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

Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Todd Fernandez, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Jacqueline Doyle, Florida International University; Dina Verdin, Purdue University, West Lafayette; Hank Boone, University of Nevada - Reno; Adam Kirn, University of Nevada - Reno; Lisa Benson, Clemson University; Geoff Potvin, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

with371 second semester, first-year engineering students at three U.S. institutions. After gatheringevidence confirming the validity of the instrument to capture students’ affective profiles (e.g.,measures including belongingness, motivation, identity, personality, grit, and career intentions),we deployed the instrument at the beginning of the Fall 2015 semester in introductoryengineering courses at four U.S. institutions with 2,966 student responses. The sections belowdescribe demographic questions that we developed and asked in the data collection process. Wedeveloped these items with a careful balance between length of the survey, ease ofadministration, and flexibility of participants to self-identify. These questions are examples ofoptions

Conference Session

Undergraduate Education Track - Technical Session I

Collection

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

Authors

Stephen Secules, University of Georgia; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Topics

Diversity, Undergraduate Education

- orative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), is a dynamic interdisciplinary team that brings together professors, graduate, and undergraduate students from engineering, art, educational psychology, and social work in the context of fundamental educational research. Dr. Walther’s research program spans interpretive research methodologies in engineering edu- cation, the professional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces. c American Society for Engineering Education, 2018 New Directions from Theory: Implications for Diversity

Conference Session

Messaging, Motivations and Supports for Women Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Abiola Olayinka Ajala, Morgan State University; Blessing Isoyiza ADEIKA, Morgan State University; Opeyemi Taiwo Adeniran, Morgan State University; Raymond Deji Olamijulo, Morgan State University; Sarah Halleluyah Adeyemi, Morgan State University; Blessing Omomola, Morgan State University; Ayobami Christianah Dunmoye, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

that fuel their perseverance. Using a mixed-method approach, the studyintegrates qualitative insights from in-depth interviews with faculty and students and quantitativedata were collected through surveys. This comprehensive approach ensures a nuancedunderstanding of themes such as mentorship, work-life balance, representation, leadershipaspirations, and the broader significance of diversity in engineering [3], [4]. Despite significantcontributions from existing literature, research gaps remain in understanding how the intersectionof race, gender, and institutional context uniquely shapes the experiences of women in engineeringat HBCUs. Previous studies often focus on broader issues of gender disparity in STEM or highlightthe role of HBCUs in

Conference Session

Computing and Information Technology Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Leila Zahedi, Florida International University; Stephanie J. Lunn, Florida International University; Samira Pouyanfar, Microsoft; Monique S. Ross, Florida International University; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Computing and Information Technology

completed. Accordingly, since the scale changed over different years, we are unable toinfer exactly which each student used when completing their exam. Going forward, it would bevaluable to collect this information and also to adjust the method for imputing these.These research findings have important implications for computing students, and in understandingwhat qualities and characteristics before and during students’ academic careers are the mostimportant. Based on our work, cumulative GPA is critical, and a student’s SAT math score andcomprehensive ACT score may also play a pivotal role in predicting students’ graduation from acomputing field. Therefore, considering these rankings could prove beneficial to academicadministrators, faculty, and

Conference Session

Liberal Education/Engineering & Society Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alberto Esquinca, San Diego State University; Lidia Herrera-Rocha, University of Texas at El Paso

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

]. Unfortunately, it is also perceived as an area of under-preparation by recentgraduates [26]. Women’s experiences in engineering design teams has been the subject of a number ofstudies, with several studies noting that women’s experiences in teams could potentially“recreate sexist environments already found in the university environment for undergraduatewomen if they are not properly managed” [28, pp. 82]. Negative experiences in teams (not beingaccepted, heard, or respected by her peers) could have significant long-term impacts, i.e., it couldbe the difference between staying or abandoning engineering after graduation. During teamwork activities, students negotiate their identities, status, and authenticity.[29] showed that gender is a

Conference Session

Women in Engineering Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica Ohanian Perez, California State Polytechnic University, Pomona

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

system in California was established by the 1960 Donahue HigherEducation Act, better known as California’s Master Plan for Higher Education [1]. The structureof the system is in three tiers- the state-wide University of California (UC), the regionallyorientated California State University (CSU), and the locally focused Community Colleges (CC)[7]. Each of these systems has a different enrollment criterion: the UC system being the mostselective and the CC system open to all students who are at least 18 years old or a high schoolgraduate. As established in the Master Plan, the goal of the UC system is to award bachelor’sdegrees to the top 12.5% of high school graduates and the CSU has a target of 33.3% of thepopulation [7].As largest university

