Conference Session

Assessment and Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Elizabeth Godfrey, University of Auckland; Rosalind Archer, University of Auckland; Paul Denny, University of Auckland; Margaret Hyland, University of Auckland; Chris Smaill, University of Auckland; Karl Stol, University of Auckland

Tagged Divisions

First-Year Programs

curriculum. Thecommon program, taught entirely in-house, provides the opportunity for the earlydevelopment of a sense of belonging and identity as an engineer. Data presented in the formof student feedback, assessment results and evaluations suggest that this program may wellprovide examples of best practice.IntroductionIn the mid 1990s a series of international reviews of engineering education1,2,3, called forengineering graduates to be: “more outward looking, more attuned to the real concerns of communities. Courses should promote environmental, economic and global awareness, problem-solving ability, engagement with information technology… communication, management and teamwork skills, but on a sound base of mathematics and

Conference Session

Civil Engineering Division (CIVIL) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrew Paul Summerfield, Wentworth Institute of Technology; John Peter Voccio; Wenye Camilla Kuo-Dahab, Wentworth Institute of Technology; Brian Ernst, Wentworth Institute of Technology; Chris Bode-Aluko, Wentworth Institute of Technology

Tagged Divisions

Civil Engineering Division (CIVIL)

and maintenance of large-scale infrastructure projects, will be instrumental in thetransition.In addition to the technical expertise civil engineers can bring to bear on infrastructuredevelopment, civil engineers have a responsibility to ensure that development is sustainable. TheAmerican Society of Civil Engineers “recognizes the leadership role of engineers in sustainabledevelopment, and our responsibility to provide effective and innovative solutions in addressingthe challenges of sustainability.”4 This professional responsibility starts with the undergraduatecurriculum, for engineering students in general and civil engineering students specifically. TheAmerican Society of Engineering Education “believes that engineering graduates must

Conference Session

Ethical Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott A. Civjan, University of Massachusetts, Amherst; Nicholas Tooker, University of Massachusetts, Amherst

Tagged Divisions

Engineering Ethics

Paper ID #29335Integrating Ethics into the Curriculum through Design CoursesProf. Scott A Civjan P.E., University of Massachusetts, Amherst Scott Civjan is a faculty member at UMass Amherst where he has taught a wide variety of undergraduate and graduate courses over the past 20+ years. He has 4 years of consulting experience between obtaining his BSCE from Washington University in St. Louis and his MS and PhD in Structural Engineering from the University of Texas Austin.Prof. Nicholas Tooker, University of Massachusetts Amherst Nick Tooker is a Professor of Practice at the University of Massachusetts Amherst. He teaches

Conference Session

Framework Studies

Collection

2023 ASEE Annual Conference & Exposition

Authors

Monica McGill, CSEdResearch.org; Angelica Thompson, CSEdResearch.org; Darius Ellis James

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

collaborations between practitioners and researchers that are organized toinvestigate problems of practice and solutions for improving schools and districts” [4, p.48]. Ourrole in the recently formed RPP is both as a thought-partner and internal evaluator. Our goals areto measure the effectiveness of the RPP through the context of equitable collaborative work as weaddress the agreed upon problems of practice. The two problems of practice in this RPP are: 1)school leaders in Tennesse need broad buy-in to bring CS to all their students and 2) leaders inTennessee want clear definitions of what high quality CS K-12 pathways look like.As the evaluator for this RPP, we centered our work on the Five Dimensions of Effectiveness [1].Each dimension of the

Conference Session

Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nadia N. Kellam, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

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

experiences with AI, I propose asubversive reframing of AI as a tool for liberation rather than control. AI, when criticallyengaged, has the potential to cultivate critical consciousness, challenge systemic inequities, andfoster human connection in engineering education. Through three narratives, I explore how AImight be reimagined to advance equity-centered goals in unexpected but potentially impactfulways.The first narrative highlights the use of AI as a critical friend for PhD students in a qualitativeresearch methods course, providing constructive, non-judgmental feedback to help them createresearch proposals and so that they can practice interviewing and coding through role-playingwith AI. The second examines the potential of AI as a mentor for

Conference Session

WIED: Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Canan Bilen-Green, North Dakota State University; Cinzia Cervato, Iowa State University of Science and Technology; Adrienne Minerick, Michigan Technological University; Ann Burnett, North Dakota State University; Roger Green, North Dakota State University; Carla Koretsky; David Wahl, Iowa State University of Science and Technology; Lori Wingate, Western Michigan University; D. Raj Raman, Iowa State University of Science and Technology; Sonia Goltz; Patricia Sotirin

Moines Area Community College, and University of Minnesota-Duluth,each with more than 50 attendees. The attendees included university and college administrators(117), department chairs and heads (184), faculty (270), graduate students (103) andundergraduate students (299).Caucus events support other Partnership programs, CIMC, CI-A&A and CI-DCPD, by offeringprograms that address issues and concerns raised by participants like implicit and explicit genderand racial bias as well as bystander intervention. Although we have no pre-pandemiccomparison, the virtual format of these events, facilitated by the experience in virtualconferencing tools acquired during the pandemic emergency, is making them accessible to abroad audience. To accommodate

