Conference Session

Advancing Diversity, Equity, and Inclusion

Collection

2023 ASEE Annual Conference & Exposition

Authors

Justin L. Hess, Purdue University at West Lafayette (COE); Andrew Katz, Virginia Polytechnic Institute and State University; Isil Anakok, Virginia Polytechnic Institute and State University; Brent K. Jesiek, Cornell University; Andrew Whitehead; Sowmya Panuganti, Purdue Engineering Education

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Paper ID #38412Promoting Research Quality to Study Mental Models of Ethics andDiversity, Equity, and Inclusion (DEI) in EngineeringDr. Justin L. Hess, Purdue University at West Lafayette (COE) Dr. Justin L Hess is an assistant professor in the School of Engineering Education at Purdue University. Dr. Hess’s research focuses on empathic and ethical formation in engineering education. He received his PhD from Purdue University’s School of Engineering Education, as well as a Master of Science and Bachelor of Science from Purdue University’s School of Civil Engineering. He is the editorial board chair for the Online Ethics

Collection

2024 South East Section Meeting

Authors

Matthew J. Traum, University of Florida; Amit Shashikant Jariwala, Georgia Institute of Technology; Christopher Aliperti, United States Military Academy; Randall A. Emert; Arwen H. DeCostanza

Tagged Topics

Diversity

Conference Session

Track 7: Technical Session 3: The Missing Misrecognition in Recognition and Engineering Identity Research

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Annie Yong Patrick, Georgia Tech; Joseph M LeDoux, Georgia Institute of Technology; Sara Schley Schley, Rochester Institute of Technology (NTID)

Tagged Topics

CoNECD Paper Sessions, Diversity

) Sara Schley is a Professor in the Masters in Secondary Science Education in NTID at RIT, and director of the Research Center for Teaching and Learning at NTID, where diverse teams of faculty and students conduct research to improve deaf education . She h ©American Society for Engineering Education, 2024 Identifying Misrecognition in Engineering Identity ResearchAnnie Y. PatrickGeorgia Institute of TechnologyJoseph LedouxGeorgia Institute of TechnologySara SchleyGeorgia Institute of Technology Identifying Misrecognition in Engineering Identity Research Introduction Engineering identity and its subcomponent, recognition, is highly

Conference Session

WIED: Strategies Beyond the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cate Samuelson, University of Washington; Elizabeth Litzler, University of Washington; Candice L. Staples, University of Maryland; Paige E. Smith, University of Maryland, College Park; Catherine T. Amelink, Virginia Tech

Tagged Divisions

Women in Engineering

Conference Session

Pedagogy and Learning 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nancy K. Lape, Harvey Mudd College; Rachel Levy, Harvey Mudd College; Darryl H. Yong, Harvey Mudd College; Karl A. Haushalter, Harvey Mudd College; Rebecca Eddy, Cobblestone Applied Research & Evaluation, Inc.; Nancy Hankel, Cobblestone Applied Research & Evaluation, Inc.

Tagged Divisions

Educational Research and Methods

National Science Foundation; U.S. Department of Education Title III and Title V; National Institutes of Health; Howard Hughes Medical Institute, among others. Dr. Eddy also trains professional evaluators from around the world as a faculty member at CGU in the Advanced Certificate in Evaluation Program.Ms. Nancy Hankel, Cobblestone Applied Research & Evaluation, Inc. Ms. Hankel earned a Master of Arts in Psychology with a co-concentration in Organizational Behavior and Evaluation degree from Claremont Graduate University. She also graduated from Hillsdale College with a Bachelor of Arts in Psychology. As a Research Associate at Cobblestone Applied Research & Evaluation, Inc., Nancy manages several studies

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

students. Nathan has bachelors degrees in Civil Engineering and Applied Mathematics from Seattle University, a masters degree in Civil Engineering from Stanford Uni- versity and a doctoral degree in Civil Engineering from the University of Colorado Boulder. Page 24.1089.1 c American Society for Engineering Education, 2014 Social Responsibility Attitudes of First Year Engineering Students and the Impact of CoursesAbstractThe goal of this research was to characterize the social responsibility (SR) attitudes of first yearengineering students, determine if these