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Meagan Kendall, University of Texas at El Paso; Henry Salgado, University of Texas at El Paso; Alexandra Strong, Florida International University; Gemma Henderson, University of Miami; Yamile Urquidi, University of Texas at El Paso; Valerie Bracho Perez, Florida International University; Ines Basalo, University of Miami

in educational change throughtargeted initiatives, such as student-centered support programs and the use of inclusive curriculathat connect to their students’ cultural identities [3]–[7]. Our research focuses on exploringmethods for amplifying the engineering educational change efforts at HSIs by 1) making visiblethe experiences of engineering instructional faculty at HSIs and 2) designing, implementing, andevaluating a leadership development model for engineering instructional faculty, thereby 3)equipping and supporting these faculty as they lead educational change efforts.To achieve these goals, our project team, comprising educational researchers, engineeringinstructional faculty, instructional designers, and graduate students from three

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Teresa Cardador, University of Illinois at Urbana - Champaign ; Karin Jensen, University of Illinois at Urbana - Champaign; Kelly J. Cross, University of Nevada, Reno; Grisel Lopez-Alvarez, University of Illinois at Urbana - Champaign; Andrea J. Kunze, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity, NSF Grantees Poster Session

, in which students can specialize within you major? 4. How important are technical skills in your elective track/specialization area? Professional skills? Section 3. Participants 1. What are your plans for internships or career development in the were asked questions near future? about their post- 2. What are your career plans post-graduation? graduation plans. 3. What career path do you envision taking? Do you see yourself as taking a more technical or managerial role. Explain why. Data collection. Interview data were collected in Fall 2019 (wave 1) and Fall 2020(wave 2) semesters under IRB

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Susan Bobbitt Nolen, University of Washington; Simone E Volet, Murdoch University, Perth, Australia; Marja M.S. Vauras, University of Turku; Debra May Friedrichsen, Unaffiliated; Gavin Tierney, University of Washington

Tagged Topics

NSF Grantees Poster Session

course project. The interlocking components ofthe design task and the multiple roles (students and process engineers) create tensions between thedemands of engineering school (school world) and the demands of a process engineering "fab"(engineering world) that teams must navigate. This aspect was considered in our FIE 2014 paper,8described next.School World vs. Engineering World production (FIE)We contextualize students' engagement as occurring in two figured worlds9 – School World andthe Disciplinary World. A figured world is a social system of identities, relationships, andpositions, as well as a network of meanings constituted by practices, words, symbols, and actionsof its members. In one of the learning systems investigated here, the task

Conference Session

Fostering Diversity and Innovation in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bianca Estella Salazar, University of California, Merced; Melissa Almeida, University of California, Merced; Zenaida Aguirre Munoz Ph.D., University of California, Merced; Maribel Viveros, University of California, Merced

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

' critical thinking and problem-solving skills.In project-based activities, participants experimented with materials to examine their light-reflective properties. This material testing informed the design of daylighting systems for modelhouses, allowing students to directly apply the EDP. Through this hands-on approach, studentssynthesized their theoretical learning with tangible engineering tasks, and embodied the role ofengineers in solving contemporary challenges.Tools and InstrumentsQuantitative InstrumentsFor the quantitative analysis, we administered structured pre- and post-intervention surveys toevaluate changes in students' self-efficacy, STEM identity, and engineering knowledge. Thesesurveys, which featured a series of items on a 5-point

Collection

2024 Rocky Mountain Section Conference

Authors

Jenna Greenwood; Phil Courey; Amanda Parker; Malinda Zarske

andoptional gatherings, emphasizing the importance of community building from the program'soutset.The discussions also unveiled a valuable revelation to our team: students not only requireacademic and financial support but were also eager to learn how to ask questions and findresources. The Lattice Scholars program effectively helped normalize the act of seekingassistance and planning for future semesters, empowering students to understand how and whereto have necessary conversations and filling a crucial role for students new to university life.Overall, the survey and focus group feedback underscored the program's impact in nurturingstudent success and well-being during this first year, while also providing valuable suggestionsfor future cohorts and

Conference Session

CoNECD Session : Day 3 Slot 6 Technical Session 3

Collection

2021 CoNECD

Authors

Sophie Schuyler, University of Massachusetts Boston; Jonathan S. Briseno, University of Massachusetts Boston; Madison Natarajan, University of Massachusetts Boston; Anushka Sista; Kerrie G. Wilkins-Yel, University of Massachusetts Boston; Amanda Arnold, Arizona State University; Jennifer M. Bekki, Arizona State University; Bianca L. Bernstein, Arizona State University; Ashley K. Randall, Arizona State University

Tagged Topics

CoNECD Paper Submissions, Diversity

PERSISTENCE AMONG GRADUATE WOMEN 11 Another aspect of this theme was participants’ encouragement to seek support outside ofSTEM academic departments (e.g., family and friends). Those outside of STEM may be able tolisten and offer interpersonal support that might not be readily available in one’s STEM PhDprogram. Joanna, also a Latinx student, shared that her support structures played a crucial role inher persistence. She stated, “I think it's really important to create your community and yoursupport system because without that, I definitely couldn't have made it through.” Jessica, a Whitewoman, further stated, "I appreciated when they [family and friends] reassured me that I couldhandle the