Conference Session

Pedagogy and Instructional Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yinqi (Anna) Zhang, Penn State University; Brian Belland, Penn State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

which gender [19].Negative stereotypes can lower girls' aspiration to have a science or engineering career while agrowth mindset fosters their interest and achievement in math and science, which is critical forwomen to persist in STEM [1], [3]. Students’ choice of STEM disciplines and courses is heavily influenced by their teachersand parents and they are more likely to engage in STEM activities if they have had engagingexperiences of STEM activities in their classrooms [20]. As ‘the success or failure of the STEMmovement will depend on the acceptance and buy-in that schools and teachers give to theintegration of these four disciplines in an already crowded curriculum’ [21], both preservice andin-service teachers play an important role

Conference Session

ECE Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Georgios Anagnostopoulos, Florida Institute of Technology; Michael Georgiopoulos, University of Central Florida; Veton Kepuska, Florida Institute of Technology; Kenneth Stanley, University of Central Florida; Alison Morrison-Shetlar, University of Central Florida; Pat Lancey, University of Central Florida; Paula Krist, University of Central Florida; Tace Crouse, University of Central Florida

Tagged Divisions

Electrical and Computer

and to act as a pleasant diversion from the Program’s routine.At the end of the day student participants would author their journal entries and a communalDebriefing would follow. The AHM would often conclude with a social activity (e.g. a BBQ).While the students worked on their special projects, all graduate and faculty mentors would meetfor a Project Staff Meeting (PSM). During the meeting, the staff would assess the researchprogress, discuss issues that occurred and solutions to overcome them and, finally, plan /coordinate future activities of the Program. It should be noted that a few PSMs in the beginningof the summer experience were held via teleconference during normal weekdays to immediatelyaddress some pressing logistics. Finally, the

Conference Session

Reports from ADVANCE Institutions

Collection

2011 ASEE Annual Conference & Exposition

Authors

Marisol Mercado Santiago, Purdue University; Alice L. Pawley, Purdue University, West Lafayette; Jordana Hoegh, Purdue University; Dina Banerjee, Purdue University, West Lafayette

Tagged Divisions

Women in Engineering

models for thinking about gender and race in the context of engineering education. She was recently awarded a CAREER grant for the project, ”Learning from Small Numbers: Using personal narratives by underrepresented undergraduate students to promote institutional change in engineering education.”Jordana Hoegh, Purdue University Jordana Hoegh, M.S., is a doctoral student in the Department of Sociology at Purdue University. Her research interests include early adult life course and transitions, self and identity, sociology of the family, work and organizations, and social networks. She is currently conducting her dissertation research on the role of motherhood in the career paths of women with engineering

Conference Session

Liberal Education Revisited: Five Historical Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

,” was written during a more radical moment in U.S. history. It was cutting in itscriticism in a way that was consistent with the general protest culture of the 1960s. Beginningwith the statement that, “Technology has brought mankind to a critical point in history. It is in aposition to destroy man; it may even be in a position to save him,” Olmstead‟s committeeadopted the stance that it was necessary to completely rethink how schools approached theliberal education of engineers. Students were to be trained to understand the role of technology“within the total human culture,” and to control its adverse effects. Considering the task at hand,the committee judged all prior attempts at engineering and liberal arts integration to be a failure,and

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

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

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

Civil Engineering & Leadership Division Joint Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Binita Acharya, Colorado State University; Rebecca A Atadero P.E., Colorado State University; Mehmet Egemen Ozbek; Fawzi Khalife, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL), Engineering Leadership Development Division (LEAD)

perspectives.Knowledge:There is often a discrepancy between how society identifies social inequity and where the actualissues lie. Therefore, students should be educated about these differences and be able to identifythe inequities that persist in society. Students should also have knowledge of existing resourcesand frameworks such as Justice 40 initiatives, Title VI of civil rights acts, as working withfoundational material often yields a better product than creating an entirely new framework.Furthermore, federal law imposes significant requirements on planners and engineers to addressequity at every stage of a project. Students who understand these frameworks can play a moreimpactful role in integrating social equity considerations. However, since existing

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

ERM Technical Session: Evolution of Engineering Education Research Methods

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tahlia Aviva Altgold, The Ohio State University; Emily Dringenberg, The Ohio State University; David A. Delaine, Florida International University; Amena Shermadou, The Ohio State University

Tagged Divisions

Educational Research and Methods Division (ERM)

think the interviewer wants tohear, to say what they think might be “correct” in this context because they are more used to test-like interactions. Socially desirable answers limit the collaborative sensemaking between theinterviewer and the participant because they shift the interview focus away from the beliefs andexperiences of the participant. This is a pitfall in engineering education research because manyresearch constructs (including beliefs) are abstract and theoretical, and thus the interviewer musttake care to interview students with language that is engaging, relatable, and accessible forengineering students. To elicit complex belief sets, the role of the interviewer is to facilitatecollaborative exploration and reflection of beliefs

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