Conference Session

Disability Track - Technical Session IV

Collection

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

Authors

Cassandra J. Groen, Virginia Tech; Marie C. Paretti, Virginia Tech; Lisa D. McNair, Virginia Tech; Denise Rutledge Simmons P.E., Virginia Tech; Ashley Shew, Virginia Tech

Tagged Topics

Disability

to identity construction [13, 14]. In this study, particularlyin our preliminary analysis, we focus on the interactions between two such factors: disability andprofessional identity. We thus focus our discussion on the ways in which experiences withdisability influence and are influenced by the ways in which students engage in, internalize, andinterpret the civil engineering profession as they move through their undergraduate careers.Professional Identity and the AOI ModelOur work is also informed by prior research on professional identity construction. Typically,professional identity is described using a variety of research lenses that capture a dimension ofidentity that forms as individuals learn and internalize the values, behavioral

Conference Session

Technical Session 1 - Paper 5: Navigating the academy in the absence of graduate disability accommodation policies

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

D. C. Beardmore, University of Colorado Boulder

Tagged Topics

CoNECD Paper Sessions, Diversity

synonymously in the literature; however, postgraduate can either refer to aperson who has earned a high school diploma or who has also earned a collegiate-level degree.Graduate students and undergraduate students often follow different paths in the academicenvironment. They serve divergent roles, face separate challenges, and have differentexperiences. Graduate students face obstacles beyond the classroom—in their ability to meetwith advisers, attend conferences, and develop social support from their peers—thatundergraduate students may not face [3]. Even in the classroom graduate students may beexpected to meet different expectations than their undergraduate counterparts. This may includea greater volume of reading and reading assignments provided

Conference Session

ENT Division Technical Session: Creativity and Innovation

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Simon Jakob Barth, Stanford University; Sheri Sheppard, Stanford University; Shannon Katherine Gilmartin, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

-Career Engineering GraduatesAbstractIt is widely acknowledged that engineers “are foundational to technological innovation anddevelopment that drive long-term economic growth and help solve societal challenges” [1].Consequently, it is a major goal in engineering education to ensure and further improve thedevelopment of innovation skills among its students. While many studies focus on currentengineering students and their innovation goals and skills, it is also informative to see howthese goals and skills are translated into realized innovative behavior in the workplace. Bystudying the characteristics of innovative behavior of engineering graduates we revealvaluable insights and draw conclusions for engineering

Conference Session

It Takes a Village: Engineering Beyond the Classroom

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Minorities in Engineering

adjustment and their success in college.4 In fact, the academicachievement of Latino students in particular tends to be enhanced by professors perceived to besupportive and accessible.4Students’ level of comfort approaching faculty for academic and social support can contribute totheir sense of belonging.3 Students who cultivate relationships with faculty members outside theclassroom tend to both report higher levels of satisfaction with their college and graduate.4 Infact, minority students who complete science and engineering degrees often highlight the role ofa faculty member as being instrumental to their success.4 Positive experiences with supportivefaculty can increase students’ sense of belonging and contribute to a climate that

Conference Session

ERM: Mentoring for Everyone! And Let's talk about Graduate Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Bahnson, North Carolina State University at Raleigh; Catherine Berdanier, Pennsylvania State University; Monique Ross, Florida International University

. - Arran, Civil and Environmental EngineeringThough this quote reinforces harmful assumptions about expectations, overwork, and lack ofwork-life balance well-documented in the literature, but also reflects a dominant assumption onthe differences between a postdoctoral scholar and a graduate student that then influencesmentoring philosophies. Hugo, also in civil and environmental engineering, compared doctoralstudents and postdocs in their ability to conduct research and the amount of supervision requiredof them. Hugo feels more comfortable in giving postdocs freedom in their work when comparedto doctoral students who still require careful supervision. The level of contribution from a postdocreflects this expectation to be more independent

Conference Session

Learning as a Community

Collection

2009 Annual Conference & Exposition

Authors

Timothy Hinds, Michigan State University; Thomas Wolff, Michigan State University; Neeraj Buch, Michigan State University; Amanda Idema, Michigan State University; Cynthia Helman, Michigan State University

