Collection

1998 Annual Conference

Authors

Richard Gilbert; Mark Maughmer; Marilyn Barger, Hillsborough Community College; Renata Engel, Pennsylvania State University

engineering curriculum. It will alsoillustrate the companion role that problems and projects play in the student learning experience.Overview There are several real constraints assigned to the task of transforming a college freshmaninto a proficient engineer. Time, talent, and tender certainly top the list. Even if talent andtender were eliminated, for example, by momentarily considering the best student body at a well-endowed engineering college taught by the best faculty possible, time would still be a formidableissue in itself. An engineering curriculum must use its courses to move its students frompotentially algebra illiterate high school graduates through a reasonable introduction of thevarious engineering disciplines and finally into

Conference Session

Faculty Development Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Meagan Kendall, University of Texas at El Paso; Valerie Bracho Perez, Florida International University; Gemma Henderson, University of Miami

ofengineering faculty, we have a unique opportunity to leverage the identity of engineers as problem-solvers. Second, there is a pressing need to identify and correct misconceptions about the role offaculty developers and CTLs, if we wish to increase engagement. Third, as programs design theirincentive structures, they must balance meeting needs and providing incentives. Financial supportis not just an incentive for many instructional faculty but a necessity to engage, given historicalfunding models prioritizing tenure-track faculty support. Finally, developers must be intentionalabout how our programming responds to the intrinsically motivating factors of EIF. As in creatinginclusive environments for students [13], faculty development must similarly

Collection

2001 Annual Conference

Authors

Elizabeth Godfrey

taped interviews with 17 staff and 36 students and field notediaries compiled over 3 years ( 1997-99) of acting as a participant observer. As a participant–observer, my role as researcher was known to the institution and its members, butsubordinate to my role as a participant. To ensure credibility, information was taken frommany different points of view. Those known or liable to have distinctly different opinions andunderstandings of a topic were deliberately sought out by the researcher. Interview statementswere able to be checked against my personal observations and a variety of records anddocuments.As data collection progressed, and the quantity of data obtained from multiple sources grew,it was coded using inductive coding techniques

Conference Session

Building Pathways that Promote Pursuit/Persistence in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ebony Omotola McGee, Vanderbilt University; William H. Robinson, Vanderbilt University; Lydia C. Bentley, Vanderbilt University; Stacey Houston II, Vanderbilt University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

Fellow. As a former electrical engineer, she is concerned with sci- ence, technology, engineering, and mathematics (STEM) learning and participation among historically marginalized students of color. Her research focuses on the role of racialized experiences and biases in STEM educational and career attainment, problematizing traditional notions of academic achievement and what is mean to be successful yet marginalized, and STEM identity and identity development in high-achieving students of color. She is currently the PI on two studies funded by NSF, the first of which investigates the causes behind why African Americans remain one of the most underrepresented racial groups in engineering faculty positions. The

Conference Session

Sociotechnical Thinking II: Interpretation, Curricular Practices, and Structural Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenn Stroud Rossmann, Lafayette College; Kristen L. Sanford P.E., Lafayette College; Benjamin Cohen, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

identities and paths.In previous work, the authors have documented the history of the program, its current status, itscore curriculum, and the impacts on students in terms of sociotechnical thinking and diversity. Itis clear from this work that students approaching graduation do view themselves associotechnical thinkers. This analysis also shows that graduates are more diverse in terms ofgender than those in other engineering programs on our campus, and more racially/ethnicallydiverse than both students in other engineering programs and students as a whole at ourinstitution.This paper considers more deeply why the program is successful in developing sociotechnicalthinking and in attracting such a diverse group of students to the major and classes

Conference Session

Teams and Teamwork in Design

Collection

2010 Annual Conference & Exposition

Authors

R. Keith Stanfill, University of Florida; Arif Mohsin, University of Florida; Oscar Crisalle, University of Florida; Suleyman Tufekci, University of Florida; Carl Crane, University of Florida

Tagged Divisions

Design in Engineering Education

the team focused on the design project goals.The Integrated Product and Process Design (IPPD) program at the University of Florida is a fullyinstitutionalized experiential educational course sequence. Through weekly classes held over twosemesters (eight months), students from various engineering and business disciplines are taughthow to design products and processes. Then working in small multidisciplinary teams thestudents design and build authentic industrial products under the guidance of faculty coaches andindustrial liaison engineers representing the sponsoring companies.Over a fourteen-year period, spanning more than 340 industry-sponsored design projects, a widevariety of interaction patterns have been observed between project teams

