Conference Session

Work-in-Progress Session: Understanding Issues Faced by Graduate Students and Faculty

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anuli Ndubuisi, University of Toronto, Canada; Glory Ovie, The King's University Edmonton, Canada; Zian (Kelly) Zhang, University of Toronto, Canada

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

: 10.1080/13613324.2021.1924137.[15] B. A. Burt, “Toward a Theory of Engineering Professorial Intentions: The Role of Research Group Experiences,” American Educational Research Journal, vol. 56, no. 2, pp. 289–332, Apr. 2019, doi: 10.3102/0002831218791467.[16] J. Seniuk Cicek, P. Sheridan, L. Kuley, and R. Paul, “Through ‘Collaborative Autoethnography’: Researchers Explore Their Role as Participants in Characterizing the Identities of Engineering Education Graduate Students in Canada,” in 2017 ASEE Annual Conference & Exposition Proceedings, Columbus, Ohio, Jun. 2017, p. 29029. doi: 10.18260/1-2--29029.[17] J. B. Main, L. Tan, M. F. Cox, E. O. McGee, and A. Katz, “The correlation between undergraduate student

Conference Session

Student Division Innovative Research Methods Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cassandra Groen, Virginia Tech; Denise Rutledge Simmons P.E., Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Divisions

Student

emerging professionals within the disciplinarycontext of civil engineering. From this study, a grounded theory of professional identitynegotiation emerged from 32 interviews with undergraduate students in civil engineering. Asdepicted in Groen’s GT model, students begin to perceive and position themselves asprofessionals within the civil engineering discipline through a process of definition negotiation[6]. During this process, students negotiate their constructed definitions of self (e.g., gender,disability, family background, etc.) with those of the profession (e.g., nature of engineeringwork, roles of civil engineering in society, ethics, etc.). As this iterative negotiation processcontinues, students form a professional identity and advance

Conference Session

Tricks of the Trade

Collection

2012 ASEE Annual Conference & Exposition

Authors

Adam Neale, University of Waterloo; Oliver Grant, University of Waterloo; Manoj Sachdev P.Eng., University of Waterloo

Tagged Divisions

Student

important ones • Incorporating planned recreation and personal time into your schedule • Being on time for classes, meetings, practices, appointments, etc... • Maintaining a balance between your athletic, academic, and personal life • And, trying to complete at least one major task per dayThe idea is that by incorporating these suggested strategies into their lives, students may make amore efficient use of their time. The interviewed students’ actual use of many of these strategieswill be discussed in the Finding and Discussion sections.Application of Propositional Logic to Expectancy-Value TheoryIn an effort to facilitate a framework for concurrent motivated actions, this work introduces theconcept of propositional logic to the

Conference Session

Student Success in ET

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ibarre Araojo, Wayne State University; Mohsen Ayoobi, Wayne State University; David Merolla, Wayne State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology Division (ETD)

Paper ID #43876Transfer Students’ Experiences, Identity Development, and Outcomes in EngineeringTechnology Programs: A ReviewMs. Ibarre Araojo, Wayne State University Ibarre Araojo is a dedicated Graduate Research Assistant with a specialized focus in Sociology, emphasizing the exploration of the nexus between student performance, retention rates, experiences, and goals, particularly among minority groups. Leveraging a rich background in Information Technology and Education, Araojo undertakes extensive literature reviews to deepen our understanding of these pivotal areas. Armed with a Bachelor of Science in Information

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mahnas Jean Mohammadi-Aragh, Virginia Tech; Rachel Louis Kajfez, Virginia Tech

Tagged Divisions

Student

. Her current re- search interests focus on technology in engineering education, human computer interaction, educational data mining, and scientific visualization.Mrs. Rachel Louis Kajfez, Virginia Tech Rachel Louis Kajfez is a Ph.D. candidate in the Department of Engineering Education at Virginia Tech. She earned her Bachelor’s and Master’s degrees in Civil Engineering from The Ohio State University where she specialized in construction. Currently, Rachel is a Dean’s Teaching Fellow, is a Departmental Ambassador, and is actively involved in ASEE. Her current research interests include graduate student motivation and identity development

