Conference Session

Professional Graduate Education and Industry

Collection

2010 Annual Conference & Exposition

Authors

Roger Olson, Rolls-Royce Corporation

Tagged Divisions

Graduate Studies

postgraduate degrees.However, creative/innovative engineers will, and must, enhance their skills beyond their highest attaineddegree.Engineering leaders must be developed who will, in turn, guide other engineers to develop innovativenew designs, and who will lead the development of products providing what the customer wants andneeds. Management styles that will both encourage innovation, and meet the basic human needs ofengineers are needed. This will include the adoption of cutting-edge concepts and best practices fromother nations. This, in turn, will lay the groundwork for turning theory into practice. Engineers must alsodrive changes in their fields. The field of engineering is changing so rapidly, that an engineer must keepup with the rapid

Conference Session

SD Technical Session: Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer A. Turns, University of Washington; Brook Sattler, University of Washington; Kathryn Ann Mobrand, University of Washington; Drew Paine, Human Centered Design & Engineering, University of Washington

Tagged Divisions

Student

Paper ID #10173Connecting Research to Action: A Useful ProcedureDr. Jennifer A Turns, University of WashingtonDr. Brook Sattler, University of WashingtonDr. Kathryn Ann Mobrand, University of WashingtonDrew Paine, Human Centered Design & Engineering, University of Washington Page 24.313.1 c American Society for Engineering Education, 2014 Connecting Research to Action: A Useful ProcedureIntroductionIn recent years, the engineering education community has invested significant energy andresources in the creation of a

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elena Nicolescu Veety, North Carolina State University; Mehmet C. Ozturk, North Carolina State University; Renata S. Engel P.E., Pennsylvania State University, University Park; Carolyn A. Vallas, University of Virginia; Meghan McGlinn Manfra, North Carolina State University ; Tom Snyder, North Carolina State University; Chunlei Wang, Florida International University; Veena Misra, North Carolina State University

Tagged Divisions

Graduate Studies

Paper ID #9815Translational Engineering Skills Program (TESP): Training innovative, adap-tive, and competitive graduate students for the 21st century work forceDr. Elena Nicolescu Veety, North Carolina State University Elena Veety received the Ph.D. degree in electrical engineering from North Carolina State University, Raleigh, NC, in 2011. Her research focused on liquid crystal polarization gratings for tunable optical filters and telecommunications applications. Since 2011, she has been a Teaching Assistant Professor of Electrical and Computer Engineering at North Carolina State University. Currently, she is the Assistant

Collection

2011 ASEE Midwest Section Conference

Authors

James L. Huff; Todd A. Patten; Richard L. Wells; Monte Cox

other I have had so far.” “The problem solving skills I have learned in this class have been the most helpful in my job interviews.”We fully expect this program to thrive and provide a rich context for research on human-centereddesign learning. The challenges that await engineering students upon their graduation willcertainly require them to employ the principles of HCD. While many institutions are pursing theprinciples of HCD through service-learning and sustainability engineering design challenges,there are many open questions concerning human-centered design learning. At Harding, throughthe interdisciplinary approach of Ansanm, we expect and hope to generate further knowledgerelated to HCD learning as we explore this area

Conference Session

Digital Technologies and Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Catherine T. Amelink, Virginia Tech; Shreya Kothaneth, Virginia Tech; Glenda R. Scales, Virginia Tech

Tagged Divisions

Educational Research and Methods

AC 2011-88: APPLYING THE INNOVATION IN ENGINEERING EDUCA-TION FRAMEWORK: ASSESSING THE IMPACT OF INSTRUCTIONALTECHNOLOGYCatherine T. Amelink, Virginia Tech Catherine Amelink, Virginia Tech Dr. Catherine Amelink is currently serving as the Research Coordinator for the Institute for Distance and Distributed Learning at Virginia Tech and Assessment Coordinator for the College of Engineering in the Office of the Associate Dean for International Programs and Information Technology. Previously she worked on assessment initiatives with the Division of Student Affairs and the Center for Excellence in Undergraduate Education at Virginia Tech and has served as the Assessment Coordinator for undergraduate education at