Conference Session

Concurrent Paper Tracks - Session II

Collection

2015 ASEE International Forum

Authors

Anders V Warell, Lund University, Industrial Design; Charlotta Johnsson, Lund University; Carl-Henric Lennart Nilsson, Technology management

Tagged Topics

International Forum

programme and founded Affect – the Cen- tre for Affective Design Research. Research interests include user centered design and innovation, user experiences, design methods, product brand identity, visual design aesthetics, and strategic design.Dr. Charlotta Johnsson, Lund University Charlotta Johnsson holds a position as Associate Professor at Lund University, Sweden where she also serves as the Program Director for the master program Technology Management. Charlotta Johnsson has PhD in Automatic Control from Lund University, Sweden. Her research interests include; technology management and innovations, entrepreneurship, automation, operations management, and pedagogy. She is teaching and advising students in

Conference Session

Proven Strategies in Classroom Engagement Part I: Artifacts for Creative Pedagogy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Allen C Estes, California Polytechnic State University; Cole C McDaniel, California Polytechnic State University - San Luis Obispo; Alec Roberto Zavala, California Polytechnic University - San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

under construction. He will be graduating in June 2016 with the intent of entering the field of structural engineering. c American Society for Engineering Education, 2016 Using K’nex Toys in Architectural Engineering ProgramsAbstractFor the past three years, students in ARCE 483 Seismic Analysis and Design in the ArchitecturalEngineering program at Cal Poly San Luis Obispo have been designing experiments using K’nextoys. The resulting experiments have included the effects of fixity on natural frequency, flexibleversus rigid performance, seismic activity on a bridge structure, soft story behavior in buildings,the effect of floor system stiffness on the deflection of a system, the effect of mass

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sam Kelly-Quattrocchi, University of Washington; Denise Wilson, University of Washington; Rachel Roberts, University of Washington School of Environmental and Forest Sciences; Rachel Yonemura, The University of Washington

Tagged Topics

Diversity, NSF Grantees Poster Session

Paper ID #16541Is Protecting the Environment All There Is to Sustainability?Sam Kelly-Quattrocchi, University of Washington Sam Kelly-Quattrocchi is a graduate student at the University of Washington in the Evans School of Public Policy and Governance. There he is studying policy analysis and evaluation with a focus on environmental policy and social policy.Dr. Denise Wilson, University of Washington Denise Wilson is a professor of electrical engineering at the University of Washington, Seattle. Her research interests in engineering education focus on the role of self-efficacy, belonging, and other non- cognitive

Conference Session

Promoting Inclusivity and Broadening Participation

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emily Risë Crum, Columbia University; Kristin Leigh Bennett, University of Washington; Stuart B. Adler, University of Washington; David S Bergsman, University of Washington; Nicole Minkoff, University of Washington; Alexis N Prybutok, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

undergraduate population and a widerange of personal identities.The majority of students who filled out the recording-usage survey were undergraduate students(Figure 1) spanning sophomores (n=29, 35% of department sophomore population), juniors(n=42, 79% of department junior population), and seniors (n=33, 61% of department seniorpopulation). Few graduate students (n=3, 3.5% of department graduate population) responded tothe survey, and one student opted not to share their class standing. Thus, all data was analyzedtogether in aggregate across student populations.Figure 1. Recording-usage survey responder self-identified populations within department.The students who filled out the survey were asked to select all of the personal identities they

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Expanding horizons

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tammy Mackenzie, The Aula Fellowship; Varsha Kesavan, University of Alberta; Thomas Mekhaël, Ecole de Technologie Superieure; Animesh Paul, University of Georgia; Branislav RADELJIC, Aula Fellowship for AI Science, Tech, and Policy; Sara Kodeiri; Sreyoshi Bhaduri, Private Corporation

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

. 17 Canary in the Mine • Enhance pedagogical methods: Move beyond theoretical discussions by incorporating real-world disciplinary cases, role-playing exercises, and ethical simulations. These applied strategies will foster deeper critical thinking and prepare students to navigate complex ethical dilemmas. • Foster ethical identity: Position ethics as a core component of professional identity formation. Ethics should be presented not as a peripheral topic but as a foundational element of what it means to be an engineer, cultivating a sense of responsibility and accountability from the outset of training.4.4.2 For Professional

Conference Session

Mechanical Engineering Division (MECH) Technical Session 4: Professional Preparation

Collection

2023 ASEE Annual Conference & Exposition

Authors

Greg Kremer, Ohio University; Timothy Cyders; Cody Petitt; Kouree Chesser, Ohio University