Conference Session

FPD 4: Peers and Perceptions

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joseph Pow, Chester F. Carlson Center for Imaging Science, RIT; María Helguera, Rochester Institute of Technology; Elizabeth Pieri, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Sadie Wolters; Michael Glynn Augspurger, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Briana A. Neuberger, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology; Victoria Scholl, Rochester Institute of Technology; Elizabeth Bondi, Rochester Institute of Technology

Tagged Divisions

First-Year Programs

– an essential behavior that must be mastered on their journey tobecoming practicing engineers. At the beginning of each quarter, after the peer evaluations fromthe previous quarter had been compiled and distributed, the instructors would discuss them withthe class as a whole. In these open discussions the instructors would solicit reactions from thestudents on the feedback they had received, and offer a faculty perspective of the process anddiscuss ways to interpret and respond to that feedback. These sessions were an attempt todemystify the process of giving professionally relevant feedback to their peers, to have thestudents to reflect on their personal development, and to get them to the point where they canreceive constructive criticism

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary Yvonne Lanzerotti, Air Force Institute of Technology; Maggie Varga, SOCHE; Sean J. Creighton, SOCHE; Derrick Langley, Air Force Institute of Technology; Diana Lynn Cahill, Air Force Institute of Technology; Richard K. Martin, The Air Force Institute of Technology

Tagged Divisions

Cooperative & Experiential Education

Roundtable, Ohio’s Great Corridor Association, and the University of Dayton Rivers Institute. Prior to her position at SOCHE, Maggie worked for the Fitz Center for Leadership in Community at the University of Dayton. Maggie has a Master of Business Administration and a Bachelor of Science in Economics and Finance from the University of Dayton.Dr. Sean J Creighton, SOCHE Sean Creighton is the Executive Director of SOCHE, a regional consortium of colleges and universities dedicated to educating, employing, and engaging citizens. In 2012, SOCHE received the Dayton Business Journal Non-Profit Business of the Year Award. Sean is an elected member of the Board of Education for the Yellow Springs Public Schools, and

Conference Session

Laboratory Experiences in Electronics and Circuits

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kenneth A Connor, Rensselaer Polytechnic Institute; Bonnie H. Ferri, Georgia Institute of Technology; Kathleen Meehan, Virginia Tech

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

suitable labcourse. This allows the existing articulation agreements to remain unchanged. Anotherconsideration is that there were few classrooms that had a sufficient number of electrical outletsat the time when the hands-on experiments were adopted into the curriculum, which presentedsignificant complications to the scheduling of courses if the hands-on activities were conductedduring the class session. Lastly, the instructors assigned to teach the lecture courses change everysemester and include adjunct professors, faculty members from other departments, and graduatestudents who have completed their Masters degrees. The effort to continually instruct theinstructors on techniques to incorporate the hands-on learning modules into their lectures

Conference Session

Assessment of Student Learning 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jesse Pappas, James Madison University

Tagged Divisions

Educational Research and Methods

Conference Session

Delivery Methods in Mechanical Engineering Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

David J. Dimas, The University of California, Irvine; Faryar Jabbari, University of California, Irvine; Jia Frydenberg, University of California, Irvine

Tagged Divisions

Mechanical Engineering

task can be mastered with experience and guidancefrom other faculty and staff experienced in instructional design. This feedback loop concept is Page 23.951.5discussed further in the next section.Simple course website data, student communication tools, homework uploading, and polls arefairly easy for most faculty to understand and implement in most LMS systems, however, furthermaturation along the continuum of course hybridization requires more commitment and time tolearn both the pedagogy and tools. While creating a variety of true-false, multiple choice, andshort answer quizzes do take more effort and skill, they usually yield significant

Conference Session

Panel: Opportunities & Methods to Encourage More Women Toward Research Commercialization

Collection

2013 ASEE Annual Conference & Exposition

Authors

Adrienne Minerick, Michigan Technological University; Babs Carryer, National Collegiate Inventors & Innovators Alliance (NCIIA); Mary Raber, Michigan Technological University; Abby Thompson, Mississippi State University ; Louise C. Dunlap, DunlapBrowder

