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

Allison Godwin, Purdue University, West Lafayette (College of Engineering); Dina Verdín, Purdue University, West Lafayette (College of Engineering); Brianna Benedict McIntyre, Purdue University; Rachel Ann Baker; Thaddeus J. Milton, Purdue University; Joshua T. Yeggy

Tagged Topics

Diversity, NSF Grantees Poster Session

Paper ID #21193CAREER: Actualizing Latent Diversity: Building Innovation through Engi-neering Students’ Identity DevelopmentDr. Allison Godwin, Purdue University, West Lafayette (College of Engineering) Allison Godwin, Ph.D. is an Assistant Professor of Engineering Education 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

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas, El Paso; Nathan Hyungsok Choe, University of Texas, Austin; Maya Denton, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

curriculum development and teaching through Peer Designed Instruction.Mr. Nathan Hyungsok Choe, University of Texas, Austin Nathan (Hyungsok) Choe is a doctoral student in STEM education at UT Austin. His research focuses on the development of engineering identity in graduate school and underrepresented group. Nathan holds master’s and bachelor’s degrees in electrical engineering from Illinois Tech. He also worked as an engineer at LG electronics mobile communication company.Ms. Maya Denton, University of Texas, Austin Maya Denton is a STEM Education master’s student and Graduate Research Assistant in the Department of Mechanical Engineering at the University of Texas at Austin. She received her B.S. in Chemical

Conference Session

Electrical and Computer Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rachel E. Friedensen, Iowa State University; Erin E. Doran, Iowa State University; Sarah Rodriguez, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

include advanced coursework within thesemajors (Computer Engineering Technical & Elective Class List; Bachelor’s DegreeRequirements).The Precursor of Performance for Recognition Recognition from others as an engineer is a key part of developing an engineeringidentity. A self-study report for Software Engineering lists peer-recognized expertise as the firstattribute that the program expects from graduates (Software Engineering Self-Study Report). In aquestionnaire for software engineering alumni, the program assesses the attainment of aproductive career through students’ ability to name examples of recognition such as professionalawards or recognitions, leadership positions in the creation of a successful product, or a lead rolein peer

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

thatsalient STEM identity development can contribute to persistence in these fields. Promotingengagement in mentoring opportunities, like summer camps, could aid in increasing andsustaining URM STEM majors.IntroductionIn order for the nation to continue its prominence in a global market, many scholars have deemedthe need to increase the participation of underrepresented minorities (URM) in engineering andother STEM related fields imperative1. This push to increase the participation of URM haslaunched efforts at the K-12 through graduate level2-8. Within the K-12 space the nationalacademies have deemed the need for equity and diversity in science and engineering a priorityfor the nation, labeling it a “democratic ideal worthy of focused attention”9

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

from the Harvard Graduate School of Education. c American Society for Engineering Education, 2018 I Never Played the “Girl Card”: Experiences and Identity Intersections of Women Student Veterans in EngineeringAbstractTo improve opportunities for women student veterans in engineering (WSVE), our qualitativestudy contributes to the body of knowledge about women SVEs and female gender identity inengineering. Our exploratory research presents information about WSVEs’ pathways intoengineering and begins to unpack the factors related to WSVEs’ gender, military and engineeringidentities.The research was guided by three main questions:1. Why do WSVEs

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

measured by college entranceexaminations. Upon completion of high school, a smaller percentage of Black and Hispanicmales are ready for college and they earn fewer college degrees than their white counterparts.According to a 2015 report [2], the number of college degree holders among Black and Hispanicmales varies from 12% to 21%, versus 38% for white men. Nationally, initiatives are underwayto develop the STEM pipeline through out-of-school time activities via partnerships betweenhigher education, school districts and community organizations [3].Figure 1: Black and Hispanics are underrepresented in the science and engineering workforce compared to their representation in the general

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

Paper ID #23158Supporting Diversity in Teams Through Asset MappingDr. Jamie Gomez R, University of New Mexico Jamie Gomez, Ph.D., is a Lecturer Title III in the department of Chemical & Biological Engineering (CBE) at the University of New Mexico. She is a co- Principal Investigator for the National Science Foundation (NSF) funded Professional Formation of Engineers: Research Initiation in Engineering For- mation (PFE: RIEF) for the project- Using Digital Badging and Design Challenge Modules to Develop Professional Identity. She is a member of the department’s ABET and Undergraduate Curriculum Com- mittee, as

