Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Barbara A. Karanian, Stanford University; Ville M. Taajamaa, City of Espoo; Mona Eskandari, University of California, Riverside

Tagged Divisions

Entrepreneurship & Engineering Innovation

-ObservationAn impressive strength of character is revealed by students responding to a time when theirlearning world is thrown out of balance. Instructors might include practice exercises and designchallenges in their curriculum that identifies compassion and defines ways it will encouragecollaboration. There exists the potential to add learning goals with a focus on care, compassion,and make useful distinctions between compassion (feeling for) and empathy (feeling with).Stress for Achieving Goals is Amplified in a Virtual Environment“I wouldn’t be as outgoing as I would be in a regular class,” is the way one respondent frameshis response to a virtual attempt at collaboration. While his response is not representative of allstudents participating in

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; William J Davis, University of Virginia; Bryn Elizabeth Seabrook, University of Virginia; Joshua Earle, University of Virginia

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

offering possibilities for systematically preparing engineers toenable more effective technological action.Bridging the Curriculum-Workplace Gap: Another Enduring Challenge © American Society for Engineering Education, 2024 4 2024 ASEE Annual ConferenceEstablishing intellectual coherence among all relevant knowledge streams through a socialfoundations approach also has the potential to address one of the most perennial problems inengineering education: the disjunction between the capabilities engineering curriculasystematically develop and those that students need to function effectively in practice

Conference Session

Proven Strategies in Classroom Engagement Part II: Activities for Creative Pedagogy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan Michelle Reynolds P.E., Colorado School of Mines; Raul N. Tackie, Colorado School of Mines

Tagged Divisions

Civil Engineering

two different engineeringeducation environments.Figure 1 - Sample 4-page handout as distributed to the studentsFigure 2 - Sample 4-page handout as completed by the instructor during class2.0 Case Study #1 - Mechanics of MaterialsAt Colorado School of MInes, CEEN 311 Mechanics of Materials is a 3.0 credit hour requiredcourse for eight different engineering majors, and is taught to approximately 500 students eachacademic year. The course is administered centrally by a Course Coordinator, who is responsiblefor standardizing the content across different sections, instructors, and Graduate TeachingAssistants (GTAs). Section sizes for the course generally range from 60-80 students, with 1 GTAassigned to each 2 sections. The GTAs are fully utilized

Conference Session

Approaches to Learning Outcomes Assessment in Liberal Education

Collection

2007 Annual Conference & Exposition

Authors

Kyle Oliver, University of Wisconsin-Madison; Traci Nathans-Kelly; Sandra Courter, University of Wisconsin-Madison; Laura Grossenbacher, University of Wisconsin-Madison

Tagged Divisions

Liberal Education

expressedthan others, but the point is that a multi-genre “humanistic readings” approach coupled with anonline discussion forum that gets everyone involved seems to be an especially effective way tohelp students explore fruitful connections between the readings.Outcome 2: Recognize and work with the role of uncertainty in engineering and its relationshipto social and ethical dimensionsAs we mentioned above, we wanted to articulate a course outcome about uncertainty andambiguity because of very specific feedback our department has received from its industrialadvisory board. The goal here was to get students to grapple with problems in which, say, an

Conference Session

Assessment and Liberal Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kirsten A. Davis, Virginia Tech; Chris Gewirtz, Virginia Tech; Ramon Benitez, Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

multipledimensions of student development (cognitive, intrapersonal, and interpersonal) and describesthe potential for individuals’ awareness of and commitment to acting on their internally definedvalues.32 Self-Authorship has been shown as one potential pathway to creative ways of knowingin engineering33 and is also considered an important goal for liberal education.32 For a more in-depth treatment of the connection between innovation and Self-Authorship in our developmentof the IPM, refer to Gewirtz, Davis, Benitez, and McNair.34Designing the IPM In their discussion of generating academic plans, Lattuca and Stark6 distinguish betweenthe design and planning of academic structures such as courses, programs, and even collegesthemselves. Design of

Conference Session

Trends in Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Junaid A. Siddiqui, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

evidence-based practices, it is rare that these practicesmay be applied without significant adaptation so that they are appropriate for a specific context.The required transformation may require that teachers experiment with new perspectives oneducation and student learning over a long period and iteratively learn through reflecting on theirpractice. When adopting new educational ideas teachers need to make decisions on how theycan find a balance between giving students more contextual and integrated learning experiencesand making sure that students are adequately exposed to the abstract concepts of a subject.Teachers need to discover the tacit assumptions behind the knowledge and practice of theirdiscipline to be able to adopt a pedagogical