Conference Session

Student Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dolores Herrera; Claire Marie Leader, California Polytechnic State University, San Luis Obispo; Soham Patel; Anahid Behrouzi, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Student

SummariesAfter a brief lecture presentation to introduce each DEI topic, members of the SDEI committeemoderated conversations between participants (faculty, staff, administration, and students) inbreakout rooms. The subsections below list action items related to DEI concerns in the builtenvironment industry, in the local community, and at the university that arose throughoutdiscussions between participants during sessions two through five of the Summer UnlearningSeries. As a note, the (#)’s following each bullet point indicates the associated SummerUnlearning Series session based upon numbering in Table 2.Designing the Built Environment • Exceed existing accessibility standards in Americans with Disabilities Act (4) • Cultivate relationships with

Conference Session

Graduate Studies Division (GSD) Technical Session 7: Developing Graduate Students' Competencies and Identities

Collection

2023 ASEE Annual Conference & Exposition

Authors

Julie M. Rieland, University of Michigan; Shamalee Goonetilleke, University of Michigan; Sarah Jane Bork, University of Michigan; Aaron W. Johnson, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

disciplines [31], [32], there is anundeniable link between a students’ personal identities, institutional culture, the global politicalclimate, and their lived experience in graduate school [33]–[35]. For decades it has been knownthat there is a graduate student attrition problem [36], with 24-35% of domestic engineering PhDstudents prematurely leaving degree programs [37] and an even higher rate at 43% forunderrepresented groups like African American doctoral engineering students [38]. At the timeof writing this even, I consider the goodbye-party I will attend this evening for a studentprematurely leaving my partner’s research group.Beyond the degree completion stage, attrition in academia and STEM remains an issue, withonly 48.5% of all US PhD

Conference Session

New Trends in CHE Education I

Collection

2009 Annual Conference & Exposition

Authors

Michael Hanyak, Bucknell University; Timothy Raymond, Bucknell University

Tagged Divisions

Chemical Engineering

AC 2009-1936: TEACHING MATERIAL AND ENERGY BALANCES TOFIRST-YEAR STUDENTS USING COOPERATIVE TEAM-BASED PROJECTSAND LABSMichael Hanyak, Bucknell University Michael E. Hanyak, Jr. is a Professor of Chemical Engineering at Bucknell University since 1974. He received his B.S. from The Pennsylvania State University, M.S. from Carnegie Mellon, and his Ph.D. in Chemical Engineering from the University of Pennsylvania in 1976. His teaching and research interests include computer-aided engineering and design, courseware development and the electronic classroom. He was one of the principal investigators with Brian Hoyt, William J. Snyder, Edward Mastascusa, and Maurice Aburdene on a five-year National

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Royce Francis, The George Washington University; Marie Paretti, Virginia Polytechnic Institute and State University; Rachel Riedner

project described in this paper isgrounded in our understanding of the realities of professional practices: engineers must be able topractice engineering as art and develop sound judgments that balance complex, competingobjectives or constraints, and they must simultaneously produce recognizable engineeringidentities that enable them to articulate and justify those judgments to others through a variety ofcommunication mechanisms, including writing. Consequently, the originally proposed objectiveof our project was to investigate the ways students produce engineer identities in written artifactsthrough which they expect to be recognized as engineers.To investigate this question, we have foregrounded the role of engineering judgment in ourresearch

Conference Session

Undergraduate Track - Technical Session II

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Asha Godbole, Oregon State University; Beverly Miller, University of Virginia; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Susannah C. Davis, Oregon State University

Tagged Topics

Diversity, Undergraduate Education

was conducted in Chemical, Biological and Environmental Engineering at OregonState University. Sixteen focus groups and 6 individual interviews were conducted with enteringand soon-to-be-graduating students.Our findings reveal that students who identify along social identity categories that are centered inUS culture (e.g., white, able bodied, straight, male, access to resources…) experience a strongsense of belonging. Of this group, about half are unaware of the unearned advantages linked totheir social location, while the other half articulate an understanding of their privilege.International students and students of color generally expressed a lower sense of belonging in theunit and experiences of marginalized status. A complexly layered