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

National Academies Press, 2017. [Online]. Available: https://doi.org/10.17226/24821 [2] C. R. Johnston, D. J. Caswell, and G. M. Armitage, “Developing environmental awareness in engineers through Engineers Without Borders and sustainable design projects,” International Journal of Environmental Studies, vol. 64, no. 4, pp. 501–506, Aug. 2007. [Online]. Available: https://doi.org/10.1080/00207230701382198 [3] N. Dukhan, M. R. Schumack, and J. J. Daniels, “Implementation of service-learning in engineering and its impact on students’ attitudes and identity,” European Journal of Engineering Education, vol. 33, no. 1, pp. 21–31, Mar. 2008. [Online]. Available: https://doi.org/10.1080/03043790701746132 [4] A. Bielefeldt, K. Paterson

Conference Session

Literature and Research Perspectives on Engineering Leadership Development

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

Diversity

Tagged Divisions

Engineering Leadership Development

programs tend to focus on leadership asa set of skills or experiences bolted onto a traditional engineering education with limited formalevidence of the impact these experiences have on student development.The purpose of this study is to test the effect of experiences engineering students have in leadershiproles on their perceived gains in leadership skills, using a national dataset. The framework guidingthis study is a model for engineering leadership identity constructed from Lave and Wenger’scommunities of practice model and Komives et al.’s model for leadership identity development(LID) which recognizes that the engineering formation process is, at its core, an identitydevelopment process. Engineering leadership is theorized to develop from

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tirupalavanam G. Ganesh, Arizona State University; Kyle D. Squires, Arizona State University; James Collofello, Arizona State University; Robin R. Hammond, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

identify theircultural capital from which to develop their future possible selves as engineers. Throughout thefirst two years, students will be mentored to foster their engineering identity while focusing onsupport for transition to college. Support for transition to college includes encouragement andhelp to form peer learning study groups, study habit workshops, note-taking methods, timemanagement, and financial aid-education. Support for engineering identity development in year1, include opportunities to meet industry professionals, visits to industry sites to learn first-handwhat engineering workplaces look like, engage with engineering leaders through a speakerseries, and attend recurring choice-based 2-hour technical and soft skills building

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy L. Warren, University of Arkansas; Hayley A. Chandler; Madeline Ludwig, University of Arkansas; Katelyn M. Heath, University of Arkansas; Eric Specking, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Paper ID #21792Engaging Underrepresented Students in Engineering through Targeted andThematic Summer Camp Content (Work in Progress, Diversity)Amy L Warren, University of Arkansas College of Engineering Amy is the Assistant Director of Outreach and Summer Programs at the University of Arkansas College of Engineering. Prior to taking this position, she was the program coordinator for BGREEN (Building a Grass Roots Environmental Education Network) and a NSF GK-12 Graduate STEM Fellow at the Uni- versity of Missouri. She is currently completing her PhD in Biological Anthropology at the University of Missouri with a research

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

, presentation, and business skills; and inspire their students, through examples of real-world applications, to pursue careers in STEM and create technology ventures.3. Assess program activities and disseminate outcomes.As elaborated below, PBL, engineering research, and entrepreneurship and industry experiencesare purposefully integrated in this PD program so that educators can link classroom teaching andlearning in STEM disciplines with real-world STEM practices.To develop a technically literate workforce, educators must not only teach STEM knowledge butalso address students’ question: “Why do I need to know this?” Engagement of industry in PD canallow teachers to inform students about job opportunities based on their own experiences. Such

Conference Session

Creating Equity Through Structure and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

ASEE Diversity Committee, Diversity

, interpersonal interactions, organizations, and institutional change. There areexceptions, perhaps even increasingly so; these “exceptional” courses may be seen as part of alarger movement in engineering education to integrate ethics, human-centered design, leadershipdevelopment and community-based project work—considerations of people, in other words—into more traditional technical coursework [2] - [5].At the center of this paper is one such course newly offered at Stanford in the winter term of2017. The name of the course was ENGR 311C/FEMGEN311C Expanding Engineering Limits(EEL): Culture, Diversity, and Gender. The course was developed to address a curricular gap inthe school of engineering: the absence of an engineering-based formal learning

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Daniels; Sophia T. Santillan, Duke University; Ann Saterbak, Duke University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, First-Year Programs

within biomedical engineering, she was elected Fellow in the Biomedical Engineering Society and the American Society of Engineering Educa- tion. c American Society for Engineering Education, 2018 Tracking Skills Development and Self-Efficacy in a New First-Year Engineering Design CourseAbstract This evidence-based practice paper describes the development and implementation ofsurveys and a focus group to understand the impact of a new first-year engineering design course.With the intent of adding a practical design experience for first-year students, the EngineeringDesign and Communication course was introduced as a pilot program in the fall of 2017 at

Conference Session

Two-year College Potpourri

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicholas Langhoff, Skyline College; Jenny Ngoc Le, Skyline College