Conference Session

Empathy and Human-Centered Design 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Svihla, University of New Mexico; Luke Kachelmeier, University of New Mexico

Tagged Divisions

Design in Engineering Education

, creativity, and design. After graduation he started research with the Air Force in the field of Human Reliability Analysis. American c Society for Engineering Education, 2020 The Wrong Theory Protocol: A Pre-Ideation Technique to Enhance Creativity and EmpathyAbstractThe purpose of this paper is to introduce a new design methodology—The Wrong TheoryProtocol (WTP)—to generate more empathetic and creative ideas. Our first ideas are seldom ourbest ideas. Many turn to brainstorming/ideation techniques, yet struggle to come up with ideasthat help them make progress. Fixation can make it challenging to have insight that is genuinelynew. Inspired by the idea

Conference Session

Unassigned (6 available)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jill Heemstra, University of Illinois at Urbana - Champaign; Luis Rodriguez; Anna-Maria Marshall, University of Illinois at Urbana - Champaign; Erin Cortus, University of Minnesota - Twin Cities; John Classen, North Carolina State University at Raleigh; Jacek Koziel, Iowa State University of Science and Technology; Alison Deviney

nearly any sort of difference in the world”[63]. Networks are idealized as dynamic, completely “flat” and devoid of hierarchy. Thepractical reality of most human endeavors, including research, is that some level of governanceand cohesion is necessary to maintain accountability and measure progress and impact. [64]advocated for a blended model in which a strong network (driver of innovation and awareness) issupplemented with temporary, negotiated hierarchies (for taking informed action).Communities represent a subset of a network that is more closely connected and shares a senseof identity or purpose [65]. It is around these network-generated communities (workgroups,action teams, communities of practice, etc.) in which the key ingredients for

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Madison J. Gallipo, University of Colorado Boulder; Janet L. Yowell, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

Page 24.1102.1 c American Society for Engineering Education, 2014 STEM High School: Does multiple years of high school engineering impact student choices and teacher instruction? (Research to Practice) Strand: K-12 Engineering Resources: Best Practices in Curriculum DesignK-12 engineering programs are rapidly increasing around the nation, particularly at the highschool level. Integrating opportunities for high school students to repeatedly practice engineeringskills has been suggested to increase students’ interest in pursuing a career in engineering.However, little research exists to show the real impacts on the students’ attitudes towardsengineering and where they end up after high school

Conference Session

Panel on Innovative Graduate Education Concepts: Organized by the National Institute of Aerospace

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bimal P. Nepal, Texas A&M University; F. Barry Lawrence, Texas A&M University

Tagged Divisions

Graduate Studies

AC 2011-517: PROJECT-BASED RESIDENCY COURSE FOR ONLINEGRADUATE PROGRAMBimal P. Nepal, Texas A&M UniversityDr. F. Barry Lawrence, Texas A&M University Dr. Barry Lawrence holds the Leonard and Valerie Bruce Leadership Chair, the Program Director of the Industrial Distribution Program, Director of the Thomas and Joan Read Center, and Director of the Global Supply Chain Laboratory at Texas A&M University. As a faculty member of the Industrial Distribution Program he is involved in graduate, undergraduate, and professional continuing education teaching activities, funded research projects, publications and in- dustry presentations. His teaching activities surround classes in manufacturer/distributor

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Dirk Colbry, Michigan State University; Katy Luchini-Colbry, Michigan State University

Tagged Divisions

New Engineering Educators

- University HispanicAvida Checkpoint Restart Implementation Boise State Female Afghan UniversityResearch Centered Design: A Case Study in Building Usable Image Michigan State Male CaucasianAnalysis Tools for Researchers UniversityInterpolation of Identifier Points of Landmarks that Create Stitched Michigan State Male CaucasianImages with Varying Levels of Focus University Table 3: Undergraduate Research Projects Completed as part of an Honors Research Seminar for First- and Second-Year

Conference Session

Training and Mentoring of Graduate Teaching Assistants

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, Virginia Tech; Holly M Matusovich, Virginia Tech