Tagged Divisions

First-Year Programs

College offers multidisciplinary programs in the social sciences founded ona model of liberal education and designed to prepare students for law school, graduate study,decision-making roles in public and private enterprise. Students examine how public policyproblems are identified, analyzed, and resolved in the United States and globally.13Residential College in the Arts and HumanitiesThe Residential College in the Arts and Humanities (RCAH) is an interdisciplinary college forundergraduate students interested in the global connections between literature, history, ethics,culture, world languages, the visual and performing arts, and their own civic engagement in thesefields of work and study. Students, faculty, visitors, and staff are able to

Conference Session

Graduate Student and Postdoctoral Fellow Perspectives on Advancing Women and Gender Equity in Engineering - for the Next 130 Years

Collection

2023 ASEE Annual Conference & Exposition

Authors

Baishakhi Bose, Lawrence Berkeley National Laboratory; Haleh Barmaki Brotherton, Clemson University; Theo Hopper, University of Michigan; Pamela Martínez Oquendo, University of Nebraska-Lincoln; Lily M. Wang P.E., University of Nebraska-Lincoln; Margaret E.B. Webb, Virginia Tech; Hannah Wilkinson, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

(WIED) at ASEE convened a panel of current graduate students andpostdoctoral scholars to discuss visions of gender equity in engineering 130 years from now, whereall gender identities feel respected, experience gender equity, and are able to maintain a healthywork-life balance. The panelists reflected on their experiences on advancing womxn and genderequity in engineering, envisioned the progress that should be made in the coming 130 years, andshared ideas on how to achieve those visions, focusing on how dualistic thinking around genderand cis-normativity serve to marginalize womxn in engineering’s learning environments andworkplaces, as well as the critical ways that racial identity and gender intersect in womxn of colors’experiences

Conference Session

Engaging Ethics in Teams and Communities

Collection

2017 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Pennsylvania State University, University Park; Eduardo Mendieta, Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park

Tagged Divisions

Engineering Ethics

the graduate level [4].2. A User-Oriented Approach to Engineering Ethics EducationPrevious research has recognized the critical role engineering faculty members play ineducating students about engineering ethics [5][6]. Such recognition, however, contrastswith a general trend in engineering education: faculty members are usually slow andreluctant in adopting research-based pedagogical practice, a trend that challengesnumerous designers of educational innovations [7] [8] [9]. In particular, scholars havereported that educational innovations that follow a “replication model,” in which facultymembers passively accept and adopt pedagogical innovations designed by educationalresearchers, have very limited effect in generating faculty engagement

Conference Session

Educational Research and Methods Division (ERM) Technical Session 16

Collection

2024 ASEE Annual Conference & Exposition

Authors

Catherine G. P. Berdanier, Pennsylvania State University; Julio Urbina, Pennsylvania State University; Reginald F. Hamilton, Pennsylvania State University; Catherine L. Cohan, Pennsylvania State University; Tonya L. Peeples, Pennsylvania State University; Cynthia Howard Reed, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

. Kajfez and L. McNair, “Graduate student identity: A balancing act between roles,” in ASEE Annual Conference and Exposition, 2014.[4] D. L. Liddell, M. E. Wilson, K. Pasquesi, A. S. Hirschy, and K. M. Boyle, “Development of professional identity through socialization in graduate school,” J Stud Aff Res Pract, vol. 51, no. 1, pp. 69–84, Feb. 2014, doi: 10.1515/JSARP-2014-0006/MACHINEREADABLECITATION/RIS.[5] T. Luft and R. Roughly, “Engaging the Reflexive Self: The Role of Reflective Practice for Supporting Professional Identity Development in Graduate Students,” Supporting the Success of Adult and Online Students Proven Practices in Higher Education, pp. 53–62, 2016.[6] H. L. Perkins, M. Bahnson, M. A