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Tech; Andres Nieto Leal; Anthony Olukayode Yusuf, Virginia Tech; Abiola Akanmu, Virginia Tech; Sheryl Ball; Andrea Nana Ofori-Boadu, North Carolina A&T State University

Tagged Topics

Diversity, NSF Grantees Poster Session

professional identity development in construction engineering students? To addressthis research question, our NSF-funded project uses a mixed-methods research approach andcomputational analytics to make theoretical, methodological, and technological advances.In this paper, we report preliminary results of this work to date and provide an overview of someof the findings from the data collection during phase 1 of the project.Overall Project AimsAs mentioned, this paper reports preliminary results of the initial phase of a larger project.Therefore, we considered it relevant to present our overarching project aims so readers arefamiliar with the project's long-term goal. Furthermore, our work will help us understand thenature of interactions between

Conference Session

Civic Engagement and Volunteerism in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

David A. Delaine, Universidade de São Paulo and IFEES; Jose Roberto Cardoso, Universidade de São Paulo; Joachim Walther, University of Georgia

Tagged Divisions

Community Engagement Division

and real worldconnection, and inhibiting increased STEM literacy. An institutionalized and sustainedcommitment to engagement is a necessity and must be prioritized if higher education is tocontinue its important societal role [7]. The goal is to create platforms “in which theacademic and civic cultures communicate more continuously and more creatively withone another helping to enlarge the universe of human discourse and enriching the qualityof life for all of us” [1]. Boundary spanners, or individuals who act as knowledge and power brokers to helpestablish reciprocal relationships between a university and community, are fundamentalfor providing pathways for collaboration between the academy and society [8,9].Boundary spanners effectively

Conference Session

Stories, Communication, and Convergence in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; Rider W. Foley, California State University, Channel Islands; Andrew Li; Rebecca Jun, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

, speaking, listening; managing process; adapting approach to circumstances; persuading and influencing others) 3. Teams and Groups a. Coordination, cooperation, collaboration b. Multidisciplinary teams, knowledge integration c. Negotiation and conflict management d. Relationship between individual capabilities and group functioning 4. Identity and Culture a. Duality/sociotechnical differentiation (technical/nontechnical; either/both; simplistic/complex; deterministic/contingency) b. Stage of career/role in organization c. “Typical/average engineer” as leader/entrepreneur (norm vs. exceptional)4.3 Topic Models Tables 2-4 display the

Conference Session

Entrepreneurship Teaming and Collaboration

Collection

2012 ASEE Annual Conference & Exposition

Authors

Barbara A. Karanian, Stanford University; Mona Eskandari, Stanford University; Akshit Aggarwal, Stanford University; Felipe Pincheira, Stanford University; Rebecca Rose Krauthamer; Gregory Kress, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

AC 2012-4303: OPEN PROCESS FOR ENTREPRENEURING TEAM COL-LABORATION: PARALLELS FROM AN ACADEMIC RESEARCH TEAMTO THE START UP THEY STUDIEDProf. Barbara A. Karanian, Stanford University Barbara A. Karanian, Ph.D. teaches graduate design methods and a new REVS class on the car experi- ence in the College of Engineering at Stanford University, using applied psychology and art for story- telling to facilitate student progress from the idea and prototyping phases to delivery. With a focus on entrepreneurial leadership, Karanian makes productive partnerships with industry and forms collaborative teams from the areas of engineering, design, psychology, and communication. She was the Michael T. Anthony Professor at Wentworth

Conference Session

Women in Engineering Division: Strategies Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Beverly Louie, University of Colorado, Boulder; Amanda S. Parker, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

provides validated assessment toolsthat can help programs analyze effectiveness and compare against other results33. Informationabout satisfaction and identity formation can be gained by the use of the instruments from theAcademic Pathways of People Learning Engineering Survey (APPLES) study34. Furtherinformation is gained by using qualitative techniques such as interviews and observations35.Workflow Process DiagramsMost engineering disciplines use flow charting to illustrate the idea of a process that progressesfrom one state or condition to another. In engineering colleges it is common to use the conceptto chart the courses that students need to take to graduate, often linked to certain terms of thecollege career. The concept of a general

