Lafayette (College of Engineering); John Chen P.E., California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo; Edward J. Berger, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #21724Validity Evidence for the SUCCESS Survey: Measuring Non-Cognitive andAffective Traits of Engineering and Computing StudentsMr. Matthew Scheidt, Purdue University, West Lafayette Matthew Scheidt is a Ph.D. student in Engineering Education at Purdue University. He graduated from Purdue University with a B.S. in Mechanical Engineering, and The Ohio State University with a M.S. in Mechanical Engineering with a focus in Ultrasonic Additive Manufacturing. Matt is currently part of Dr. Allison Godwin’s STRIDE (Shaping Transformative Research on Identity and Diversity in Engineering) research group at Purdue.Dr

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Michelle M. Camacho, University of San Diego

Tagged Topics

Diversity, NSF Grantees Poster Session

general and first-generation SVEs in particular. Forexample, because many of these students overcame initial obstacles in higher education, theycould be a potential pool of effective mentors, both to other student veterans and to first-generation students.Women Student VeteransA paper on women student veterans will be presented in the Military and Veterans Division forthe ASEE 2018 Annual Conference.15 A graduate student at Clemson University is leading thiseffort.Preliminary Interview Findings on Women Student VeteransFrom: R. C. Atkinson, C., Mobley, C. E. Brawner, S. M. Lord, J. B. Main, and M. M. Camacho,“I Never Played the “Girl Card”: Experiences and Identity Intersections of Women StudentVeterans in Engineering,” Proceedings of the 2018

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

Education,” Journal of Engineering Education, vol. 93, no. 2, pp. 105–115, Apr. 2004.[5] S. Ferguson and R. W. Foley, “Assessment of Student Learning Outcomes and ABET Accreditation: A Pilot Study of Fourth-Year Engineering Students using Longitudinal Concept Maps,” presented at the 2017 ASEE Annual Conference & Exposition, Columbus, OH, 2019.[6] ABET, “Rationale for Revising Criteria 3 and 5,” 2016. [Online]. Available: http://www.abet.org/accreditation/accreditation-criteria/accreditation-alerts/rationale-for- revising-criteria-3/. [Accessed: 19-Dec-2016].[7] R. W. Foley, L. M. Archambault, A. E. Hale, and H.-K. Dong, “Learning Outcomes in Sustainability Education Among Future Elementary School Teachers,” Journal of

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; Bryce E. Hughes, Montana State University; Brett Tallman P.E., Montana State University

Tagged Topics

NSF Grantees Poster Session

of an engineering identity.The work presented here addresses this gap through a sequential, mixed-methods study. Theoverall goal of this study is to construct a grounded theory of engineering leadership as acomponent of the professional formation of undergraduate engineers. Informed by an analysis ofnational data, the grounded theory approach will lead to an explanatory model of engineeringleadership identity development. An initial application of the model will develop and test a seriesof educational interventions, enabling engineering educators to more effectively train engineeringstudents in leadership. In the first phase, existing national data sets of college students are analyzedusing quantitative methods to better understand how

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benjamin David Lutz, Oregon State University; Allyson Jo Barlow, Oregon State University; Nathaniel Hunsu, University of Georgia; Cassandra J. Groen, Virginia Tech; Shane A. Brown P.E., Oregon State University; Olusola Adesope, Washington State University; Denise Rutledge Simmons P.E., Virginia Tech

Tagged Divisions

Educational Research and Methods

of learning from school into professional practice as well as exploring students’ conceptions of diversity and its importance within engineering fields.Ms. Allyson Jo Ironside, Oregon State University Ally Ironside is a recent graduate from LeTourneau University where she studied Water Resources in Civil Engineering. She is currently fusing her technical background with her passion for education in pursuing a doctoral degree in Civil Engineering while conducting research in Engineering Education at Oregon State University. Her research interests include the adoption of teaching best practices in engineering and the personal epistemology development students.Dr. Nathaniel Hunsu, University of Georgia Nathaniel

Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Allison Adams, Kansas State University; Amy Rachel Betz, Kansas State University; Emily Dringenberg, Ohio State University

Tagged Divisions

Educational Research and Methods

grant to study engineering students’ beliefs about their own intelligence.The purpose of this project is to both study students’ beliefs about intelligence as well as trainnew researchers in the field, including a professor and graduate student with no prior experienceor training in conducting engineering education research.Using a cross-sectional qualitative study, we are trying to answer the following research questionand subquestions:How do undergraduate engineering students characterize their beliefs about the nature ofintelligence?• How do students perceive the nature of their own intelligence? 1• How do student perceptions

Conference Session

Career Decisions and Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rohini N. Abhyankar, Arizona State University; Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Tech; Samantha Ruth Brunhaver, Arizona State University

Tagged Divisions

Educational Research and Methods

. Freeman, 1983, pp. 75-146.[6] J. S. Eccles, “Subjective task value and the Eccles et al. model of achievement-related choices,” in Handbook of Competence and Motivation, A. J. Elliot and C. S. Dweck, Eds. New York, NY: The Guilford Press, 2005, pp. 105-121.[7] J. S. Eccles, “Families, schools, and developing achievement-related motivations and engagement, in Handbook of Socialization: Theory and Research, J. E. Grusec and P. O. Hastings, Eds. New York, NY: The Guilford Press, 2007, pp. 665-691.[8] L. Hirsch, J. Carpinelli, H. Kimmel, A. Perna, and K. Narh, “Measuring the impact of undergraduate research programs on engineering students' attitudes toward graduate studies,” in Proceedings of the American

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons P.E., Virginia Tech; Cassandra J. Groen, Virginia Tech