Collection

2024 ASEE Midwest Section Conference

Authors

Kaylee Cunning; Jamilla E. S. L. Teixeira; Joseph Tighi; Isabella M. Bueno; Jessica Deters

inspiring and educating the next generation of engineers.Concluding RemarksThe involvement of undergraduate students in this research provided them with valuable hands-on experience, enhancing their practical skills and knowledge. Programs supportingundergraduate research, like this one, play a critical role in preparing future engineers to tacklereal-world challenges. These experiences not only yield meaningful research results but alsosignificantly impact students' understanding of engineering principles and their careertrajectories, bridging the gap between theoretical knowledge and practical applications.The transformative effects of these programs call for a reconsideration of resource allocation.The tangible outcomes emphasize the need for

Conference Session

Innovations in ECE Education III

Collection

2009 Annual Conference & Exposition

Authors

Buket Barkana, University of Bridgeport; Navarun Gupta, University of Bridgeport; Lawrence Hmurcik, University of Bridgeport

Tagged Divisions

Electrical and Computer

of teaching graduate engineering coursesusing students’ Learning Styles and Multiple Intelligences (MI). Thirty volunteers answeredcommercially available Learning Style and MI tests in our Electrical Engineering department.Learning styles are grouped as visual, auditory, and kinesthetic (VAK) and can determined bythe VAK learning style test. Learning styles are reflected in different academic strengths,weaknesses, and skills. Studies show that the differences between learning styles will affect botha person’s choice of profession and their success in this profession, both in education and in theworld of business. People who work at something that fits their learning style have a betterchance of becoming successful in it. In this study, tools

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jean S. VanderGheynst, University of California, Davis; Colleen Elizabeth Bronner, University of California, Davis; Alin Wakefield, University of California, Davis

Tagged Topics

Diversity, NSF Grantees Poster Session

. Reasons for attending included the need for motivation and addressingstruggles they were facing in their programs. These reasons point to challenges students facetransitioning to graduate school (e.g. balancing act). Students were reassured after attending thisworkshop that they possessed or could enhance the skills needed to persist and achieve successin graduate school.For the second PEGS21 cohort (entering Fall 2017), we applied first cohort feedback byencouraging the students to attend GradPathways workshops in pairs or groups as a means tofurther build community within the group. Time during seminar was also dedicated to eachparticipant sharing the two workshops they planned to attend. A list of these workshops andplanned attendees was

Conference Session

Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Jennifer M Bekki, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

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

acknowledges the complex identities and experiencesof STEM graduate students.Addressing the mental health concerns of graduate students, and especially those from groups suchas IWOC, demands a collective endeavor beyond conventional disciplinary limits. The complexityof mental health challenges necessitates collaboration across various disciplines and sectors. Theestablishment of partnerships between scholars with expertise in mental health and scholarsembedded within STEM disciplines can most effectively help to uncover opportunities to not onlyimprove the well-being and academic success of graduate students but also cultivate a more justand supportive environment across the academic landscape.Future WorkThis paper sets the stage for a more

Conference Session

Cultivating Community, Wellness, and Character Development

Collection

2024 ASEE Annual Conference & Exposition

Authors

Glaucia Prado, University of California, Davis; Jason White, University of California, Davis; Sara Sweeney, University of California, Davis

Tagged Divisions

Chemical Engineering Division (ChED)

more. It was interesting to noticethat the two students who retook the class in subsequent quarters reported that the plans made inthe beginning of the quarter were being followed and helped them to be on top of their assignmentsand studying while balancing self-care, social time with family and friends, and extra-curricularactivities.b) Reflection leadership assignmentClass time was devoted to discussing effective and ineffective qualities of a leader and emphasizedthe importance of identifying potential causes of high stress level in leadership positions. About60% of the students reported taking a leadership role in the past which includes students’ clubs,group projects, sports, scout, and activism. The students who have not taken leadership

Conference Session

LEAD Technical Session 1: Fostering Leadership Identity Development and DEI in Engineering Students and Professionals

Collection

2022 ASEE Annual Conference & Exposition

Authors

Katreena Thomas, Arizona State University, Polytechnic Campus

” Black person in their engineering ecosystems [11].Because of their only status, visibility for Black students is felt on two extreme ends. On oneend, they are hypervisible. Because they are the “only,” they stick out in the hegemonic Whitespaces. Jones [12] describes this experience of hypervisibility with one of their participants, whoholds a popular leadership position at the university. This student is the third Black student tohold this position in the university’s history. They described how they feel self-consciousbecause of their racial identity because the role brings a lot of attention. They describe tactics ofbeing hyperaware of how their racial identity and social status at the school could harborprejudice's unwanted attention [12