Conference Session

Improving the Teaching Skills of Graduate Students

Collection

2009 Annual Conference & Exposition

Authors

Erin Crede, Virginia Tech; Maura Borrego, Virginia Tech

Tagged Divisions

Graduate Studies

interdepartmental feedbackand review system.I. Introduction While those holding faculty positions within a college or university are expected to beactive in research, teaching, service and outreach, little is done at the graduate level to preparestudents for the demands of balancing these roles. Many students who complete a doctoraldegree have strong backgrounds in research and generating scholarly publications, but havelimited practical experience balancing the responsibilities of a junior faculty member. This paperdescribes the assessment of a Graduate Teaching Fellowship (GTF) program that was developedto address this deficiency. The primary objective of the GTF program is to better prepareinterested doctoral students for an academic career

Conference Session

Engineering Ethics Division: Ethics Education Assessment

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kingsley Reeves, University of South Florida; Michelle Hughes Miller, University of South Florida; Grisselle Centeno, Florida Polytechnic University; Elaine Englehardt, Utah Valley University; Michael Pritchard; Susan LeFrancois, Florida Polytechnic University; Ideliz Roman, University of South Florida

practice for organizations and individuals and had embraced a muchmore employee/team-centric (less client-centric) and a non-legalistic approach.ConclusionsThough we have not yet yielded a sufficient sample size to draw meaningful conclusions regardingthe efficacy of the intervention, we have learned from our efforts to date and look forward to usingthese insights to enhance the delivery of our pedagogical model of an enhanced internship goingforward. First, there is evidence that our assumptions about the pervasiveness of a restricted viewof the STEM professional identity that emphasizes the technical skills dimension of this identityare correct. This reinforces our need to promote a more equitable balance between the relativeimportance of

Conference Session

CoNECD Session : Day 2 Slot 7 Technical Session 1

Collection

2021 CoNECD

Authors

Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Rebecca Brent, Education Designs, Inc; Marisa K. Orr, Clemson University

Tagged Topics

CoNECD Paper Submissions, Diversity

interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, ”Empowering Students to be Adaptive Decision-Makers.” American c Society for Engineering Education, 2021 The Centrality of Black Identity for Black Students in Engineering: A Reflection on Methods and TheoryKeywords: Race/ethnicity, Black identity, undergraduate programsIntroductionThe recent emphasis on increasing the number of engineering graduates has been coupled withgreater concern about the lack of diversity in engineering fields. However, despite

Conference Session

Professional Skills for Graduate Students

Collection

2018 ASEE Annual Conference & Exposition

Authors

Wendy Roldan, University of Washington; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

effective teach- ing decisions, and the application of ideas from complexity science to the challenges of engineering education. c American Society for Engineering Education, 2018 “I came in thinking there was one right practice”: Exploring how to help graduate students learn to read academic researchAbstractIn the fall of 2017, an engineering educator with many years of experience offered a course toincoming doctoral students. The course was focused on helping the students explore approachesto reading published scholarship and develop their own scholarly reading practice. The coursewas taken by a student who documented her experiences in a reflection journal. Against thisbackdrop, this paper uses

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gokce Akcayir, University of Alberta; Marnie V Jamieson, University of Alberta; Kristian Basaraba, University of Alberta; Duncan Buchanan, University of Alberta; Qingna Jin; Mijung Kim, University of Alberta; Janelle McFeetors, University of Alberta; Kerry Rose, University of Alberta

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

graduate students most of whom havecompleted an undergraduate engineering degree requiring the completion of a capstone teamdesign project. This experience can be pivotal in the transition from the role and identity of anengineering student to that of an engineer in training [20]. Metacognitive skills and experiencesfacilitate student development as students reflect on their experiences and make sense of it.Metacognitive skills and experience play a pivotal role in the liminal space where identitytransitions occur. GTAs have made a transition from undergraduate engineering student toengineer in training, engineer and/or graduate student depending on their career arc. Irrespectiveof their stage of engineering identity development, they are in the

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristen Hatten, Purdue University, West Lafayette; Tiago R Forin, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