Tagged Divisions

Graduate Studies

of them, and they were, basically kind of boring, so we left.”For Roberto, initial training is required, but it did not have a great impact. The required initialtraining parallels the findings in the follow up to the Boyer Report where it was found that 70%of research universities provide mandatory initial training for their GTAs.30 If other GTAs holdthe same reaction to this training as Roberto, it is logical that GTAs do not seek out additionaltraining after their initial teaching and learning center training due to poor experiences. Perhapsprograms such as the one discussed by Crede, Borrego, & McNair13 where GTAs are selected fora teaching community of practice are needed to encourage additional training beyond therequired

Conference Session

Methods, Techniques, and New Programs in Graduate Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Justin P. Micomonaco, Michigan State University

Tagged Divisions

Graduate Studies

AC 2011-2275: CIRTL: IMPACTING STEM EDUCATION THROUGH GRAD-UATE STUDENT PROFESSIONAL DEVELOPMENTJustin P. Micomonaco, Michigan State University Page 22.325.1 c American Society for Engineering Education, 2011 Center for the Integration of Research, Teaching and Learning: Impacting STEM Education through Graduate Student Professional DevelopmentAbstract This paper summarizes findings of a national, multi-institutional effort to reform STEMundergraduate education through the implementation of graduate student professionaldevelopment programs focused on improving teaching practice

Conference Session

Mental Health of Graduate Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madeline Polmear, University of Florida; Denise Rutledge Simmons P.E., University of Florida

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

students’ experience and degree completion. Such challenges havehighlighted the need for further discussion and reform in graduate education. One such examplewas a workshop with graduate students, administrators, faculty members, and postdoctoralresearchers that culminated in suggestions for engineering graduate education: (1) clarifyexpectations, (2) attend to the community, (3) organize the research group for mentoring, and (4)structure student development toward independence [8].A civil engineering research group at a public research-intensive university developed a retreat tosupport socialization, address the aforementioned challenges, and integrate best practices ingraduate education while also drawing on organizational change and workforce

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah E. Zappe, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Thomas A. Litzinger, Pennsylvania State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

strategies.Dr. Thomas A. Litzinger, Pennsylvania State University Thomas A. Litzinger is Director of the Leonhard Center for the Enhancement of Engineering Education and a Professor of Mechanical Engineering at Penn State. His work in engineering education involves curricular reform, teaching and learning innovations, assessment, and faculty development. Dr. Litzinger has more than 50 publications related to engineering education including lead authorship of an invited article in the 100th Anniversary issue of JEE and for an invited chapter on translation of research to practice for the first edition of the Cambridge Handbook of Engineering Education Research. He serves as an Associate Editor for Advances in Engineering

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kelsey Joy Rodgers, Embry-Riddle Aeronautical University, Daytona Beach; Jaqi C. McNeil, University of Louisville; Matthew A. Verleger Ph.D. (He/His/Him), Embry-Riddle Aeronautical University, Daytona Beach; Farshid Marbouti, San Jose State University

Tagged Divisions

First-Year Programs

a doctorate in engineering educa- tion. She previous conducted research in Purdue University’s First-Year Engineering Program with the Network for Nanotechnology (NCN) Educational Research team, the Model-Eliciting Activities (MEAs) Educational Research team, and a few fellow STEM education graduates for an obtained Discovery, En- gagement, and Learning (DEAL) grant. Prior to attending Purdue University, she graduated from Arizona State University with her B.S.E. in Engineering from the College of Technology and Innovation, where she worked on a team conducting research on how students learn LabVIEW through Disassemble, Ana- lyze, Assemble (DAA) activities.Dr. Jaqi C. McNeil, University of Louisville J.C