Conference Session

Engineering Libraries Division (ELD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Weiss, University of Maryland- College Park

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries Division (ELD)

works from authors with diverse identities is present in theresearch. This paper documents the efforts that have been put in place so far aroundimplementing citation justice education at UMD libraries including developing instructionmodules and research guides. In particular, focusing on the librarians’ instigation of a closepartnership with the faculty and graduate students of the Civil and Environmental EngineeringDepartment (CEE) who were particularly receptive to expanding their scholarly communicationpractices to include aspects of citation justice. Additionally, it explores the potential to developfurther support for tools including code, templates, and author associations and lists that can beused to implement diverse citations. Future

Conference Session

DSA Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ahmad Slim, The University of Arizona; Gregory L. Heileman, The University of Arizona; Husain Al Yusuf, The University of Arizona; Yiming Zhang, The University of Arizona; Asma Wasfi; Mohammad Hayajneh; Bisni Fahad Mon, United Arab Emirates University; Ameer Slim, University of New Mexico

Tagged Topics

Data Science & Analytics Constituent Committee (DSA)

, collaborative filtering, latent treegraphical models, student success, graduation rates, educational data mining1 IntroductionIn our study, we explore analytics focusing on a crucial aspect of student success: the curriculumpathways that lead students toward achieving their learning outcomes and ultimately earningtheir degrees. In the realm of higher education, the role of analytics is increasingly recognizedas a tool for decision-making that enhances student success outcomes. For example, various ini-tiatives have used student demographics and prior academic performance to guide interventionssuch as counseling, mentoring, and tutoring to improve retention and graduation rates 1,2,3 . Ourperspective emphasizes that the core of student academic

Conference Session

Professionally Oriented Graduate Program

Collection

2002 Annual Conference

Authors

Raymond Willis; Duane Dunlap

time faculty course loads weredecreasing to make way for increased research and publication. Graduate students tooksome of the slack but increasingly it was necessary to turn to adjuncts to staff courses.Adjuncts were too often looked on as second class stand-ins or “warm bodies” fillingvacant lines in the class schedules. Too often also they perceived themselves in the sameway. They were assigned classes, syllabuses, and textbooks and took as given theacademic teaching role assigned. During this process, the potential for the practical,“clinical,” and critical perspectives for which they are particularly fitted have too often belost.Building a New Type of Graduate FacultyThe authors believe that a major task in reshaping graduate education

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Herman Ronald Clements III, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

that guide engineering research. I, and many of my colleagues, while noting the historyof marginalization of people who look and think like us in engineering contexts, beganquestioning the value systems that undergird the engineering research enterprise in which weoperate. We noted discrepancies between the espoused values of the enterprise and those thatwere enacted by some of the agents that operate in engineering research spaces. For example, inour graduate context, we noted an espoused desire for equity and inclusion alongside aperpetuation of stress culture, a centering of White theories in our foundational classes, and alack of accommodation for non-traditional and neurodivergent students. We began to questionother value systems having

Conference Session

Women in Engineering Division (WIED) Technical Session 5 - Careers and Professional Identity

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrea Chan, University of Toronto; Cindy Rottmann, University of Toronto; Emily Moore P.Eng., University of Toronto; Dimpho Radebe, University of Toronto; Emily Macdonald-Roach, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

profession with men in large majority, has been socially constructed. For example,the works of Wendy Faulkner and Teresa Cardador have, respectively, revealed the way “genderin/authenticity” between person and norms affect who finds identification and belonging inengineering, and offered the “inverted role hierarchy” as a framework to explain why womenadvancing into management roles often lose occupational status and their sense of engineeringidentity as they move away from the “technicist”-centric variety of work (i.e., masculine-leaningconception of engineering).Using data from a 2022 survey with responses from 982 engineering graduates across Canada,and building on our previous qualitative work identifying five distinct engineering career