Conference Session

Liberal Education Division Technical Session Session 12

Collection

2019 ASEE Annual Conference & Exposition

Authors

Laura Kasson Fiss, Michigan Technological University; Lorelle A. Meadows, Michigan Technological University; Mary Raber, Michigan Technological University; Kari B. Henquinet, Michigan Technological University; Richard Jason Berkey, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

self- reflection to help students become clearer about what they know, why they hold their beliefs, and how they want to act on them; and ● Defining learning as mutually constructing meaning: Frame learning as something you experience together when both the instructor and the student share their perspectives; students see that the instructor is continuing to learn through their work together and demonstrates lifelong learning.The key to a successful Learning Partnership is the balance of challenge and support necessary topush students towards self-authorship without triggering a reliance on old ways of constructingidentity, relationships, and knowledge. Educators and administrators have used this model todesign effective

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Emily Gwen Blosser, University of Louisiana, Lafayette; Arunkumar Pennathur, University of Texas, El Paso; Priyadarshini Pennathur; Nicholas A Bowman, University of Iowa

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

the following questions: How do engineering education employees tasked withdoing diversity work understand their roles? What structural barriers do they encounter in thiswork? We draw on interviews to better understand their views and experiences as they relate tothis institution’s efforts to recruit, retain and graduate undergraduate underrepresented minoritystudents. In our view, for diversity and equity outcomes to be successful, we must extend ourfocus beyond students to understand how engineering educators do diversity work within theirinstitutions.We first begin by providing the theoretical frameworks that influenced our analysis. We reviewsome of the literature that takes an institutional approach to understanding how diversity work

Conference Session

Curricular Issues in Computing and Information Technolog Programs

Collection

2013 ASEE Annual Conference & Exposition

Authors

James P Cohoon, University of Virginia; J. McGrath Cohoon, University of Virginia; Luther A Tychonievich, University of Virginia; Catherine E. Brawner, Research Triangle Educational Consultants

Tagged Divisions

Computing & Information Technology

Research Triangle Park Evaluators, an American Evaluation Association affiliate organization and is a member of the Amer- ican Educational Research Association and American Evaluation Association, in addition to ASEE. Dr. Brawner is also an Extension Services Consultant for the National Center for Women in Information Technology (NCWIT) and, in that role, advises computer science departments on diversifying their un- dergraduate student population. She currently serves as the principal evaluator for the Teachers Attracting Girls to Computer Science project which aims to increase and diversify the student population studying computer science in high school. Dr. Brawner previously served as principal evaluator of the NSF

Conference Session

Committee on Educational Policy Presents: Pillars of Professional Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ellen Zerbe, Georgia Institute of Technology; Adjo A. Amekudzi-Kennedy, Georgia Institute of Technology; Kevin Haas, Georgia Institute of Technology; Robert Benjamin Simon, Georgia Institute of Technology; Janece Shaffer

Tagged Divisions

Civil Engineering Division (CIVIL)

. Godwin and A. Kirn, “Identity-based motivation: Connections between first-year students’ engineering role identities and future-time perspectives,” J. Eng. Educ., vol. 109, no. 3, 2020, doi: 10.1002/jee.20324.[7] M. Alias, T. Anwar Lashari, Z. Abidin Akasah, and Jahaya Kesot, “Translating Theory into Practice: Integrating the Affective and Cognitive Learning Dimensions for Effective Instruction in Engineering Education,” Eur. J. Eng. Educ., vol. 39, no. 2, pp. 212–232, 2014, doi: 10.1080/03043797.2013.838543.[8] T. A. Lashari, M. Alias, J. K. Mohd, and A. Z. Akasah, “An Affective-Cognitive Teaching and Learning Approach for Enhanced Behavioural Engagements among Engineering Students,” Eng. Educ

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amy L Brooks, Oregon State University; Jeff Knowles; Elliott Clement, Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Shane A. Brown, P.E., Oregon State University

Tagged Divisions

Faculty Development Division (FDD)

required material, lacking training and familiarity with EBIPs,and managing the perceived time demands needed to prepare EBIP integration into their courses.Notably, these challenges may be addressed through boosting faculty resources at theinstitutional level. Numerous studies have highlighted the role that institutional resources canplay in encouraging faculty adoption of EBIPs. For example, Brent, et al. [32] offered theSUCCEED faculty development model that includes multiple features such as a facultydevelopment coordinator, campus-wide faculty development programs, learning and networkingopportunities, programs for new faculty and graduate students, and institutional incentives.Taken together, these efforts could target the common concerns