University in 2008. While in the School of Engineering Education, he works as a Graduate Research Assistant in the X-Roads Research Group and has an interest in cross-disciplinary practice and engineering identity development.Dr. Robin Adams, Purdue University, West Lafayette Robin S. Adams is an Associate Professor in the School of Engineering Education at Purdue University. Her research is concentrated in three interconnecting areas: cross-disciplinary thinking, acting, and be- ing; design cognition and learning; and theories of change in linking engineering education research and practice. Page 23.89.1

Conference Session

Professional Development and Advising for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robin Adams, Purdue University, West Lafayette; Catherine G.P. Berdanier, Purdue University, West Lafayette; Paul Andrew Branham, Purdue University, West Lafayette; Neha Choudhary, Purdue; Trina L. Fletcher, Purdue University, West Lafayette; Molly H Goldstein, Purdue University, West Lafayette; Cole Hatfield Joslyn, Purdue University; Corey A Mathis, Purdue University, West Lafayette; Emilie A Siverling, Purdue University; Natascha Trellinger Buswell, Purdue University, West Lafayette; M. D. Wilson, Purdue University

Tagged Divisions

Graduate Studies

always open-ended andincomplete. In this way, knowing is enacted and embodied in and through our everydaypractice as professionals: “Learning to become a professional involves not only what weknow and can do, but also who we are (becoming). It involves the integration ofknowing, acting, and being in the form of professional ways of being that unfold overtime”27 (pp 34). This unfolding professional way of being gives meaning to theknowledge and skills being developed within professional practice, while alsoincorporating an understanding of the practice itself and who we are as professionals.Other research illustrates that ignoring the role of identity in learning has been associatedwith: challenges in transferring learning across contexts

Conference Session

Graduate Student Experiences

Collection

2008 Annual Conference & Exposition

Authors

Reginald Rogers, University of Michigan; Anthony Lachawiec, University of Michigan; Jeffrey Ringenberg, University of Michigan

Tagged Divisions

Graduate Studies

. Page 13.1293.1© American Society for Engineering Education, 2008 To Sink or Swim: Effective Strategies for Maintaining and Nurturing an ASEE Student ChapterAs an ASEE Student Chapter, one of the toughest aspects for operating a chapter is providingbeneficial opportunities that meet the needs of the members. Due to the varied scope of theneeds for each member, finding a harmonious balance between member desires while avoidingduplication of existing programs can be challenging. This leads to a strain in building andmaintaining a healthy membership. In a previous paper, we presented an analysis on the abilityof our student chapter to evolve with the changing focus on a major university campus. As achapter with a

Conference Session

Women in Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sagit Betser, University of California, Davis; Lee Michael Martin, University of California, Davis; Rebecca Ambrose Ph.D., University of California-Davis

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Paper ID #27539”They Don’t See Girls”: Construction of Identities in a Maker ProgramMs. sagit betser, University of California, Davis Sagit Betser is a graduate student in the Learning and Mind Sciences program at UC Davis School of Education. She received B.Sc in Chemistry and Mechanical Engineering from Tel Aviv University. She worked in start-ups, heading research and design multidisciplinary teams. Before joining the PhD program she taught science and design at a K-8 school.Prof. Lee Michael Martin, University of California, Davis Lee Martin studies people’s efforts to enhance their own learning environments

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Margaret E.B. Webb, Virginia Tech ; Marie C. Paretti, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

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

apply formedical and law school entrance exams due to their unsteady citizenship status, and otherstudents noted the changing nature of immigration policymaking that threatened undocumentedstudents with temporariness. In another study, a participant, Alysa, said “‘I heard about thewhole graduate school and Ph.Ds. and all that, and I’m like yeah, I want to be a doctor. But thenI’m like ‘wait, what if DACA gets taken away?’” [46] (p. 327). Her question, along with others,highlighted the effects of political threats on a displaced students’ liminal legality andprofessional identity; they reified one’s in-between status, espouse its temporariness, and madelooking for work seem futile [21]. These students’ experiences also showed that, liminal