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

STEM, and the development of novel instructional equipment and curricula for enhancing academic suc- cess in science and engineering.Ms. Jenny Ngoc Le, Skyline College Jenny Le serves as a Retention Specialist at Skyline College in San Bruno, California. She received her B.A. in Public Health at UC Berkeley, and her Master’s in Social Work at San Jose State University. In the past five years, she has specialized in coordinating learning communities and mentorship programs, where adolescents and college students can thrive. c American Society for Engineering Education, 2018 A Cohort-Based Program to Strengthen Retention of Underrepresented Community College

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

status,” Journal of Science Education and Technology, vol. 18, pp. 163-172, 2009.[3] C. Adelman. Women and Men of the Engineering Path: A Model for Analyses of Undergraduate Careers. Washington, DC: US Government Printing Office, 1998.[4] S. Bhatia and J. P. Amati, “’If these women can do it, I can do it, too’: Building women engineering leaders through graduate peer mentoring,” Leadership and Management in Engineering, vol. 4, pp. 174-184, 2010.[5] C. Poor and S. Brown, “Increasing retention of women in engineering at WSU: A model for a women's mentoring program,” College Student Journal, vol. 3, 421-428, 2013.[6] B. Sattler, A. Carberry, and L. D. Thomas, “Peer mentoring: Linking the value of a

Conference Session

Professional Development for Teachers and Counselors

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amber L. M. Kendall, North Carolina State University; Laura Bottomley, North Carolina State University; Susan Beth D'Amico, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Paper ID #23677A Study of the Attitudes and Practices of K-12 Classroom Teachers who Par-ticipated in Engineering Summer Camps (Evaluation)Dr. Amber L. M. Kendall, North Carolina State University Amber Kendall is the Coordinator of STEM Partnership Development at The Engineering Place at North Carolina State University. She recently received her PhD from Tufts University, where she worked as a graduate research assistant with the Center for Engineering Education and Outreach. She graduated from North Carolina State University as a Park Scholar with a BA in Physics, and spent several years teaching physics to high-school

Conference Session

Two-year College Potpourri

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dan G. Dimitriu, San Antonio College; Diana Carmen Dimitriu, University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

, University of Texas at San Antonio Diana Dimitriu is a senior at the University of Texas at San Antonio, UTSA. She will be graduating with two bachelors’ in both Computer and Electrical Engineering and a minor in Mathematics in the Fall of 2018. She has mentored students through the Early Development of General Engineering, EDGE, Program at San Antonio College, the Roadrunner Transition Experience, RTE, at UTSA, and the Toyota Ambassadors program at UTSA. She is a Lead Mentor at RTE and is responsible for 60+ mentees and all the data on the back end, i.e. a datasheet that keeps track of over 600 students involved in the program. She also manages the YouTube channel for RTE. In addition to school and work, she is a College

Conference Session

Professional Development for Teachers and Counselors

Collection

2018 ASEE Annual Conference & Exposition

Authors

Richard A. Gearns, Stony Brook University; Angela M. Kelly, Stony Brook University; Monica Bugallo, Stony Brook University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Madrid-Banco de Santander (Spain) (2012). c American Society for Engineering Education, 2018Professional Development for High School Guidance Counselors to Facilitate Precollege STEM Preparation (RTP)AbstractResearch has shown that successful post-secondary study in engineering often depends upon pre-college coursetaking in advanced mathematics and physics. Many high school students rely uponthe guidance of their school counselors to select appropriate coursework to prepare them for theirintended careers. School counselors are uniquely positioned to provide a realistic alignment ofaspirations and prerequisite courses needed to succeed in a particular field. However, schoolcounseling for science

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jordan Orion James, University of New Mexico; Vanessa Svihla, University of New Mexico; Chen Qiu M.Sc., University of New Mexico; Christopher Riley

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #22582Using Design Challenges to Develop Empathy in First-year CoursesJordan Orion James, University of New Mexico Jordan O. James is a Native American Ph.D. learning sciences student and lecturer at the University of New Mexico’s School of Architecture and Planning in the Community & Regional Planning program. He has served as a graduate research assistant on an NSF-funded project, Revolutionizing Engineering De- partments, and has been recognized as a Graduate Studies student spotlight recipient and teaching scholar. Jordan studies learning in authentic, real-world conditions utilizing Design Based Research

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette; Joel Alejandro Mejia, University of San Diego; Renata A. Revelo, University of Illinois at Chicago

Tagged Topics

ASEE Diversity Committee, Diversity

Paper ID #21733Translating Theory on Color-blind Racism to an Engineering Education Con-text: Illustrations from the Field of Engineering EducationDr. Alice L. Pawley, Purdue University, West Lafayette Alice Pawley is an Associate Professor in the School of Engineering Education and an affiliate faculty member in the Gender, Women’s and Sexuality Studies Program and the Division of Environmental and Ecological Engineering at Purdue University. Prof. Pawley’s goal through her work at Purdue is to help people, including the engineering education profession, develop a vision of engineering education as more inclusive, engaged