Conference Session

Educational Research and Methods Division (ERM) Technical Session 13

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ann Shivers-McNair, University of Arizona; Gimantha N. Perera, North Carolina State University; Hannah Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona; Francesca A López, Penn State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

, diversestrengths) they identified, how their assets are present in daily engineering practice, and howthey see their assets being a part of their engineering identity moving forward. This discussion ishad between the student and an interviewer who is involved in the propagation of asset-basedpractices among faculty, both stakeholders that want to change the system (Discovery). Throughfurther discussion with the interviewer, students identify themes and connect assets to theirsuccesses as engineers (Dream). Students identify ways in which their inherent, diverse strengthscould contribute to their future success as an extrapolation of how these strengths aid them ingaining engineering skills in the present (Design). Students indirectly contribute to

Conference Session

Women in Engineering Division Technical Session - Understanding and Changing Engineering Culture

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rui (Celia) Pan, Toyota Financial Services; Randa L. Shehab, University of Oklahoma; Deborah A. Trytten, University of Oklahoma; Cindy E Foor, University of Oklahoma; Susan E. Walden, University of Oklahoma

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Women in Engineering

their GPA (57%, n=60). Only 11% (n=11) of team members indicate that their teamsrequire a minimum GPA for individual members to retain eligibility for team participation.Considering team participation requires extreme time commitment, it is not surprising thatstudents face challenges to balancing their time between course work and team participation.Table 4. Perceptions of Why Others Drop Out (n=106 responses). Responses Participation takes too much time 81% (86) Grades or coursework were suffering 57% (60) Loss of interest 53% (56) There are not enough tasks to keep all students engaged 45% (48) Lack of

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephanie Adams, Oregon State University; Shane A. Brown P.E., Oregon State University; Aturika Bhatnagar, New Jersey Institute of Technology; Prateek Shekhar, New Jersey Institute of Technology; Jeff Knowles, Oregon State University

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #42477Bridging the Gap: Exploring Real-Life Experiences of Engineering Facultyin Implementing EBIPsStephanie Adams, Oregon State University Stephanie Adams is currently enrolled as a doctoral student at Oregon State University, where she is working towards her PhD in Civil Engineering with a concentration in Engineering Education. Her current research focuses on the adoption of evidence-based instructional practices (EBIPs) among engineering faculty members. Additionally, she is investigating the identity development of engineering students in capstone courses.Dr. Shane A. Brown P.E., Oregon State University

Conference Session

Environmental Engineering Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Charles M. Ouellette, United States Military Academy; Luke Thomas Plante, United States Military Academy; Erick Martinez P.E., United States Military Academy; Benjamin Michael Wallen P.E., United States Military Academy; Jeffrey A. Starke, United States Military Academy

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

statistically significant differences between students who racially identifiedas white compared to those who racially identified as non-white at the start of the course (p=2.92x 10-3). Students who identified as non-white scored 75.68% ± 4.45% and students who identifiedas white scored 83.40% ± 2.20% at the start of the course (Figure 3). At the end of the course,however, there were no significant differences between these two groups (p=4.86 x 10-1). We found significant differences among students’ scores at the start of the course basedon the highest level of education attained by their mother (p=4.71 x 10-02, Figure 4). Studentswhose mother earned a graduate degree (master’s or PhD) scored 82.34% ± 3.19% at the start ofthe course. Students

Conference Session

Creative and Cross-disciplinary Methods Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Jessica Erin Sprowl; Rui Pan, Purdue University, West Lafayette; Melissa Dyehouse, Purdue University; Carrie A. Wachter Morris, Purdue University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

distinguish between empathy and care, what do participants say about the terms (e.g. big part of their profession, motivation for a project) 5. How participants rank the role of empathy and/or care in teaching and learning 6. The role of empathy and/or care in engineering practice and engineering educationThe coding scheme is included in Appendix B.After one member of the research team (Coder 1, a male PhD student in Engineering Education)finished coding the data and had developed a rigorous coding scheme, a second member (Coder2, a female Master’s student in Counseling with some undergraduate experience in engineering)engaged with the data and (1) agreed or disagreed with the codes paired with data, (2) addedcodes that were thought to be

Conference Session

The CE Profession: Perspectives from the U.S. & Canada

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig N Musselman P.E., A & E Consulting; Jon D. Nelson, Tetra Tech, Inc.; Monte L. Phillips P.E., University of North Dakota, Professor Emeritus of Civil Engineering