Conference Session

Mentoring Graduate Students

Collection

2007 Annual Conference & Exposition

Authors

Amy Wheeless, University of Washington; Brianna Blaser, University of Washington; Elizabeth Litzler, University of Washington

Tagged Divisions

Graduate Studies

a longitudinal tracking assessment. The annual evaluation has been an assessmentfixture of the program since the mentoring program began in 1998. It asks participants questionsabout the frequency and type of contact between mentors and mentees, questions related toperceived impacts on retention and career planning, as well as others ways participants feel theprogram may have benefited them. The university’s student database is used to follow the Page 12.1059.2degree progress of mentoring students. The student database allows program staff to collectaccurate enrollment data about graduate students. Additionally, it allows program staff to

Conference Session

Knowing our Students, Part 1

Collection

2007 Annual Conference & Exposition

Authors

Heidi Loshbaugh, Colorado School of Mines; Brittany Claar, Regis University

Tagged Divisions

Educational Research and Methods

a student enrolls into an institution perceivedas having a particular identity, s/he must engage with that identity and ultimately choose whetherto accept or reject it as personally relevant and desirable or tolerable. Engineering students,particularly at a STEM-intensive institution, must engage with the broader cultural perceptionthat engineers are geeks; at MT, students often refer to themselves and their peers as “engi-nerds,” so closely is the identity of an engineer tied to being geeky or nerdy. APS data indicatethat this process of identification is emergent; first-year students react differently than second-year students to the connection between geeks and engineers. The shift among MT students is todistance themselves from being

Conference Session

Student Papers

Collection

2025 ASEE Southeast Conference

Authors

Maya Al Shanti, Embry-Riddle Aeronautical University - Daytona Beach; Thiha Myat Thu, Embry-Riddle Aeronautical University - Daytona Beach; Kai Jun Chew, Embry-Riddle Aeronautical University - Daytona Beach

Tagged Topics

Diversity, Student Papers

intersects assessment and evaluation, motivation, and equity. His research goal is to promote engineering as a way to advance social justice causes. ©American Society for Engineering Education, 2025Exploring Engineering Students’ Perspectives of Instructors’ Test Beliefs and Behaviors: A Secondary Data Analysis by Current Undergraduate Engineering StudentsIntroductionInstructors’ or teachers’ belief research is one of the key components in efforts to improveteaching and learning in engineering education research. Documented works have widely shownthat beliefs shaped instructors’ behaviors and practices in the classroom [1], [2], though nesting,conflicts, and tension between beliefs and

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Laura Ann Gelles, Utah State University; Idalis Villanueva, Utah State University; Marialuisa Di Stefano, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

. During the last 5 years, she worked specifically with emergent bilinguals in Utah and in the Boston area, looking at the ways students’ funds of knowledge, especially languages and belonging, intersect with their identity development, and their understanding of mathematics and science contents. She approaches her study through a culturally sustaining pedagogy lens that she developed through her experience teaching, tutoring, and observing K-12 students in Italy and in the United States for the past 15 years. c American Society for Engineering Education, 2018 Perceptions of ethical behavior in ethical mentoring relationships between women graduate students and faculty in science and

Conference Session

Stakeholder Perspectives on Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nathan E. Canney, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Community Engagement Division

AC 2012-3887: ENGINEERING STUDENTS’ VIEWS OF THE ROLE OFENGINEERING IN SOCIETYNathan E. Canney, University of Colorado, Boulder Nathan Canney received bachelor’s degrees from Seattle University in civil engineering and applied math- ematics. After graduation, he worked for Magnusson Klemencic Associates in Seattle, Wash., as a struc- tural engineer on high-rise residential buildings. Canney returned to school at Stanford University for a master’s degree and is currently pursuing a doctoral degree at the University of Colorado, Boulder, in civil engineering, with an engineering education research focus.Dr. Angela R. Bielefeldt, University of Colorado, Boulder Angela Bielefeldt has been a professor in the Department

Collection

ASEE Middle Atlantic 2022 Fall Conference

Authors

Alexa Joelle Prince, Penn State Berks; Sadan Kulturel-Konak, Pennsylvania State University, Berks Campus; Abdullah Konak, Pennsylvania State University, Berks Campus; David Robert Schneider, Cornell University Systems Engineering; Khanjan Mehta, Lehigh University