Conference Session

Undergraduate Student Issues: Persistence

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer A. Skaggs, American University in Cairo

Tagged Divisions

Women in Engineering

women are not making their future career choices based on someoneelse’s convictions. They may be following what could be determined as the traditional scriptssociety has set for females, but this is happening only after they have “bucked the system” infollowing a non-traditional major.These female students are beginning to build their internal foundations by balancing the varied,and many times conflicting external voices with their own inner voice. While this researchcontinues longitudinally through follow-up interviews scheduled for three – years, post-graduation in 2013, some students have already changed their career paths as evidenced throughsocial network contacts. As females develop personal and professional identities that areauthentic

Conference Session

Technical Session 8 - Paper 5: Cultivating Inclusivity: A Systematic Literature Review on Developing Empathy for Students in STEM Fields

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Stephanie Jill Lunn, Georgia Institute of Technology; Cristi L. Bell-Huff, Georgia Institute of Technology; Joseph M LeDoux, Georgia Institute of Technology

Tagged Topics

CoNECD Paper Sessions, Diversity

the value of“coaching on formulating empathic phrases, and conveying empathy verbally and nonverbally”[69, p. 1173]. Role playing was also shown to be effective, as students considered the linksbetween themselves and stakeholders and built emotional connections aligned with the “sharing”component of Zaki’s framework [56, 62, 76, 77].Previously Wong et al. described how social identity sharing and active listening experiences canbe used to foster cognitive empathy and to facilitate learning on how culture can impactcommunication [31]. In a two day workshop they used several exercises, such as case studies,small group activities to practice active listening, and lectures about stereotype threats, aversiveracism and sexism, and the benefits of

Conference Session

Student Learning

Collection

2009 Annual Conference & Exposition

Authors

Thomas Litzinger, Pennsylvania State University; Peggy Van Meter, Pennsylvania State University; Carla Firetto, Pennsylvania State University; Lucas Passmore, Pennsylvania State University; Christine B. Masters, Pennsylvania State University; Stephen Turns, Pennsylvania State University; Sarah Zappe, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

these lines showstatistically significant changes. Given of the magnitude of the estimated mean standard error,ten students who scored 9 or 10 on the pretest could not achieve statistically significant increaseson the posttest. Twenty-four of the 45 students who could achieve statistically significantincreases did so on the posttest. Only three students showed a statistically significant decrease inscore, two decreased by 2, and one by 4. Twenty students had changes of 1 or -1, which are notstatistically significant, and the balance had identical scores on the pre and posttest.Figures 4 and 5 are cross-plots of pre and posttest results for the number of correct and incorrectjustifications chosen. A positive outcome would be that the number of

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heydi L. Dominguez, New Jersey Institute of Technology; Vibhavari Vempala, University of Michigan; Prateek Shekhar, New Jersey Institute of Technology; Aileen Huang-Saad, Northeastern University; Jacob Frederick Fuher, University of Michigan

Tagged Divisions

Entrepreneurship & Engineering Innovation

% 43% 21% Business Oriented (N=15) Content Knowledge (N=19) General Personal Attributes (N=276) Professional Skills (N=134) Specific Entrepreneurial Attributes (N=197) Figure 1: Frequency of Students’ Reported Entrepreneurial CharacteristicsConclusion and DiscussionEngineering as a field is constantly evolving, and so are expectations of duties and roles thatengineering students should be capable of performing upon graduation [14]. Driven by changingneeds, entrepreneurship education has been implemented in engineering curriculums by multipleinstitutions to

Conference Session

Experiences of Multidisciplinary Engineering Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University, West Lafayette; Nathalie Duval-Couetil, Purdue University, West Lafayette

Tagged Divisions

Multidisciplinary Engineering

accidental. A study by Borrego and Newswander [5] suggested thatfaculty are intentional about improving specific student learning outcomes when developing newmultidisciplinary, interdisciplinary, and transdisciplinary programs. Through a content analysisof 129 successfully awarded interdisciplinary studies proposals to the National ScienceFoundation, the authors discovered five focus areas for student learning outcomes specific tointerdisciplinary graduate education including content integration, teamwork, critical awareness,communication, and disciplinary grounding. Yet, challenges associated with these types ofdegrees still exist, such as the need to balance curriculum depth with breadth, offer stability andflexible simultaneously, and update