Tagged Divisions

Civil Engineering

years. Some states have term limits while others do not.PE Boards, and PE Board members, have several basic functions. The primary and most timeconsuming function is the review of applications for licensure and the qualifications of theapplicants. Those applying to take the Fundamentals of Engineering examination (the “FEexam”) who are students or graduates of EAC/ABET engineering programs are typicallyapproved without much review. The educational qualifications of those with alternate educationbackgrounds are typically reviewed in detail by PE Board members. Board members typicallysplit up the task of detailed review of the education and experience of each individual applicationfor initial licensure as a professional engineer, and follow it

Conference Session

Chemical Engineering Division (ChED) Technical Session 2: Community Retrospectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Milo D. Koretsky, Tufts University; Lisa G. Bullard, P.E., North Carolina State University, Raleigh; Joshua A. Enszer, University of Delaware; Allison Godwin, Purdue University, West Lafayette ; Vanessa Svihla, University of Texas, Austin; Sindia M. Rivera-Jiménez, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

, West Lafayette Allison Godwin, Ph.D. is an associate professor in the Robert Frederick Smith School of Chemical and Biomolecular Engineering at Cornell University. She is also the Engineering Workforce Development Director for CISTAR, the Center for Innovative and Strategic Transformation of Alkane Resources, a Na- tional Science Foundation Engineering Research Center. Her research focuses on how identity, among other affective factors, influences diverse students to choose engineering and persist in engineering. She also studies how different experiences within the practice and culture of engineering foster or hinder be- longing and identity development. Dr. Godwin graduated from Clemson University with a B.S. in

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

Berenice A. Cabrera, University of Michigan; Shannon M. Clancy, University of Michigan; Vibhavari Vempala, University of Michigan; Jingfeng Wu, University of Michigan; Erika Mosyjowski, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-lynn Mondisa, University of Michigan; Shanna R. Daly, University of Michigan

Tagged Divisions

Educational Research and Methods Division (ERM)

individuals make meaning of theirown and others’ identities but are also shaped by the participation and actions of individualswithin them. The relationship and interactions between an individual and their environment leadto the formation of identities and an understanding of what is normalized and valued within thatenvironment.Power plays a key role in the formation and maintenance of figured worlds. Inspired byBourdieu, Holland et al. maintain that “a field is ‘structure-in-practice,’ and as such, is a world ofrelationships, of social positions defined only against one another.” Individuals possess relativepositions of power within figured worlds, and some may be excluded entirely from participation.One’s position in a figured world is determined

Conference Session

Intercollegiate and Cross-disciplinary Collaboration

Collection

2013 ASEE Annual Conference & Exposition

Authors

Barbara Burks Fasse PhD, Georgia Institute of Technology; James William Schwoebel, Georgia Institute of Technology; Ethan James Craig, Georgia Institute of Technology; Anish Joseph, Georgia Institute of Technology; Ajit Vakharia, Georgia Institute of Technology; Steve M. Potter PhD, Georgia Institute of Technology; Kim Dooley, Texas A&M University; James DUPE Linder, Texas A&M University

Tagged Divisions

Multidisciplinary Engineering

) , graduate student mentors (n=6), and the undergraduate LINCR Fellows (n=3). Thecomplex interactions between these elements prevents this analysis from being devoid ofinfluence from each— meaning that we cannot study the LINCR URE or the LINCR Fellows’experience without also examining the influence from and on the other elements/roles.All participants were made explicitly aware that they were the subjects in a funded researchproject studying the effects of their participation in LINCR. They signed IRB-approved consentforms to acknowledge their agreement to participate as well as to approve the use of theirartifacts as data.Undergraduates: Georgia Tech undergraduate students were recruited by announcement and email. Threestudents were chosen

Conference Session

Integrating Liberal Education and Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

David DiBiasio, Worcester Polytechnic Institute; Paula Quinn, Worcester Polytechnic Institute; Kristin Boudreau, Worcester Polytechnic Institute; Laura A. Robinson, Worcester Polytechnic Institute; John M. Sullivan Jr, Worcester Polytechnic Institute; John Bergendahl, Worcester Polytechnic Institute; Leslie Dodson, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

course designed by an interdisciplinary team of faculty fromengineering and the humanities puts students imaginatively into a complex nineteenth-centurycontext as they consider how to provide a waste management solution for an expanding urbanpopulation. This role-playing game (RPG) puts students in the roles of actual people living in aturn-of-the-century industrial city in central Massachusetts. While immersing themselves in theroles of engineers, industrialists, elected officials, workers, scientists, public health officials,inventors, and city residents, students learn and practice engineering concepts (engineeringdesign, stakeholder analysis, mass balance, sewage treatment, material properties and selection,sewage properties and conveyance