Tagged Topics

Diversity, NSF Grantees Poster Session

community models. Research in Higher Education, 44(5), 581-613.[17] Astin, A. W. & Sax, L. J. (1998). How Undergraduates are Affected by Service Participation. Journal of College Student Development, 39 (3): 251-263.[18] Khorbotly, S., & Al-Olimat, K. (2010, October). Engineering student-design competition teams: Capstone or extracurricular? Paper presented at the Frontiers in Education Conference (FIE), 2010 IEEE, Washington D.C.[19] Gregerman, S. R., Hathaway, R. S., & Nagda, B. A. (2002). The relationship of undergraduate research participation to graduate and professional education pursuit: An empirical study. Journal of College Student Development, 43(5), 614 - 631.[20] Di Lorenzo-Aiss, J

Conference Session

Internship, Co-Op, and Professional Development Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Austin Barnes, Institute for Scientist and Engineer Educators; Tamara Ball, University of California, Santa Cruz; Christine R. Starr, University of California, Santa Cruz; Scott Seagroves, The College of Saint Scholastica; Kauahi Perez, University of Hawaii, Manoa; Lisa Hunter, University of California, Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

larger quantitative studies examining engineeringor technology programs specifically. In one study on retention of engineering students afterfreshman year, several pre-existing factors were evaluated quantitatively to understand if theyhad any statistical impact on engineering student success [41]. This study used a multi-universitydatabase which contained information on 87,176 students from 9 universities to predictgraduation using six variables (ethnicity, gender, high school GPA, SAT Math score, SATVerbal score and citizenship status). The results of this analysis revealed that high school GPA,gender, ethnicity, quantitative SAT scores, verbal SAT scores, and citizenship were eachsignificant predictors of graduation although different models

Conference Session

Embedding Sociotechnical Systems Thinking I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jon A. Leydens, Colorado School of Mines; Kathryn Johnson, Colorado School of Mines; Stephanie Claussen, Colorado School of Mines; Jenifer Blacklock, University of Colorado, Boulder; Barbara M. Moskal, Texas Tech University; Olivia Cordova, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

’ demographics and background information.Questions focus on prior engineering-related experiences (internship, etc.), post-graduationplans, major, minor, graduation date, gender, ethnicity, and international student status.This instrument will be used as a pre- and post- assessment instrument in the Projects and EMcourses in which we will embed sociotechnical thinking. The pre-administration will providebaseline evidence as to how the general population of mechanical and electrical engineers arelikely to respond. Changes from pre- to post- assessment will help us understand the impact ofthe intervention.ConclusionA major challenge in engineering education is measuring the impact of instructionalinterventions on the target population. In our study, we

Conference Session

Materials Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan P. Gentry, University of California, Davis; Tanya Faltens, Purdue University, West Lafayette (Network for Computational Nanotechnology); William Ashwin Wheeler, University of Illinois, Urbana-Champaign; Andre Schleife, University of Illinois at Urbana-Champaign

Tagged Divisions

Materials

Paper ID #21908Measuring Student Learning of Crystal Structures Using Computer-basedVisualizationsDr. Susan P. Gentry, University of California, Davis Dr. Susan P. Gentry is a Lecturer with Potential Security of Employment in the Materials Science and Engineering department at the University of California, Davis. In her current position at UC Davis, she is integrating computational modules into the undergraduate and graduate materials curriculum. She is specifically interested in students’ computational literacy and life-long learning of computational materi- als science tools.Dr. Tanya Faltens, Purdue University, West

Conference Session

Curricular Transformation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Kevin O'Connor, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder; Kenneth M. Anderson, University of Colorado Boulder

Tagged Divisions

Educational Research and Methods

Research. His teaching interests include develop- mental psychology; sociocultural theories of communication, learning, and identity; qualitative methods; and discourse analysis.Dr. Beth A. Myers, University of Colorado Boulder Beth A. Myers is the Director of Analytics, Assessment and Accreditation at the University of Colorado Boulder. She holds a BA in biochemistry, ME in engineering management and PhD in civil engineering. Her interests are in quantitative and qualitative research and data analysis as related to equity in education. She has been involved in the new pilot Engineering Math course at CU-Boulder since the start.Dr. Jacquelyn F. Sullivan, University of Colorado, Boulder Jacquelyn Sullivan is founding co

Conference Session

Sustainability in Civil Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marisa Swift, Purdue University, West Lafayette; Allison Godwin, Purdue University-Main Campus, West Lafayette; Tripp Shealy, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Civil 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 Education (ASEE) Educational Research and Methods Division Apprentice Faculty Grant. She has also been recognized for the synergy of

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jumoke Oluwakemi Ladeji-Osias, Morgan State University; Cindy S. Ziker, SRI International; Clay Gloster Jr., North Carolina A&T University ; Kamal S. Ali, Jackson State University; Derrick Cornell Gilmore, Kentucky State University

Tagged Topics

Diversity, NSF Grantees Poster Session

. p116-139, 2011.[24] M. Froschl, B. Sprung, C. Fancsali, and M. Groome, “Furthering Girls’ Math Identity Report on Convening and Follow-up Activities.”[25] M. Syed, B. K. Goza, M. M. Chemers, and E. L. Zurbriggen, “Individual Differences in Preferences for Matched-Ethnic Mentors Among High-Achieving Ethnically Diverse Adolescents in STEM,” Child Dev., vol. 83, no. 3, pp. 896–910, May 2012.[26] S. Zirkel, “Is There A Place for Me? Role Models and Academic Identity among White Students and Students of Color,” Teach. Coll. Rec., vol. 104, no. 2, pp. 357–376, 2002.[27] B. M. Capobianco, B. F. French, and H. A. Diefes-Du, “Engineering Identity Development Among Pre-Adolescent Learners,” J. Eng. Educ., vol. 101