Tagged Divisions

Entrepreneurship & Engineering Innovation, Women in Engineering

training at the National Collegiate Inventors and In- novators Alliance (NCIIA). Babs is a serial entrepreneur and active in multiple entrepreneurial activities. She blogs about entrepreneurship on New Venturist. Babs taught entrepreneurship at Carnegie Mellon University (CMU) for 15 years, where she maintains an adjunct position. Formerly, Babs was embedded entrepreneur for CMU’s Project Olympus and innovation advisor for CMU’s Institute for Social Innova- tion. For seven years at the University of Pittsburgh, Babs taught the Benchtop to Bedside new technology commercialization course. Babs is President of Carryer Consulting and co-founder of LaunchCyte, which has a portfolio of five companies. Babs has a Masters in

Conference Session

Beyond the Classroom: Summer and Scholarship Programs to Engage Minorities

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amelito G Enriquez, Canada College; Wenshen Pong, San Francisco State University; Nilgun Melek Ozer, San Francisco State University; Hamid Mahmoodi, San Francisco State University; Hao Jiang, San Francisco State University; Cheng Chen, San Francisco State University; A. S. (Ed) Cheng, San Francisco State University

Tagged Divisions

Minorities in Engineering

Conference Session

Mathematics Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Don Ploger, Florida Atlantic University; Agnes Nemeth, Florida Atlantic University; Steven Alan Hecht Ph.D., Nova Southeastern University

Tagged Divisions

Mathematics

would have no or minimal difficulty. If,however, the same mathematical expressions or equations are hidden in a context, many studentsdo not know how to start solving that problem.This aversion towards word problems and real world applications is not new; students havealways struggled with them. Even high achieving students who have mastered the math skillsthat lay behind a real life application problem would admit their difficulty and even disliketoward word problems. Some would even come to a standstill or simply give up whenencountered a more involving, multi-step problem where the math skill that needed to solve theproblem is not instantly obvious.III.B. Graphing Calculators and Robots in the Math Classrooms: In a peer reviewedresearch done

Conference Session

Undergraduate Student Issues: Persistence

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cate Samuelson, University of Washington; Elizabeth Litzler, University of Washington

Tagged Divisions

Women in Engineering

expected roles and competencies—a key factor in becoming a successfulprofessional.5 Professional identity development can be influenced by interactive, intellectual, Page 23.1058.3and concrete experiences during professional training, and often relies on verification fromrelevant others. 5 Through interactions with faculty, mentors, and peers, both in and out of the   classroom, students begin to engage in professional behavior as they start to master technicalknowledge and practical competencies and learn to develop a confident demeanor. 5

Conference Session

Electrical and Computer Engineering (ECE) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alexander Ganago, University of Michigan; Hongwei Liao

Tagged Divisions

Electrical and Computer

systems, I'm going to need to be able to wire things.”Also, students realize that entering a new field and mastering it are different things: “My new understanding of electronics helps me understand what the electrical engineers in my project do, thus making me more capable of communicating my ideas to them.” “Possibly a better knowledge of circuit design, but probably not too easy to actually use it.” “I learned that I will need an electrical engineer on my team in the future because I still don't really understand it...” • Advice to future studentsLast but not least, we asked in the “summary” survey: “Any advice to the students whowill take this course in the future?” Some of the students

Conference Session

Engineering Libraries (ELD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sara M. Samuel, University of Michigan; Natsuko Hayashi Nicholls, University of Michigan; Leena N Lalwani, University of Michigan; David S. Carter, University of Michigan-Ann Arbor; Paul F. Grochowski, University of Michigan

Tagged Divisions

Engineering Libraries

consisted of a diverse student bodywith 5,644 undergraduate students, 1,743 masters students, and 1,477 doctoral students. Thelibrary system consists of fifteen different libraries and collections which are located in eightphysical buildings. Our particular library building serves the teaching and research needs of theCollege of Engineering, along with several other departments and colleges on our part of campus.We provide a course reserve service at our physical building, separate from the main library’scourse reserve location. One of the efforts we’ve made toward assisting students with textbookcosts is to provide a physical copy of engineering textbooks on course reserves. Unlike the mainlibrary’s course reserves, we actively gather textbook