Conference Session

CEED - Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa Massi, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Cynthia Y. Young, University of Central Florida; Cameron M. Ford, University of Central Florida; Patrice Lancey, University of Central Florida; Divya Bhati, University of Central Florida ; Kim A Small, University of Central Florida College of Engineering and Computer Science

Tagged Divisions

Cooperative & Experiential Education

23.808.6explore career pathways and develop their professional identity. YES student cohorts areexposed to the benefits that each experience offers through the YES Distinguished SpeakerSeries (speakers include an entrepreneur and a researcher), the YES Symposium, and interactingwith each other. For example, a Research Path student may be interested in how tocommercialize a research project or create a start-up company; or an Entrepreneurship/InternshipPath student may be interested in starting a business but realizes that pursuing a graduate degreewill provide specialization in the field. A similar educational approach (joining co-op withundergraduate research experiences) with engineering students at the University of Puerto Ricoat Mayagüez (UPRM) has

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marie C Paretti, Virginia Tech; Daria A Kotys-Schwartz, University of Colorado Boulder; Susannah Howe, Smith College; Julie Dyke Ford Ph.D., New Mexico Tech; Benjamin David Lutz, Virginia Tech; Kevin Kochersberger, Virginia Polytechnic Institute and State University; Chris Gewirtz, Virginia Polytechnic Institute and State University; Laura Mae Rosenbauer, Smith College; Sidharth Arunkumar, New Mexico Tech

Tagged Topics

NSF Grantees Poster Session

- grams and a Senior Instructor in the Department of Mechanical Engineering. She received B.S. and M.S degrees in mechanical engineering from The Ohio State University and a Ph.D. in mechanical engineering from the University of Colorado Boulder. Kotys-Schwartz has focused her research in engineering stu- dent learning, retention, and student identity development within the context of engineering design. She is currently investigating the impact of cultural norms in an engineering classroom context, performing comparative studies between engineering education and professional design practices, examining holistic approaches to student retention, and exploring informal learning in engineering education.Prof. Susannah Howe

Conference Session

Women in Engineering Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Coleen Carrigan, California Polytechnic State University, San Luis Obispo; Saejin Kwak Tanguay, University of Washington; Joyce Yen, University of Washington; Julie Simmons Ivy, North Carolina State University; Cara Margherio, University of Washington; Eve A. Riskin, University of Washington; Christine S. Grant, North Carolina State University; M. Claire Horner-Devine, University of Washington and Counterspace Consulting

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

about all the life experiencesthat motivate us to broaden participation of underrepresented populations in engineering. Theselectures played a key role in members’ abilities to breach personal and professional boundariesby structuring in opportunities for members to explain their perspectives in our work together.Semantic Consensus Building: In breaching the boundaries between our disciplinary identities,members did a great deal of what we have called “semantic consensus building.” It became clearthat the type and tone of language used to discuss issues of marginalization was very distinctbetween the social sciences, field sciences and lab sciences. Throughout our meetings, therewere many conversations in which we identified and analyzed the

Conference Session

Women in Engineering Division: Faculty and Gender Issues

Collection

2015 ASEE Annual Conference & Exposition

Authors

Canan Bilen-Green, North Dakota State University; Jenna P. Carpenter, Louisiana Tech University; Stacy Doore, University of Maine; Roger A. Green, North Dakota State University; Karen J. Horton P.E., University of Maine; Kristen L. Jellison, Lehigh University; Sharon Melissa Latimer, West Virginia University; Marci J. Levine, Lehigh University; D. Patrick O'Neal, Louisiana Tech University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

small enough to keep the team manageable,nimble, and adaptable. Of the eight initial Advocates, five had partners employed as faculty bythe university; these relationships and shared experiences definitely contributed to therecruitment and commitment of these Advocates. Although Advocates were initially paid a $500stipend for their first year of efforts, no Advocates have indicated that this compensation playeda deciding factor in their decision to participate. To the contrary, many expressed discomfort inaccepting money for serving as Advocates. Compensation, in the form of course release, travelmoney, summer salary, or graduate student support, has helped encourage men to volunteer asAdvocate coordinator, whose role is to call meetings