Tagged Topics

Diversity

entrepreneurs face and providing support to implement solutions and take risksfrom the more experienced entrepreneurs. Mentors do not only play a role in developing thefundamental skills and knowledge required to succeed in these competitions and beyond but alsoare connected to the formation of impressionable students’ identities. Many of these projects aremeaningful for students and allow them to engage with their unique ideas to serve theircommunities. Rigg and O’Dwyer [12] report that a close mentor relationship may shape aspectsof student identity by stimulating their learning related to innovation, thus adding a deeper layerto their development of practical skills and fostering an entrepreneurial spirit. Holder [13]emphasizes the importance of

Conference Session

Understanding our Students & Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Mee Joo Kim, University of Washington-Seattle; Rebecca A. Bates, Minnesota State University, Mankato; Elizabeth Burpee

Tagged Divisions

Engineering Ethics

with the University of Kentucky, Lexington, in a similar position from 1996 to 1999. Her research interests in engineering education focus on the role of belonging, self-efficacy, and other non-cognitive factors on success and persistence. She is also managing director of Coming Alongside, a non-profit environmental health services organization.Ms. Mee Joo Kim, University of Washington-Seattle Mee Joo Kim is a doctoral student at University of Washington-Seattle. Her research interests focus on global citizenship development of undergraduate STEM student populations.Prof. Rebecca A Bates, Minnesota State University, Mankato Rebecca A. Bates received the Ph.D. degree in electrical engineering from the University of

Conference Session

Case Studies and Programs to Improve Graduate Students' Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Barbara A. Karanian, Stanford University; Srinath Sibi, Stanford University; Matthew T. Ikeler; Leigh Hagestad, Stanford University; Wendy G. Ju, Stanford University

Tagged Divisions

Graduate Studies

into studentobservations is necessary. We recommend a careful consideration for both definingcourse content for student observations and for compiling student observations. Whileoffering an intriguing first attempt, the current analysis is limited in its approach andopportunity to detail student insights. We close with a graduate student response on theanalysis of how the driver is acting and the assertion of engagement: “Or maybe this isthe sweet spot, the difference between semi autonomous and full autonomous. Aninflection point, if you will -- semi-autonomous grants us trust in these new, semi-autonomous ‘superpowers’ that enable us to extend our abilities

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tracy Anne Hammond, Texas A&M University; Samantha Ray, Texas A&M University; Paul Taele, Texas A&M University; Shawna Thomas, Texas A&M University; Karan Watson P.E., Texas A&M University; Christine A. Stanley, Texas A&M University; Seth Polsley, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

around race, are facilitated and received. These all shed light on bothstudent and faculty perspectives regarding racial discourse in the classroom. We first reviewhow student learning is influenced by an inclusive classroom. We then discuss commonperspectives around having these difficult conversations. Finally we present ways that studentdevelopment, identity, and stereotypes can impact these faculty-facilitated discussions.Role of Inclusivity in Student Learning. Inclusivity plays a major role in student learning [1].Two representative examples from [1] demonstrate the effects of inclusivity in such studentlearning scenarios: 1. Professor discusses an article talking about the cost of illegal immigrants to the US Economy. Student 1

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Darcie Christensen, Minnesota State University, Mankato; Alexander Steven Victor Krummi; Arynn J. Lorentz, Iron Range Engineering; Cody Mann, Minnesota State University, Mankato; Kaitlyn Mann; Andrew Lillesve, Minnesota State University, Mankato

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

participated in the same program before the facilitator role wasdeveloped. The paper finishes with lessons learned and recommendations for implementingsimilar practices, regardless of program type.BackgroundWithin academia, as shifts happen from traditional educational models to more innovativemodels, there is a need to revisit student needs when it comes to their support. While professorshave traditionally been thought of as the main support for students throughout the navigation oftheir undergraduate education, mentorship and advising roles do not traditionally translate wellto expected job duties, especially within traditional tenure and promotion pathways [1].Professors just do not have the capacity to balance full student support; life coaching