Conference Session

...by Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amber Kendall, Tufts Center for Engineering Education and Outreach; Merredith D Portsmore, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

Engineering in K-12 Science and Mathematics Standards

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tamara J Moore, University of Minnesota, Twin Cities; Kristina Maruyama Tank, University of Minnesota, Twin Cities; Aran W Glancy, University of Minnesota, Twin Cities; Jennifer Anna Kersten, University of Minnesota, Twin Cities; Forster D Ntow, University of Minnesota, Twin Cities

Tagged Divisions

K-12 & Pre-College Engineering

relatedskills and topics. Any instance of an identified key indicator in a state science standard documentwas entered into a master spreadsheet along with the standard and grade level, which was thencoded individually by the research team. If more than one indicator was included in the sameinstance, then each of those elements could be coded from that single instance. After completingthe coding of a state individually, members of the research team compared codes in pairs to helpensure consistency in the coding of each state. We measured inter-rater reliability for twodifferent coding schemes, whether or not the standard or benchmark met the criteria for beingengineering context and using the key indicators from the Framework for Quality K-12Engineering

Conference Session

Restructuring/Rethinking STEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University

Tagged Divisions

Liberal Education/Engineering & Society

encouraged to look outside of the class for sources of inspiration.The third component of a T-shaped environment is the opportunity for reflection. Asopposed to content-based courses, where the focus is on mastering material, a T-shapedcourse can strengthen connections. In content-based courses, reflection often takes theform of a one-page assignment at the end of the class. What students most often produceis a summary of the content they have learned along with a surface level assessment ofwhere they might use the information in the future.I have been developing tool, called the Reflection Ladder (Figure 1), that is loosely basedupon Bloom’s Taxonomy and is used throughout the semester. It is another instructionatool to encourage the growth mindset

Conference Session

Tricks of the Trade I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Beverly Kristenson Jaeger, Northeastern University; Kerri Liss, Northeastern University; Bea van den Heuvel; Ellen Wilson, Northeastern University

Tagged Divisions

New Engineering Educators

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Catherine L. Cohan, Pennsylvania State University, University Park; Alexander Yin, Pennsylvania State University, University Park; Amy Freeman, Pennsylvania State University, University Park; Javier Gomez-Calderon, Penn State NK; Janice M. Margle P.E., Pennsylvania State University, Abington; Jill L Lane, Clayton State University; Dhushy Sathianathan, California State University, Long Beach; Renata S. Engel P.E., Pennsylvania State University, University Park

Tagged Topics

NSF Grantees Poster Session

enrollment) for STEM majors. Page 23.1256.4Math Tutoring OutcomesThe first intervention, to improve performance and retention in the foundational math classes forSTEM majors, involves seven of the regional campuses. These seven campuses instituted a 1-credit weekly tutoring class taken in conjunction with Algebra II, Trigonometry, or Calculus I.This math tutoring class differs from drop-in tutoring offered at a campus Learning Centerbecause it is an actual course, for credit, that students are required to attend. Students areactively engaged in weekly 50-minute sessions with master and peer tutors who address theirquestions and guide them to practice

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kimberly A Warren, University of North Carolina at Charlotte; Chuang Wang, University of North Carolina, Charlotte

Tagged Topics

NSF Grantees Poster Session

cognitive levels of complexity: knowledge, comprehension, application, analysis,synthesis, and evaluation4. Engineering students beginning their core engineering curriculumstruggle to move between “knowledge” and “comprehension”. Entwistle5 discusses a lesscomplex model that incorporates three levels of learning and can easily be applied to Universitycurriculum. Level 1 “surface learners” have mastered the memorization technique and use theequations without deep thought or evaluation. Level 3 learners adopt an in-depth approach,striving to comprehend the concepts and the application of the new material. Level 2 “strategiclearners” fall between these two levels, commonly utilizing the surface approach, but they usetheir Level 3 skills only when

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gary R. Mayer, Southern Illinois University Edwardsville; Allison Jane Fahsl, Southern Illinois University Edwardsville; Stephen McCaire Marlette, Southern Illinois University Edwardsville; Georgia Bracey, Southern Illinois University, Edwardsville