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 6: Undergraduate and Faculty Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nathalie Duval-Couetil, Purdue University at West Lafayette (COE); Alanna D. Epstein, University of Michigan; Aileen Huang-Saad, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

faculty and graduate students involved in these activities. Today, only a very smallpercentage of engineers and scientists who are involved in research are exposed to technologycommercialization training or activity. At many research universities, the primary role for facultyis very oriented towards scientific production, more than either teaching or entrepreneurialengagement. Many individual and institutional factors are believed to influence academicresearchers’ decisions regarding whether to engage in academic entrepreneurship, and whether tocontinue to stay involved. Therefore, increasing participation requires a comprehensiveunderstanding of academic researcher motivations.Motivation for EntrepreneurshipMotivation is defined as “a set of

Conference Session

WIED: Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sylvia Mendez, University of Colorado at Colorado Springs; Kathryn Watson, University of Colorado at Colorado Springs; Valerie Conley, University of Colorado at Colorado Springs

comparisons between graduate student life and postdoctoral work also arose in theinterviews of Charity and Natalie and helped them to see a clear pathway to the professoriatewith children.Meadow shared that it has been essential for her to be around ambitious women faculty as theyprovide support for pursuing career and family balance: “They understand that I’m pushingmyself, but they also want me to be happy in general … I don’t really think you can have supergreat work-life balance if the people you’re working with don’t have respect for work-lifebalance.” Lyla, who has been trying to have a baby, felt like her postdoctoral advisor wouldsupport her desire to have a baby: “I’m really grateful that my job is very flexible, and my boss isunderstanding

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

ASEE Diversity Committee, Diversity

Paper ID #18517Unpacking Latent DiversityDr. Allison Godwin, Purdue University, West Lafayette (College of Engineering) Allison Godwin, Ph.D. is an Assistant Professor of Engineering Education at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. She is the recipient

Conference Session

Construction Engineering Division: Evolving Workforce and Practices in Modern Construction

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rachel Mosier, Oklahoma State University; Erin Conaway

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering Division (CONST)

of great interest. The existing work styles contribute to the lack of diversity inthe AEC industry, and the industry has been reluctant to evolve and change. Margins are oftenslim; consultants work to a deadline and frequently work long hours outside a traditional workschedule. This creates a challenge for many individuals in striking a balance between work lifeand personal life. Allowing work-from-home, flexible hours, off-shift work, and part-time workallows all professionals in the workplace to stay productive while acting as caregivers or meetingother personal demands. While work-life balance may be geared toward creating a delineationbetween work life and personal life (50%-50%), work-life fit is about creating a work andlifestyle that

Conference Session

ERM: New Research Methods and Tools

Collection

2022 ASEE Annual Conference & Exposition

Authors

Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University; Cassandra McCall, Utah State University

marginalizingexperiences. For this reason, we prioritized the stories that we thought would be the mostsurprising to or misunderstood by less-inclusive professors, helping provide the studentperspective that might otherwise not be shared with them.Our definition of impactful required a balance between authenticity to student identity andexperience and an awareness of which of the student experiences and perspectives would bemost worthwhile to share with engineering faculty. The interview protocol first sought toestablish trust and rapport with the interviewer and to establish a common language andunderstanding. To establish a common vocabulary around identities and to elicit thinking, weprovided a scaffold of an iceberg or identity wheel containing many

Conference Session

LEES 2: Stories of Intersectionality and Institutional Marginalization

Collection

2022 ASEE Annual Conference & Exposition

Authors

Victoria Siaumau, California Polytechnic State University, San Luis Obispo; Yumi Aguilar, California Polytechnic State University, San Luis Obispo; Jane Lehr, California Polytechnic State University, San Luis Obispo; Lynne Slivovsky, California Polytechnic State University, San Luis Obispo; Emily Flores, California Polytechnic State University, San Luis Obispo; Lauren Cooper, California Polytechnic State University, San Luis Obispo

by major media outlets. Despitemany of these hate crimes coming to national attention, the perpetrators of these crimes were,often, protected by the very systems that harm marginalized peoples: white supremacy andhegemonic masculinity (see Cherokee County sheriff’s Captain Jay Baker publicly stating thatthe shooter responsible for the deaths at the Georgia spa was, “just having a bad day” [26]).These malicious and heartbreaking acts above stem from multiple systems of oppressionoperating within the U.S. and adversely affect everyone who shares the social identities of thesevictims, including engineering students. Understanding engineering student trauma in relation tothe systems of oppression that are currently operating within a US context