Conference Session

Faculty Development II: Building Community Among STEM Educators

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Allendoerfer, University of Washington; Ken Yasuhara, University of Washington, Center for Engineering Learning & Teaching; Jennifer A. Turns, University of Washington; Cynthia J. Atman, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #16372Making an Impact on Engineering Education Communities: Learning fromthe Past and Looking ForwardDr. Cheryl Allendoerfer, University of Washington Dr. Allendoerfer is a Research Scientist in the College of Engineering at the University of Washington.Dr. Ken Yasuhara, University of Washington, Center for Engineering Learning & Teaching Ken Yasuhara is a research scientist at the Center for Engineering Learning & Teaching (CELT), a campus lead for the Consortium to Promote Reflection in Engineering Education (CPREE), and an instructional consultant in the Office for the Advancement of Engineering Teaching

Conference Session

Capstone Design Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kurt Stephen Stresau, University of Central Florida; Mark W. Steiner, University of Central Florida

Tagged Divisions

Design in Engineering Education

GE’s Design for Six Sigma initiative. Dr. Steiner has taught advanced design methods to hundreds of new and experienced engineers. His research interests include; design education, product architecture, mechanical reliability, design for manufacture and quality. Mark graduated from Rensselaer with a B.S. in mechanical engineering in 1978 and a Ph.D. in 1987. c American Society for Engineering Education, 2020 A Framework for Developing a Deeper Understanding of the Factors that Influence Success and Failure in Undergraduate Engineering Capstone Design ExperiencesAbstractThe engineering undergraduate curriculum presents substantial opportunities for

Collection

2001 Annual Conference

Authors

Molly Johnson; Cathie Scott; Cynthia Atman

Session 2655 Preparing Engineering Graduate Students to Teach: An Innovative Course Design and Evaluation Cathie Scott,* Molly Johnson,** Cynthia J. Atman* *University of Washington/**Agilent TechnologiesIntroductionIn spring 2000 we designed and delivered a three-credit course to prepare students for careers inteaching. The course was offered through the industrial engineering department and was open toall engineering graduate students. Fourteen students enrolled—seven men and seven women—representing the industrial, civil and environmental, electrical, bioengineering, and

Collection

2025 ASEE North Central Section (NCS) Annual Conference

Authors

Rick Hill, University of Detroit Mercy; Vanessa Burrows, University of Detroit Mercy; Linda Slowik PhD

Tagged Topics

Diversity

Minnesota, Dulut ©American Society for Engineering Education, 2025 Experiences in Piloting a Program for Implementing High Impact Practices with Limited ResourcesAbstractIt is known that low-income, first-generation, and underrepresented students in engineering andcomputer science have rates of retention and graduation that lag behind their peers. A growingbody of research has identified a range of high-impact practices and exemplar programs thathave been successful in improving outcomes for these at-risk populations. Some areas that thesepractices seek to address include: financial need, academic preparation, sense of community,confidence, and professional identity. The challenge of

Conference Session

Design Mental Frameworks

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christopher D. Schmitz, University of Illinois at Urbana Champaign; Jake Fava, Siebel Center for Design; Sneha Subramanian, Siebel Center for Design

Tagged Divisions

Design in Engineering Education

from 2002 to present. His research interests are in adaptive digital signal processing, digital communica- tions, and education pedagogy. He currently serves the ECE department of the University of Illinois as a Teaching Associate Professor and an undergraduate advisor and is working to improve undergraduate education as an Education Innovation Fellow (EIF) in the Grainger College of Engineering.Mr. Jake Fava, Siebel Center for Design Jake is a Design Strategist at the University of Illinois at Urbana-Champaign’s Siebel Center for Design, working to integrate human-centered design education into curricula across campus.Ms. Sneha Subramanian, Siebel Center for Design Sneha Subramanian is a Design Fellow at the Siebel

Conference Session

Design Across Curriculum 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert P. Loweth, University of Michigan; Shanna R. Daly, University of Michigan; Jiangqiong Liu; Kathleen H. Sienko, University of Michigan

Tagged Divisions

Design in Engineering Education

stakeholder needs as part of their curricular and co-curricular design projects. He is also a Graduate Facilitator for the Center for Socially Engaged Design.Dr. Shanna R. Daly, University of Michigan Shanna Daly is an Assistant Professor in Mechanical Engineering at the University of Michigan. She has a B.E. in Chemical Engineering from the University of Dayton (2003) and a Ph.D. in Engineering Edu- cation from Purdue University (2008). Her research focuses on strategies for design innovations through divergent and convergent thinking as well as through deep needs and community assessments using design ethnography, and translating those strategies to design tools and education. She teaches design and en