Tagged Divisions

K-12 & Pre-College Engineering

design and teaches in a Masters of Arts program designed for second career STEM professionals. He also teaches a variety of courses to as- sist classroom teachers with curriculum development, analyzing their instruction and conducting action research. Dr. Marlette was awarded his Ph.D. from Kansas State University in 2002. During his pro- fessional career he has taught both middle and high school science, worked in professional development schools, and provided teacher professional development at all grade levels (K-12). He regularly collabo- rates with STEM faculty on various projects and grants to improve K-12 STEM learning. He currently is serving as a faculty fellow in the SIUE Center for STEM Research, Education

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alyssa N Berg, University of Colorado Boulder; Janet Y Tsai, University of Colorado at Boulder; Virginia Lea Ferguson, Mechanical Engineering; University of Colorado; Boulder, CO; Beverly Louie, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

responses from the mentees, manywere positive, but three of the eleven were negative or had negative undertones.One of the most positive responses to the reflective questions was from Becky. She stated: “I do feel loyal to my mentor since he has put in so much of his own time and effort into teaching me. I know he has done his best to support my personal growth and loyalty is only a fraction of what I could possibly pay him for what he's done for me. If I had to choose between a new mentor that was a master on a difficult subject and Josh, I would want to work with Josh even if he didn't know anything about the project. He's a fantastic learner and brings me along every time that he does.”Then in stark contrast

Collection

2023 ASEE Midwest Section Conference

Authors

Kaycie Lane; Logan Perry

toclass.Engineering students must be able to understand context and project-specific design details whenworking in the industry to ensure the successful implementation of their engineering solutions[15]. These design details provide vital information about the specific requirements andconstraints of a project, enabling engineers to fully comprehend the scope and objectives of theirwork. By understanding the project-specific design details, engineers can effectively analyze theproblem, identify potential challenges, and develop optimized solutions. It helps in minimizingerrors, enhancing the efficiency of the design process, and ensuring the final product meets thedesired specifications. Hence, engineering students who master project-specific design

Collection

2024 ASEE Midwest Section Conference

Authors

Sourav Sutradhar; Oghenetega A. Obewhere; Karen Acurio-Cerda; Moses Dike; Rajesh Keloth; Shudipto K. Dishari

Collection

2024 ASEE Midwest Section Conference

Authors

Hamzah Mousa; Margarita O. Genes; Adam C. Lynch

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kenya Z Mejia, University of Washington; Hailee Kenney, University of Washington; Tiffany Dewitt, University of Washington; Jennifer A Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

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

highlighted how underclassmen have less power when working with graduate students whonot only have more experience than them but also have more ownership of the project, “[As] an undergrad, working in the lab, the PhD and the master student are going to have way more power, I guess, than the undergrad student, and they rightfully should, because it's their project. And they have a lot more experience working in a lab environment.” (S3)Several participants discussed how students who are considered smart or competent can be seenor treated differently.S4 mentioned how she thought that S2 would have more confidence since she was smart enoughto come to university before graduating high school, “I always expect the really

Conference Session

Homer's Epiphany: Making STEM Elementary Woo-hoo!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gina Navoa Svarovsky, University of Notre Dame; Catherine Wagner, University of Notre Dame; Mia Lettau, University of Notre Dame; Kimberly Marfo, University of Notre Dame; Scott Pattison; Smirla Ramos-Montañez; Viviana López Burgos; Amy R Corbett; Maria D. Quijano; Diana Contreras

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

families from traditionally underrepresented populations in engineering are able to develop engineering interest, skills, knowledge, and ways of thinking as a result of engaging in authentic engineering activities within a wide range of learning contexts.Catherine Wagner, University of Notre Dame Catherine Wagner is a research staff member at the Center for STEM Education at the University of Notre Dame. She earned her Master of Education degree from Notre Dame in 2019 while teaching middle school science. She has collaborated with faculty in the Center for STEM on engineering research for several years, most recently leading an undergraduate research lab on early childhood engineering research. In the Center, she also