Tagged Divisions

Mechanical Engineering Division (MECH)

intention is totransform the identity and mindset of the learners in our engineering programs from ‘student’ toengineer in training, or engineering apprentice.A key feature of pro-ops is that students take on professional roles in experiences intentionallydesigned to resemble a professional experience in all aspects, to differentiate them from justanother class project. We use immersion as a measure of the level of industry-like context, with ahigh level of immersion being required to qualify as a pro-op. The overarching goal of Pro-opeducation is to create a healthy professional culture (Pro-culture) within our engineeringprogram, where students engage in repeated professional experiences and tell stories about themthrough the reflective lens of

Conference Session

Industrial, Professional, and Practical Contexts of Engineering Ethics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dayoung Kim, Purdue University, West Lafayette; Shiloh James Howland, Brigham Young University; Brent K. Jesiek, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

activities such as internships, is welldocumented. Reflection has been defined as “the internal transformation of experiences” [16, p.58] and “the element that transform simple experience into a learning experience” [17]. Sinceinternships are often transitional experiences between the university and the workplace, helpingstudents meaningfully reflect on the ethical situations they encounter in such roles could haveimplications for how they think and act in future ethical situations that encounter in their careers.A similar insight comes from Rulifson and Bielefeldt’s longitudinal study of students whoparticipated in internships [12]. They found that eight of their fifteen interviewees did not“express a significant difference in their understanding

Collection

2023 PSW

Authors

Tatyana Ryutov

legal professionals.From a teaching perspective, the two main challenges were: • Balancing theoretical lecture materials and applied demonstrations. • Creating appropriate hands-on and programming assignments for students with different backgrounds.According to the feedback, the remote learning format and the combination of synchronous and asynchronousmodality worked very well for graduate students. Some examples of the students’ remarks:“As a working professional, I enjoy the flexibility of the program”.“It is more flexible than in-class learning. I can go back to watch recording repeatedly if there's anything I miss ordidn't understand”.“Replay is extremely helpful, especially on the biomedical part. It has a lot of professional words

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hwangbo Bae, University of Florida; Denise Rutledge Simmons, P.E., University of Florida

Tagged Topics

Diversity

Tagged Divisions

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

working professionals to find the role models they need to succeedin a traditionally male-dominated field. Likewise, underrepresented minority students strugglebecause they don't have instant access to resources that can help them be better prepared for theirchosen fields [22]. Due to these barriers, it may be inferred that Asian students, although oftenoutperforming their non-Asian counterparts, may exhibit lower levels of academic self-efficacy[23], [24]. Asian women, who are more likely to encounter racial and gender stereotypes in theworkplace, have distinct experiences due to the complex nature of identity creation at theintersection of race and culture. The model minority stereotype, for instance, paints Asians as theones who succeed

Conference Session

Women in Engineering Division Technical Session 7

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer C Mallette, Boise State University; Harold Ackler P.E., Boise State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Paper ID #22182Valuing Women’s Contributions: Team Projects and Collaborative WritingDr. Jennifer C Mallette, Boise State University An Assistant Professor of English at Boise State University, Dr. Jenn Mallette teaches technical com- munication at the undergraduate and graduate level. In addition to working with STEM students in her undergraduate technical communication course, she collaborates with faculty in the College of Engineer- ing to focus on enhancing writing education in engineering courses. Her other research focuses on women in engineering, and she has recently published on the results of a case study exploring

Conference Session

NSF Grantees: S-STEM 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Teresa J. Cutright, University of Akron; Rebecca Kuntz Willits, University of Akron

Tagged Topics

Diversity, NSF Grantees Poster Session

directly admitted to their selecteddiscipline’s department. The current NSF S-STEM cohort (2015-2020) is a mix of students whowere either directly admitted to their major or college-ready students. The university classifiescollege-ready students as those who are ready for college but lack either a requisite high schoolGPA, ACT score or completion of a high school science or math course. Each program spannedfive years with science disciplines typically graduating in four years and engineering studentsthat participated in co-operative education graduating in five years. The final year of each S-STEM was used to provide peer mentoring in a pseudo-formal environment. In each, seniorswho had already participated in the S-STEM program for four years

Conference Session

Problem- and Project-Based Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines and Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

. Some certainly identified the technical content and prototyping aspects ofeach course sequence experience; more affective aspects of the courses were identified too.An open-ended question was asked about if one were to create a project-course anew, whataspects would the interview participant suggest retaining from their experiences, either being inGlobal Design and/or Smart Product Design.One identified the balancing act between the technical aspects and more broad takeaways: “There's a balance, right, for an engineer or for someone who's sort of technical? I think project-based courses, you learn a lot. You definitely need to begin to express that you'll use later on in the world, but the balance is sort of to not lose sight