Conference Session

Exploration of Trends in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Manoj K. Jha, Morgan State University; Reginald Amory, Morgan State University

Tagged Divisions

Graduate Studies

AC 2012-5293: EXAMINING THE EXPLANATORY VARIABLES THATIMPACT GRADUATE ENGINEERING STUDENT ENROLLMENTDr. Manoj K. Jha, Morgan State University Manoj K. Jha is professor and Founding Director of the Center for Advanced Transportation and Infras- tructure Engineering Research (CATIER) in the Department of Civil Engineering at the Morgan State University, Baltimore, Md., USA. He obtained a Ph.D. in civil engineering with transportation special- ization from the University of Maryland, College Park in 2000; a M.S. degree in mechanical engineering from the Old Dominion University in 1993; and a B.E. degree in mechanical engineering from the Na- tional Institute of Technology, Durgapur, India, in 1991. He also attended the

Conference Session

Empathy and Human-centered Design 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Xi Wang P.E., University of Mount Union; Minhao Dai, Kennesaw State University; Gabriella Cataloni, University of Mount Union

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

engineering discipline [15]-[18]. To the best of our knowledge, noprevious research has examined the differences between faculty and students regarding teachingand learning perceptions in an engineering program at a liberal art college. Therefore, this pilotstudy sets out to explore the teacher and student perceptions of sources of motivation in anintroductory engineering design course in liberal arts settings. The sources of motivation anddemotivation are evaluated by students’ learning outcomes of the course. Learning outcomesindicate that what the instructor intends for the learning in a course and how the studentdemonstrates learning in the course [19]. They are directly linked to the design and content ofcourses.Engineering Design CourseThis

Conference Session

Research and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Geoff Wright, Brigham Young University; Tyler Lewis, Brigham Young University; Paul T Skaggs, Brigham Young University; Bryan Howell, Brigham Young University

Tagged Divisions

Entrepreneurship & Engineering Innovation

AC 2011-740: CREATIVITY AND INNOVATION: A COMPARATIVE ANAL-YSIS OF DEFINITIONS AND ASSESSMENT MEASURESGeoff Wright, Brigham Young UniversityTyler Lewis, Brigham Young UniversityPaul Skaggs, Brigham Young University Paul Skaggs is an associate professor and program chair of industrial design at Brigham Young University. He joined the faculty at BYU after twenty-two years experience in industry. Fourteen years of which he operated his own full-service design consulting firm. Clients included Kodak, Fisher-Price, Federal Ex- press, Motorola, AT&T, Xerox and Hewlett-Packard, to name a few. Paul also taught conducted creativity seminars for in house engineering groups. Paul received his BFA from Brigham Young University

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Taylor Martin, University of Texas, Austin; Pat Ko, University of Texas, Austin; Stephanie Baker Peacock, University of Texas, Austin; Jennifer Rudolph, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

. Page 22.1612.1 c American Society for Engineering Education, 2011 Using Design-Centered Challenge-Based Instruction to Teach Adaptive Expertise in High School EngineeringAbstractPopularization of high school engineering with multiple course options, varying teacher contentexpertise, and open-ended design-based courses requires maximally adaptive teachers. Asresearchers helping prepare these teachers, we conceptualize the competencies needed asAdaptive Expertise (AE), a balance between innovation and efficiency. Prior research shows thatchallenge-based instruction (CBI) courses increase engineering undergraduates’ innovation andefficiency, developing AE, hence we used a cycle adapted for

Conference Session

Curricular Innovations 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jessica E. S. Swenson, Tufts Center for Engineering Education and Outreach; Kristen B. Wendell, Tufts University

