Conference Session

Women in Engineering Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa R. Volpatti, Department of Chemical Engineering, Massachusetts Institute of Technology; Kara Rodby, Department of Chemical Engineering, Massachusetts Institute of Technology; Gurleen Kaur Singh, Massachusetts Institute of Technology; Bianca Kaushal, Massachusetts Institute of Technology ; Kelley Marie Adams, Massachusetts Institute of Technology; Paula T. Hammond, Department of Chemical Engineering, Massachusetts Institute of Technology; Sarah Rankin

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Diversity

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Women in Engineering

institutions cater theirtraining to specific populations, use qualified, in-person trainers, and instruct participants how tointervene. These recommendations motivated a chemical engineering department at a technicalinstitute to develop a custom in-person training program in collaboration with the Title IX andBias Response (T9BR) and the Violence Prevention and Response (VPR) offices.The in-person trainings, entitled “Promoting a Professional and Inclusive Lab Culture,” weremandatory for all laboratory groups in the department, including faculty, staff, and trainees. Topromote discussion and interaction within the context of individual lab cultures, training sessionswere small (~20 participants) and grouped lab members together. The trainings were

Conference Session

Women in Engineering Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jiahui Song, Wentworth Institute of Technology; Douglas Eric Dow, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology; James R McCusker PhD, Wentworth Institute of Technology

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Diversity

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Women in Engineering

and Technology, 5(3), 232-253, 2013.[8] Akl, R. G., Keathly, D., and Garlick, R., "Strategies for Retention and Recruitment of Women and Minorities inComputer Science and Engineering", Innovations 2007: World Innovations in Engineering Education and Research ,2007.[9] Feisel, L.D. and Rosa, A.J., "The role of the laboratory in undergraduate engineering education”, Journal ofengineering education, pp. 121-130, January 2005.[10] Thomas, J.W., "A review of research on project-based learning", California: The Autodesk Foundation. URL:http://www.bie.org/images/uploads/general/9d06758fd346969cb63653d00dca55c0.pdf , March, 2000. AccessedMarch 13, 2018.[11] Waks, S. and N. Sabag, N., "Technology Project Learning Versus Lab Experimentation", Journal

Conference Session

Women in Engineering Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sinéad C Mac Namara, Syracuse University; Anne E Rauh, Syracuse University; Michelle M Blum, Syracuse University; Natalie Russo, Syracuse University; Melissa A Green, Syracuse University; Shikha Nangia, Syracuse University

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Diversity

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Women in Engineering

August 2016, Syracuse University created faculty member ranks for full-time non-tenure trackfaculty that focus solely on teaching (Assistant Teaching Professor, Associate TeachingProfessor, or Teaching Professor) to facilitate longer term contracts and institute a process forpromotion for non-tenure track faculty[7]. The expectations for teaching professors includeexcellent teaching in the classroom or laboratory and all the attendant tasks and qualifications.Teaching Professors are not expected to conduct research or engage with practitioners, but can soby choice extramurally. Their positions may also carry administrative duties and they areexpected to participate in routine department, colleges, or university service. Two members ofthe Group

Conference Session

Women in Engineering Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jiahui Song, Wentworth Institute of Technology; Douglas Eric Dow, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology; Weihui Li, Biomedical Engineering, Wentworth Institute of Technology; Lili Ma, New York City College of Technology

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Diversity

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Women in Engineering

), 232-253, 2013.[8] Akl, R. G., Keathly, D., and Garlick, R., "Strategies for Retention and Recruitment of Women and Minorities inComputer Science and Engineering", Innovations 2007: World Innovations in Engineering Education and Research ,2007.[9] Feisel, L.D. and Rosa, A.J., "The role of the laboratory in undergraduate engineering education”, Journal ofengineering education, pp. 121-130, January 2005.[10] Thomas, J.W., "A review of research on project-based learning", California: The Autodesk Foundation. URL:http://www.bie.org/images/uploads/general/9d06758fd346969cb63653d00dca55c0.pdf, March, 2000. AccessedMarch 13, 2018.[11] Waks, S. and N. Sabag, N., "Technology Project Learning Versus Lab Experimentation", Journal of ScienceEducation and

Conference Session

Women in Engineering Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caroline Ghio, Northeastern University; Sydney Anne Morris, Northeastern University; Hannah Marie Boyce, Northeastern University; Bradley Joseph Priem, Northeastern University; Paul A. DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University