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

Paper ID #11811Into the Pipeline: A freshman student’s experiences of stories told about en-gineeringMr. Michael BrewerDr. Nicola Sochacka, University of Georgia Dr. Nicki Sochacka received her doctorate in Engineering Epistemologies from the University of Queens- land, Australia, in 2011. She is currently a member of the CLUSTER research group at the University of Georgia where she holds a research and teaching position. Nicki’s areas of research interest include: STEAM (STEM + Art) education, diversity, interpretive research quality, the role of empathy in engineer- ing education and practice, and student reflection.Dr

Conference Session

Knowing Students: Diversity & Retention

Collection

2004 Annual Conference

Authors

Steven Zemke; Donald Elger

are rare in undergraduates, we need to grow them in our mentors. Additionally,we need to grow these skills as students graduate. We need a low cost, but highly effectivemeans to grow mentoring skills. Furthermore, since mentoring happens in the dynamics of aconversation, the skills growth process needs a “real-time” component.We believe that mentors can grow their skills quickly by reflecting on their performanceimmediately following a mentoring session and “scripting” more effective practices. The“scripts” are pre-planned responses the mentor will use in future mentoring situations. Thementor also relies on peer observer feedback recorded during the mentoring session to guide thewriting of the scripts. The scripts are then reviewed before

Conference Session

Undergraduate Research and a Force and Moment Lab

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michelle Audrey Pang, Sandia National Laboratories; Carolyn Conner Seepersad, University of Texas, Austin; Sheldon Landsberger, University of Texas, Austin, Department of Mechanical Engineering

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

enough time todistract from their other courses. Student projects are sponsored by a faculty research advisor, andeither the faculty member or a post-doctoral researcher or graduate student mentor act as their day-to-day point of contact. By providing students with opportunities for immersive learning in their first college semester,FIRE seeks to engage freshmen in engineering in a more accessible manner, supplementing theirrequired coursework. The research projects are carefully selected and framed not only to cover abroad range of mechanical engineering topics (from biomechanics to combustion to 3D printing)but also to provide opportunities for undergraduate researchers to exercise creative problemsolving, design and hands-on skills, self

Collection

2024 ASEE-GSW

Authors

Lance Leon Allen White, Texas A&M University; Trini Balart, Texas A&M University; Kristi J. Shryock, Texas A&M University; Karan Watson P.E., Texas A&M University

Engineering and Affiliated Faculty in Aerospace Engineering in the College of Engi- neering at Texas A&M University. She also serves as Director of the Craig and Galen Brown Engineering Honors Program. She received her BS, MS, and PhD from the College of Engineering at Texas A&M. Kristi works to improve the undergraduate engineering experience through evaluating preparation in ar- eas, such as mathematics and physics, evaluating engineering identity and its impact on retention, incor- porating non-traditional teaching methods into the classroom, and engaging her students with interactive methods.Dr. Karan Watson P.E., Texas A&M University Karan L. Watson, Ph.D., P.E., is currently a Regents Senior Professor of

Conference Session

Busting a Career Move? When and Why or Why Not?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Adrienne R. Minerick, Michigan Technological University; Jenna P. Carpenter, Campbell University; Cindy Waters, Naval Surface Warfare Center; Beena Sukumaran, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

improve society, yet less than 100 people had read it. It felt like the effortwasn’t having the impact that I wanted. Further, there had been a couple of experiences atconferences in my professional field where other researchers dismissed or diminished ourgroup’s work. I was experiencing Imposter Phenomena9 episodes during conferences that hailedback to my days in graduate school. My students and I had recently received a scathing,unprofessional review for a manuscript10 and my satisfaction with the research treadmillplummeted, I came to the conclusion that I should instead focus on commercializing our workso that it didn’t remain buried in the literature and could be translated to improve society. Thesecond conclusion I came to was that if my