Tagged Divisions

Educational Research and Methods

engineering coursework and the design process of undergraduate students in project-based courses.Dr. Kristen B. Wendell, Tufts University Kristen Wendell is Assistant Professor of Mechanical Engineering and Adjunct Assistant Professor of Ed- ucation at Tufts University. Her research efforts at at the Center for Engineering Education and Outreach focus on supporting discourse and design practices during K-12, teacher education, and college-level en- gineering learning experiences, and increasing access to engineering in the elementary school experience, especially in under-resourced schools. In 2016 she was a recipient of the U.S. Presidential Early Career Award for Scientists and Engineers (PECASE). http

Conference Session

Pre-college Engineering Education Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Miiri Kotche, University of Illinois at Chicago; Jennifer D. Olson, University of Illinois at Chicago; Darrin Collins, University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Paper ID #31726Building the Bioengineering Experience for Science Teachers (BEST)Program (Work in Progress, Diversity)Dr. Miiri Kotche, University of Illinois at Chicago Miiri Kotche is a Clinical Professor of Bioengineering at the University of Illinois at Chicago, and cur- rently serves as Director of the Medical Accelerator for Devices Laboratory (MAD Lab) at the UIC Innovation Center. Prior to joining the faculty at UIC, she worked in new product development for medi- cal devices, telecommunications and consumer products. She also serves as co-Director of the Freshman Engineering Success Program, and is actively

Conference Session

Professional Development from a Distance

Collection

2011 ASEE Annual Conference & Exposition

Authors

Deborah L. Helman, University of Wisconsin, Madison; Ryan J. Kershner, University of Wisconsin, Madison; Diana Wheeler, MA-LIS, University of Wisconsin, Madison; Amy L. Kindschi, University of Wisconsin, Madison; Steven M. Cramer, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Moira Lafayette, University of Wisconsin, Madison

Tagged Divisions

Continuing Professional Development

learning (TEL) initiativewithin the CoE. Wendt Commons’ TLS team identified specific goals and outcomes in theareas of faculty engagement, knowledge transfer, and improving the quality of teaching andlearning services in the CoE, namely: ● Increase faculty engagement by providing valued and high quality services ● Facilitate knowledge transfer of best practices and support peer to peer interaction ● Support application of sound pedagogical practices informed by engineering education research ● Foster a community of practice around exceptional and innovative approaches to teaching and learning by helping faculty to build connections, both internally and externally ● Adopt evidence-based quality measures to guide course design

Conference Session

Best of DEED

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ibrahim Mohedas, University of Michigan; Grace Louise Cravens, Sienko Research Group; Shanna R. Daly, University of Michigan; Kathleen H. Sienko, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

research in thisarea.AcknowledgmentsThis work was supported by the University of Michigan’s Rackham Merit Fellows program, theNational Science Foundation’s Graduate Research Fellowship program, the National ScienceFoundation’s Research Initiation Grants in Engineering Education, the National ScienceFoundation’s CAREER program (GARDE-0846471), and the University of Michigan Center forResearch on Learning and Teaching’s Investigating Student Learning Grant. The study teamthanks the students who volunteered as study participants and Ann Stewart for her help inediting.Bibliography1. Simon HA. The Sciences of the Artificial. 3rd ed. London: MIT Press; 1996.2. Dym C, Agogino A, Eris O, Frey D, Leifer L. Engineering design thinking, teaching, and

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Rocio C. Chavela Guerra, American Society for Engineering Education; Kacey Beddoes

Tagged Topics

Diversity, NSF Grantees Poster Session

of engineering culture that act as barriers to LGBTQ equality.As recommended by Woodford et al. [45], the program offers an incremental design withsuccessive trainings to address audiences with varying levels of knowledge and awareness. Thecontent of the Safe Zone workshops are tailored for an Engineering/STEM audience byincorporating the findings from our research on LGBTQ in Engineering. This is done by variousmeans such as direct presentation of quantitative results, case studies about experiences ofLGBTQ individuals in STEM, and activities exploring how STEM culture impacts LGBTQindividuals. Upon completion of Safe Zone training, graduates receive a Safe Zone sticker todisplay in their workplace. This simple symbol of LGBTQ