Conference Session

DEED Technical Session 10: Empathy and Human-centered Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nicholas Fila, Iowa State University of Science and Technology; Diane Rover, Iowa State University of Science and Technology; Henry Duwe, Iowa State University of Science and Technology; Mani Mina, Iowa State University of Science and Technology

the course.From these observations and interviews, a graduate industrial design student completed fivepersonas and an associated journey map, with oversight from the industrial design associateprofessor and engineering education postdoc but independent from the remainder of the team.Personas took the “engaging” perspective, which incorporates background and psychologicalcharacteristics with one’s relationship to the focus area [3], in this case, engagement with thecourse material. This type of persona is intended to present a well-rounded picture of theindividual, balancing real data and imagined users to help build empathy for the users representedby the persona. In this case, each persona represented a different type of engagement within

Conference Session

Design Across the Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aruna Shekar, Massey University

Tagged Divisions

Design in Engineering Education

stated that “There is a need forprofessional engineering graduates who are “rounded” and not just technical boffins -manyof the existing graduates do not have strong “soft” skills. Graduates entering industry havetechnical knowledge that is largely theoretical, and industry needs to invest considerably toclose off the knowledge gap between principles as taught and codified knowledge as used inindustry1.” The US Accreditation Board for Engineering and Technology (ABET) have saidthat-“students should develop higher order thinking skills of analyses, synthesis andevaluation2.” Students have felt that sometimes they do not see the relevance of what they aretaught to real-life practice. Hence there is a need to transform the way 21st century

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Leisa D. Thompson, University of Virginia; Lecia Jane Barker, University of Colorado, Boulder

Tagged Topics

Diversity, NSF Grantees Poster Session

underrepresented in computing. Her research focuses on social climate, identity/belonging, faculty adoption of teaching and curricular practices, and sustainable organizational change. She advocates changing social and educa- tional environments so that all students can develop a sense of belonging, not on changing students so that they fit into unwelcome environments. She presents on how to get girls and women into computing education from high school through graduate education and how to retain in the field. c American Society for Engineering Education, 2018 Increasing Women’s Participation in Undergraduate Computing and Engineering with Systemic ChangeIntroductionThe Extension

Conference Session

Instructional and Learning Assessment in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Abhaya K. Datye, University of New Mexico; Jamie R Gomez, University of New Mexico; Victor Law, Program of Organization, Information, and Learning Sciences at University of New Mexico; Sophia Bowers, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

because when an engineer frames a problem, s/he gainsownership of the problem; having such ownership affirms her/his identity as an engineer. Thus,we sought to connect student assets to problem framing as a means to support a growth mindsetwherein diverse students view themselves as already having the capabilities to participate in thedesign process.Next stepsThere have been calls for more research specifically looking at how, when and why certaingroups—including Hispanics and Native Americans—initially choose and then persist inengineering.8 This research begins to address this call. Simply identifying engineering assets andnot acting on them will do little to change student persistence. This study represents a first step ina longer research

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tim Dallas, Texas Tech University; Heather Greenhalgh-Spencer, Nanyang Technological University; Kelli M. Frias

Tagged Topics

Diversity, NSF Grantees Poster Session

. Student persistence is facilitated by mentors [3], [4], [5], [6], rigorous curriculum, and multiple opportunities to engage in real-world work contexts. 3. STEM identity is created through real-world experience in and connections to the STEM workforce; STEM identity is a strong and leading indicator of retention and advancement in the STEM workforce [7]. 4. Experience with STEM innovation as an undergrad fosters entrepreneurship and innovation after graduation [8]. 5. International experience as an undergrad facilitates preparation for the global STEM workforce [9].project contextTIP enrolled undergraduate students in the Electrical and Computer Engineering Department(ECE) at Texas Tech University (TTU). Funding

Conference Session

Focus on High School Girls in Engineering

Collection

2008 Annual Conference & Exposition

Authors

Michelle Porche, Wellesley Center for Women; Jennifer Grossman, Wellesley Center for Women; Anne Noonan, Salem State College; Peter Wong, Tufts University

Tagged Divisions

Women in Engineering

). Page 13.827.9There was no relationship between school site and plans for studying math in college.Racial/ethnic background only had one significant association with outcomes, as students whowere grouped together in the “other” category were more likely to report plans for studying mathin college (however, this included a wide variety of monoracial/ethnic identities and most ofthese students were enrolled in the exam schools so this might simply be confounded with schoolsite). Maternal education level was not associated with STEM college aspirations. For every one point higher rating on grades compared to peers, students were 30% lesslikely to report plans to study math (OR = 0.70). For every one point increase in science self-efficacy