Tagged Divisions

Women in Engineering

Paper ID #29001The Impacts on Peer Tutors of Leading Group Supplemental Instruction forFirst-Year Engineering StudentsMs. Caroline Ghio, Northeastern University Caroline is a fourth-year undergraduate student at Northeastern University, majoring in chemical engi- neering. Outside of class, Ghio works as a chemistry tutor and participates in undergraduate research in a biomaterials laboratory on campus.Ms. Sydney Anne Morris, Northeastern University Sydney Morris is a third year undergraduate student studying chemical engineering at Northeastern Uni- versity. She has been involved in the Connections Chemistry Review

Conference Session

Women in Engineering Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eleanor Leung, York College of Pennsylvania; Inci Ruzybayev, York College of Pennsylvania; Brandy Maki, Minnesota State University, Mankato

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Diversity

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Women in Engineering

schools.Shortly after graduation, I continued teaching physics at a private high school. I decided tofurther my education and I was admitted to the physics doctorate program in the United States.As a graduate student I taught various physics and science courses every semester includingwinter and summer sessions for more than five years, both as a laboratory and discussion sessioninstructor.When I teach, I think about my past experiences with all of my professors. Unfortunately, I cannotcount many excellent teachers in my education but I learned a lot from the ones who had flaws. Tobe a good physics teacher it is not enough to possess the knowledge but have the ability toeffectively transfer that knowledge to the students. When teaching introductory-level

Conference Session

Women in Engineering Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Anu Osta, Rowan University; Jennifer Kadlowec, Baldwin Wallace University; Alissa Papernik; Amanda Ferreira Dias-Liebold, Rowan University

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Diversity

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Women in Engineering

next steps in the process; that of designing and conducting an online survey was completed.It was decided to implement this project by assimilating it with the curriculum in the form of aproject based activity. The project-based learning activity18 is a hands-on project-based series ofcourses implemented at Rowan University called the Engineering Clinics. The EngineeringClinics is an 8-semester sequence of courses offered by the College of Engineering thatreplicates industrial work environment by engaging the students in laboratory hands-on activitieson projects that are often sponsored by industry partners with a focus on solving real worldproblems.Assessment MethodThe instrument for this study was designed to be (i) an online survey sent to

Conference Session

Women in Engineering Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robyn Sandekian, University of Colorado, Boulder; JoAnn Silverstein P.E., University of Colorado Boulder; Beverly Louie, University of Colorado, Boulder

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Diversity

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Women in Engineering

positions elsewhere. Other participants have gone on to industry jobs and post-doctoral positions at academic institutions and national laboratories that will prepare them to jointhe professoriate within the next few years. The program manager (Sandekian) maintains contactwith most of these students and provides them with continued encouragement as they movetoward graduation and beyond. In addition, in early spring 2020, the Associate Dean for FacultyAdvancement (Silverstein) submitted a budget request for two post-doctoral research positionsthat would be made available to past-participants. Participant feedback enabled critical review ofthe content and purpose of the program for future improvement. Finally, the program allowed theCollege’s Faculty

Conference Session

Women in Engineering Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrea Nana Ofori-Boadu, North Carolina A&T State University; Victor Ofori-Boadu, Penuel Consult Inc.; Jacob Randall Vanderpool, North Carolina Agricultural and Technical State University; Dongyang Deng, North Carolina Agricultural and Technical State University

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Diversity

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Women in Engineering

progress and graduate to become AEC professionals. AEC women whofall in this category will need additional resources and support from AEC educational institutionsto nurture their initial interest and knowledge of the AEC industry to increase their AEC-PID.For example, AEC educators can encourage them to explore AEC publications, videos, websites,and projects to increase their AEC knowledge. Field trips, laboratory, internship, and hands onprojects can increase their AEC experience. Also, they should be given opportunities toparticipate in AEC extracurricular activities and student organizations as these could increasetheir AEC knowledge and views through their exposure to other AEC students and professionals. PROGRESSIVE

Conference Session

Busting a Career Move? When and Why or Why Not?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Adrienne R. Minerick, Michigan Technological University; Jenna P. Carpenter, Campbell University; Cindy Waters, Naval Surface Warfare Center; Beena Sukumaran, Rowan University

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Diversity

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Women in Engineering

interests include electrokinetics, predominantly dielectrophoretic characterizations of cells, and the devel- opment of biomedical microdevices. Research within her Medical micro-Device Engineering Research Laboratory (M.D. – ERL) also inspires the development of Desktop Experiment Modules (DEMos) for use in chemical engineering classrooms or as outreach activities in area schools (see www.mderl.org). Adrienne is past Chair of ASEE’s Diversity Committee and past PIC I Chair; she has previously served on WIED, ChED, and NEE leadership teams and has contributed to over 40 ASEE conference proceedings articles.Dr. Jenna P. Carpenter, Campbell University Dr. Carpenter is Founding Dean of Engineering at Campbell University