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

Teamwork and Student Learning in Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elisabeth Kames, Florida Institute of Technology ; Devanshi Shah, Florida Institute of Technology; Beshoy Morkos, Florida Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

high attrition rates in engineering was due to freshmen students’inability to connect their college coursework to their engineering career.44 To address this,cornerstone design courses have been introduced to present an introductory-type design course toshow students how engineering allows you to go from designing a system to building one.The impact of cornerstone design courses has reached beyond education, as industry partnerswanted a stake of what students were learning. Industry yearned for students to gain skills inproblem solving, critical thinking, and communication within a team format at an earlier stage intheir education.45Cornerstone and capstone design courses are opportunities for students to develop teamwork skillsand improve

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

2017, the course was instructed by twodoctoral graduate student instructors, and supported by undergraduate teaching assistants and asenior teaching fellow. Students have daily homework assignments, computer lab work, exams,and an engineering-related group project and final presentation. Upper-level engineeringstudents, hired as tutors, assist students each week night to provide guidance and support onhomework assignments and projects. In addition to the academic components of the FYSE program, the program seeks tocultivate community and a network of support among each FYSE cohort (see Appendix B forsample schedule). Team building is strengthened through various team-building activities, suchas a group outdoor challenge-by-choice course

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jenai Kelley Brown, Clemson University; Natalie Stringer, Clemson University; Rachel K. Anderson, Clemson University; Laurel Whisler, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Learning (PAL) programs and provides support to the General Engi- neering Learning Community. She is also co-developer of Entangled Learning, a model of rigorously- documented, self-directed learning in communities of practice. She has an M.A. in Music from The Pennsylvania State University and an M.L.S. from Indiana University. c American Society for Engineering Education, 2018 Supporting Student Learning Through Peer-Led Course Support InitiativesAbstractThis evidence-based practice paper outlines the three course support initiatives in place atClemson University to support student learning. In recognizing variation in student needs andlearning preferences, our

Conference Session

Diversity and Inclusion: Concepts, Mental Models, and Interventions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Toluwalogo Odumosu, University of Virginia; Sean Ferguson, University of Virginia; Rider W. Foley, University of Virginia; Kathryn A. Neeley, University of Virginia; Caitlin Donahue Wylie, University of Virginia; Sharon Tsai-hsuan Ku, University of Virginia; Rosalyn W. Berne, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

the project, and concluded that it would be good to try in the long term. Hethanked Will for the idea, saying “good question.” Thus an undergraduate proposed a novel wayto address an engineering problem. He derived this suggestion from his broad education inengineering and his hobby of reading about innovative technologies. In Wylie’s observations,undergraduates tend to excel at this open-mindedness and ability to make novel connections. Inaddition, the PI took Will’s suggestion seriously because Will understood the lab’s specificproblem and matched his suggestion to it. Graduate students and PIs of course are also capableof open-minded, interdisciplinary thinking, but undergraduates’ current experience of wide-ranging coursework and their

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tobin N. Walton, North Carolina A&T State University; Robin Guill Liles, North Carolina A&T State University

Tagged Topics

Diversity, NSF Grantees Poster Session

]; n.d.a.).One way to accomplish this initiative is to model educational practices after the innovativeresearch and development processes characteristic of engineering businesses. According to [1],innovators within the engineering business model tend to be risk-averse, spending time andmoney on those innovations designed to address well-defined, specific needs. By contrast,engineering educators have traditionally focused upon knowledge creation and technologicalexploration, with less regard for market needs, associated cost, regulatory hurdles, etc. Ifengineering and computer science programs align with the innovators’ order, then studentswould first identify a social and/or industry need and then through coursework, obtain theknowledge and design

Conference Session

Women in Engineering Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Suzanne Zurn-Birkhimer, Purdue University, West Lafayette (College of Engineering); Mayari I. Serrano, Purdue Polytechnic Institute; Rachel Ann Baker

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

courses. For the past decade, Dr. Zurn-Birkhimer’s research has focused on broadening participation of women and underrepresented group in STEM fields. Recently, she has been investigating the intersec- tion of education and career path with cultural identity and is developing strategies to inform programming and policies that facilitate recruitment and retention of underrepresented populations in academia. In 2012 Dr. Zurn-Birkhimer was presented with an Outstanding Alumni Award from the Department of Earth, At- mospheric, and Planetary Sciences at Purdue University. She also serves on their Alumni Advisory Board. Dr. Zurn-Birkhimer earned her B.S. in Mathematics from the University of Minnesota, and an M.S. and Ph.D

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tara C. Langus, University of Nevada, Reno; Hector Enrique Rodriguez-Simmonds, Purdue University, West Lafayette (College of Engineering); 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

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 Education (ASEE) Educational Research and Methods Division Apprentice Faculty