Conference Session

ERM WIP I: Methodological Applications in the Disciplines

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kelsey Scalaro, Cornell University ; Allison Godwin, Cornell University; Justin L Hess, Purdue University – West Lafayette (College of Engineering); Nicholas D. Fila, Iowa State University of Science and Technology; Corey T Schimpf, University at Buffalo, The State University of New York

Tagged Divisions

Educational Research and Methods Division (ERM)

. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning to understand engineering students’ identity development. She has won several awards for her research including the 2021 Chemical Engineering Education William H. Corcoran Award, 2022 American Educational Research Association Education in the Professions (Division I) 2021-2022 Outstanding Research Publication Award, and the 2023 AIChE Excellence in Engineering Education Research Award.Dr. Justin L Hess

Conference Session

Informing the Critical Understanding of Our Users: Using Data to Develop New and Diverse Services

Collection

2019 ASEE Annual Conference & Exposition

Authors

John B. Napp, University of Toledo; Arjun Sabharwal, University of Toledo

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries

careers and workplace experiences of affected librarians. In fact, Riley-Reid cites aconsiderable statistical gap between the majority-to-minority ratio among students and the sameratio among librarians. She has listed a number of helpful tools to make workplace morefriendly to librarians from diverse backgrounds, which include a welcoming climate, balance ofwork and life, communication channels, networking, mentoring, professional development,support for research. Of these tools, networking and communication are vital components ofcollaboration across campus units—one of three categories of diversity initiatives, which includelibrary collections, and recruitment (Koury, 2018).Supporting Institutional Goals for DiversityThe role of libraries in

Conference Session

Research Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Helena Isabel Scutt, Stanford University; Shannon Katherine Gilmartin, Stanford University; Sheri Sheppard, Stanford University; Samantha Ruth Brunhaver, Stanford University

Tagged Divisions

K-12 & Pre-College Engineering

-educated women have increased their share ofthe overall workforce”1. The gender gap in STEM employment is not an anomaly; it reflects thedisparity in the relative numbers of men and women pursuing STEM education, of which the K-12 years, particularly high school, are this paper’s focus.Female high-school students are more likely to aspire to attend college than are their malecounterparts, and young women enroll in college, persist, and graduate from it at higher rates aswell2. So why does this STEM-specific gap exist? This paper employs the tools of “genderanalysis” to address this question.Gender analysis provides a framework for thorough analysis of the differences between women’sand men’s “gender roles, activities, needs, and opportunities in a

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2017 ASEE Annual Conference & Exposition

Authors

Renetta G. Tull, University of Maryland, Baltimore County; Autumn Marie Reed, University of Maryland, Baltimore County; Pamela Petrease Felder, University of Maryland, Eastern Shore; Shawnisha Hester LGSW, University of Maryland, Baltimore County; Denise Nicole Williams, University of Maryland, Baltimore County; Yarazeth Medina, University of Maryland, Baltimore County; Amanda Lo, University of Maryland, Baltimore County; Erika T. Aparaka, University of Maryland College Park; Patricia Ordonez, University of Puerto Rico, Rio Piedras

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

%) 24 (50%) 312Understanding your professor'sexpectations 5 (20%) 6 (12.5%) 4Differences between undergraduatecoursework and graduate work 5 (20%) 6 (12.5%) 998Isolation 3 (12%) 6 (12.5%) 154Expectations from family andobligations to the community 1 (4%) 6 (12.5%) 353GROUP TOTAL 25 48The group of First Year/New/Incoming Graduate Students produced 25 (4.8%) of the 518 toptweets data set. These responses generated 48 “likes” during the hacking activity. A basicanalysis of the

Collection

2018 Gulf Southwest Section Conference

Authors

John R. Clegg; Kenneth R. Diller

School ofmoving forward in their respective BME curricula. Engineering, the UT International Office, the Department of Biomedical Engineering, the Leibrock Professorship and theA second important observation was the relevance of the Cockrell Family Regents Chair in Engineering (UT Austin).timing of this abroad learning experience in the students’ JRC is supported by an NSF Graduate Research Fellowship.education. The majority of the enrolled students were in the KRD is a coauthor for the textbook used in the course that issummer separating their second and third years (of four) in the the subject of this paper. In this role, he receives

Conference Session

WIED: Partnering with and Supporting the WIED Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Adam Maltese, Indiana University-Bloomington; Kelli Paul, Indiana University-Bloomington; Jungsun Kim, Indiana University-Bloomington; Allison Godwin, Purdue University at West Lafayette (COE); Andrew Katz, Virginia Polytechnic Institute and State University; Amanda Diekman

Engineering Workforce Development Director for CISTAR, the Center for Innovative and Strategic Transformation of Alkane Resources, a National 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 belonging and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes