Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mariafé Taeví Panizo, James Madison University; John Hollander, James Madison University; Jesse Pappas, James Madison University; Olga Pierrakos, James Madison University; Robin D. Anderson, James Madison University

Tagged Divisions

Educational Research and Methods

Science and Mechanics, an M.S. in Engineering Mechanics, and a Ph.D. in Biomedical Engineering from Virginia Tech.Dr. Robin D. Anderson, James Madison University Robin Anderson is a Professor and the Academic Unit Head in the Department of Graduate Psychology at James Madison University. Prior to her current position, she served as the Associate Director of JMU’s Center for Assessment and Research Studies. Her research interests include Engineering Education and the assessment of student learning outcomes in higher education. Page 24.597.1 c American Society for Engineering Education

Conference Session

ERM Technical Session 14: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jillian Seniuk Cicek, University of Manitoba; Robert Renaud PhD, University of Manitoba

Tagged Divisions

Educational Research and Methods

engineeringeducation research to explore how engineering stakeholders conceptually understand or ‘cluster’ thegraduate attributes.In a large research university in Western Canada, an exploratory case study was designed with theoverarching objective to investigate whether the engineering programs in the Faculty of Engineeringemphasized the CEAB graduate attributes to reflect their reported importance by student, faculty andindustry member stakeholders. One purpose of the study was to determine how the CEAB graduateattributes cluster – or group – in practice for an Engineering-in-Training (EIT) at the beginning ofhis/her engineering career so that engineering education can be designed to more closely reflectengineering practice. In other words, when an engineer

Conference Session

Educational Research & Methods Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Qaiser Malik, Michigan State University; Punya Mishra, MSU; Michael Shanblatt, MSU

Tagged Divisions

Educational Research and Methods

registration; and 3) to motivate students to learnengineering concepts related to other fields by generating enough interest in the subject5, 6. Thepast research shows that motivating the students to learn in service courses is a challengebecause most students are unable to understand the link between the knowledge acquired in theservice courses and their majors7, 8.This longitudinal study was conducted on Electronic Instrumentation and Systems (EI&S)course, a typical service course offered by the Electrical and Computer Engineering (ECE)department of a large Midwestern university. The objective was to explore and understand theroot causes of why students underperform in service courses. The research question formulatedfor the study was: “What are

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Trina L. Fletcher, Florida International University; Alexandra Coso Strong, Florida International University; Jay Phillip Jefferson, Florida International University; Jade Moten, Florida International University; Sung Eun Park, Florida International University; D'Aundray James Adams, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

campusculture [9], [10]. In these studies, campus culture considered (1) classroom experiences, (2)faculty-staff relationship, (3) institutional support services, (4) peer interactions, (5) studenteffort to learn, (6) goal development and management, and (7) institutional commitment. As aresult, we integrated these components of campus culture into our understanding of institutionalclimate to ground our data collection approach and provide a helpful framework for uncoveringways in which institutional climate can impact how a Black HBCU undergraduate engineering orcomputing student navigates their post-graduate planning and decision-making.Identity and SuccessUnderstanding how an institution’s culture and climate support students’ personal identities is

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

D. Matthew Boyer, Clemson University; Luke A. Duncan, Clemson University

Tagged Divisions

Educational Research and Methods

activities had yet to be designed and implemented at the technicalcolleges. Student participants were still recruited and selected from the target population: transferstudents in Engineering and Computer Science from two of the technical colleges in differentregions of the state. The intention then was that cohort experiences at the technical collegeswould begin August 2020.Fall 2019, six students began the program in the pilot cohort. They had not been together as agroup prior to August 2019 and engaged in the S-STEM program activities without the benefit ofcohort-based learning experiences during their last year at their technical colleges. Given thisdifference, we treated them as a pilot group for testing certain survey and interview questions

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 1

Collection

2008 Annual Conference & Exposition

Authors

Helen Chen, Stanford University; Krista Donaldson, Stanford University; Ozgur Eris, Franklin W. Olin College of Engineering; Debbie Chachra, Franklin W. Olin College of Engineering; Gary Lichtenstein, Stanford University; Sheri Sheppard, Stanford University; George Toye, Stanford University

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Educational Research and Methods

futureAPPLES deployments and analyses.Introduction/BackgroundThe Academic Pathways Study (APS) of the NSF-funded Center for the Advancement ofEngineering Education (CAEE) is a cross-university study that systematically examines howengineering students navigate their education, and how engineering skills and identity developduring their undergraduate careers1,2. APS research falls under the umbrella of the Center for theAdvancement of Engineering Education (CAEE) whose goals are to: 1. Identify ways to boost the numbers of students who complete engineering degrees (including increasing the numbers of women and traditionally underrepresented groups) 2. Better support those enrolled in engineering programs 3. Encourage greater numbers of

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons PE, Virginia Tech; Chosang Tendhar, Virginia Tech; Rongrong Yu, Virginia Tech; Eric A. Vance, Virginia Tech; Catherine T. Amelink, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Amelink is the Director of Graduate Programs and Assessment in the College of Engineering Virginia Page 26.506.1 Tech and affiliate faculty in the Department of Engineering Education and the Department of Educational Leadership and Policy Studies at Virginia Tech. c American Society for Engineering Education, 2015 Developing the Postsecondary Student Engagement Survey (PosSES) to Measure Undergraduate Engineering Students’ Out-of-Class Involvement    Abstract    A large body of literature focuses on the importance of student involvement in all aspects ofcollege for achieving

Conference Session

Curricula of the Past, Present, and Future

Collection

2006 Annual Conference & Exposition

Authors

Yvonne Ng, College of St. Catherine; Lori Maxfield, College of St. Catherine

Tagged Divisions

Educational Research and Methods

. However, design,coordination, execution, and evaluation of these activities are time-intensive and requireindividual attention to be the most effective.It takes immense creativity, organization, and patience for any instructor to conduct a gradedcourse focused on the Identity curriculum. Independent studies are the best ways so far, but oftenare not possible until the end of the students’ tenure in school.At-risk populations may benefit from some early attention to Identity aspects. Support programsaddress this need by matching first year engineers with role models, either peers (BigBrother/Big Sister model) or professionals (E-mentoring or on-site mentoring programs).Interestingly, these programs are usually not part of the formal curriculum of

Conference Session

Knowing Our Students, Faculty, and Profession

Collection

2009 Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Courter, University of Wisconsin, Madison; Thomas McGlamery, University of Wisconsin, Madison; Traci Nathans-Kelly, University of Wisconsin, Madison; Christine Nicometo, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods

increasing demand for engineering talent”2. Not only is enrollment insufficient,retention of engineering students needs to improve as an estimated one third of college studentswho start in engineering drop out 3. Enrollment and retention could be improved by better aligning educational practices withworkplace realities. Current studies indicate that “there is a clear need for more effectiveintegration between education and working life”4. Before that can be done, it is essential to havea firm picture of the work that engineers do today. Unfortunately, that picture is limited. “Thereare few reliable reports of research on engineering practice”5

Conference Session

ERM Technical Session 8: Survey and Instrument Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Purdue University-Main Campus, West Lafayette (College of Engineering); Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

study ofLatino/a adolescent students in that “students’ funds of knowledge should be the starting point forengineering education” [p. 14]. Second, funds of knowledge can help guide the people whosupport and mentor first-generation college students—from student service staff to professors—toidentify opportunities to help these students excel.AcknowledgmentsThis work was supported through funding by the National Science Foundation under EAGERGrant No. (1734044). Interview data of first-year engineering students came from fundingsupported by the National Science Foundation under CAREER Grant No. (1554057). Anyopinions, findings, and conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect

Conference Session

Practice I: Academic Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kirsten A. Davis, Virginia Tech; David Reeping, Virginia Tech; Ashley R. Taylor, Virginia Tech; Cherie D. Edwards, Virginia Tech; Homero Gregorio Murzi, Virginia Tech; David B. Knight, Virginia Tech

Tagged Topics

Diversity

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Educational Research and Methods

Paper ID #22387Characterizing Students’ Intercultural Competence Development Paths Througha Global Engineering ProgramMs. Kirsten Davis, Virginia Tech Kirsten Davis is a doctoral candidate in the Department of Engineering Education at Virginia Tech, where she also completed her master’s degree in Higher Education. She is the graduate assistant for the Rising Sophomore Abroad Program, a global engineering course and study abroad program for first year engi- neering students. Her primary research interests are engineering study abroad, developing intercultural competency in engineering students, and international higher

Conference Session

Contextual Competencies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, Carnegie Mellon University; Lisa R. Lattuca, University of Michigan; Dan Merson, Pennsylvania State University; Patrick T. Terenzini, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

with quantitative social science studies of collegestudent experiences and outcomes, an engineering faculty member, and doctoral students whohad worked in colleges of engineering, had previous engineering experience in both college andindustry, or were graduate engineering students. Once drafted, the survey instruments were reviewed by engineering faculty andadministrators at Penn State who met in focus groups with the members of the team to revise andrefine the individual items. The faculty, four-year student, and two-year college studentinstruments were then pilot tested as described in a subsequent section. After the pilot test, theresearch team again met with focus groups of engineering faculty members and administratorsfrom Penn

Conference Session

Innovative Classroom Techniques

Collection

2006 Annual Conference & Exposition

Authors

Todd Johnson, Washington State University; Reid Miller, Washington State University

Tagged Divisions

Educational Research and Methods

theirunderstanding through reflective writing. In this paper, we will share with you the pilot studyoutcomes regarding student learning, retention, and satisfaction based on the implementation ofthe Collaborative Learner-constructed Engineering-concept Articulation and Representation Page 11.918.2(CLEAR) instructional model. The study compared students from two sections (blended vs.traditional instruction) taking a sophomore level chemical engineering course.Theoretical FrameworkSocial constructivists view learning as being a product developed from individuals interactingwith each other and the environment10-12. One form of this social constructivists

Conference Session

Instrument Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nelson S. Pearson, University of Nevada, Reno; Allison Godwin, Purdue University; Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. She is the recipient of a 2014 American Society for Engineering Education (ASEE) Educational Research and Methods Di- vision Apprentice Faculty Grant. She has also been recognized for the synergy of research and teaching as an invited participant of the 2016 National Academy of Engineering Frontiers of Engineering Ed- ucation Symposium and 2016 New Faculty

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Catherine Mcgough Spence, Minnesota State University, Mankato; Lisa Benson, Clemson University

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Diversity

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Educational Research and Methods

Future Careers Over Time,” in Frontiers in Education Conference, 2018.[17] C. D. McGough, “A Mixed Methods Study on Mid-Year Engineering Students’ Perceptions of their Future Possible Careers,” 2019.[18] C. McGough, A. Kirn, and L. Benson, “Different Perceptions of Future Careers for Mid- Year Engineering Students,” J. Eng. Educ.[19] C. McGough, A. Kirn, and L. Benson, “Work in Progress : Developing a Quantitative Instrument for Measuring Undergraduate Engineering Students ’ Future Time Perspectives,” in American Society for Engineering Education, 2016.[20] A. Kirn and L. C. Benson, “Engineering Students’ Perceptions of Problem Solving and their Future,” J. Eng. Educ., 2018.[21] H.-F. Hsieh and S. E

Conference Session

Student Learning, Problem Solving, and Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Natasa S. Vidic, University of Pittsburgh; Nur Ozge Ozaltin; Mary E. Besterfield-Sacre, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

results in a written report in the form of an engineering memorandum to a fictitious client.As part of a larger study on models and modeling, one of our objectives was to assess theeffectiveness of MEAs across various dimensions including improving conceptual learning andproblem solving abilities2,4,5. We have implemented and assessed MEAs in the classroom tostudy students’ problem solving, modeling and teamwork processes. When assessing theeffectiveness of MEAs in improving conceptual learning and problem solving we have usedthree assessment methods: pre and post concept inventories (CIs) to assess learning gain, anonline reflection tool to assess the problem solving process, and a rubric to assess the resultinggeneral model and specific

Conference Session

Student Approaches to Problem Solving: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherine G. Nelson, Arizona State University; Sarah Brem, Arizona State University; Ann F. McKenna, Arizona State University, Polytechnic campus; Eva Pettinato, Arizona State University; Jenefer Husman, Arizona State University

Tagged Divisions

Educational Research and Methods

misconceptions of emergence for the semiconductor phenomenon driftAbstract Recent research in learning science has focused on students’ misconceptions about emergence. In emergentphenomena, the interactions of the agents in the phenomenon aggregate and form a self-organizing pattern that canbe seen at a higher level. One such emergent system, drift, is a fundamental mechanism for semiconductors. Thepurpose of this study was to demonstrate the presence and prevalence of misconceptions about emergence studentshave about drift, and to determine what relationships existed between the identified misconceptions. Forty-oneundergraduate engineering students participated in the written protocol study. Participants’ responses were

Conference Session

System 1 in Engineering Education and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew Scheidt, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Ryan R. Senkpeil, Purdue University, West Lafayette (College of Engineering); Julianna Sun Ge, Purdue University, West Lafayette (College of Engineering); John Chen P.E., California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo; Edward J. Berger, Purdue University, West Lafayette (College of Engineering)

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Diversity

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Educational Research and Methods

Paper ID #21724Validity Evidence for the SUCCESS Survey: Measuring Non-Cognitive andAffective Traits of Engineering and Computing StudentsMr. Matthew Scheidt, Purdue University, West Lafayette Matthew Scheidt is a Ph.D. student in Engineering Education at Purdue University. He graduated from Purdue University with a B.S. in Mechanical Engineering, and The Ohio State University with a M.S. in Mechanical Engineering with a focus in Ultrasonic Additive Manufacturing. Matt is currently part of Dr. Allison Godwin’s STRIDE (Shaping Transformative Research on Identity and Diversity in Engineering) research group at Purdue.Dr

Conference Session

ERM Technical Session 12: Creativity and Problem Framing

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Lawrence Anderson P.E., United States Air Force Academy; Karen Elaine Anderson, Destination Imagination Inc.; Daniel D. Jensen, Singapore University of Technology and Design/MIT International Design Center

Tagged Divisions

Educational Research and Methods

engineering design studentsAbstractThis evidence-based practice paper describes the use of creativity practice exercises intended toenhance student creativity in a capstone design program. Engineering programs, in general, andcapstone design programs, in particular, that seek innovative conceptual solutions to complexproblems would benefit from techniques to develop and assess student creativity. Therefore, astudy was performed to evaluate two such techniques. Over the first two years of the study,capstone design students in the United States Air Force Academy’s Department of EngineeringMechanics were each assigned to one of 14 teams which received various learning experiences(treatments) intended to enhance individual creativity and design project

Conference Session

Degree Pathways and Cocurricular Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Beata Johnson, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette

Tagged Topics

Diversity

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Educational Research and Methods

populations as well as many technical and non-technicalextracurricular opportunities. The survey will be sent to all undergraduate engineering studentsclassified as sophomores or juniors in the semester of the initial survey administration. The surveywas piloted with a group of undergraduate and graduate engineering students at this university infall 2019 and early spring 2020. The initial survey administration was conducted in spring 2020.Survey Measures. The survey will capture the types and extent of student involvement in variouscategories of extracurricular activities [25]–[27]. Students will select their involvements from alist of types of involvement (e.g., ambassador program, engineering/technical/design, professionalsociety, identity-based

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benjamin David Lutz, Oregon State University; Allyson Jo Barlow, Oregon State University; Nathaniel Hunsu, University of Georgia; Cassandra J. Groen, Virginia Tech; Shane A. Brown P.E., Oregon State University; Olusola Adesope, Washington State University; Denise Rutledge Simmons P.E., Virginia Tech

Tagged Divisions

Educational Research and Methods

of learning from school into professional practice as well as exploring students’ conceptions of diversity and its importance within engineering fields.Ms. Allyson Jo Ironside, Oregon State University Ally Ironside is a recent graduate from LeTourneau University where she studied Water Resources in Civil Engineering. She is currently fusing her technical background with her passion for education in pursuing a doctoral degree in Civil Engineering while conducting research in Engineering Education at Oregon State University. Her research interests include the adoption of teaching best practices in engineering and the personal epistemology development students.Dr. Nathaniel Hunsu, University of Georgia Nathaniel

Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Allison Adams, Kansas State University; Amy Rachel Betz, Kansas State University; Emily Dringenberg, Ohio State University

Tagged Divisions

Educational Research and Methods

grant to study engineering students’ beliefs about their own intelligence.The purpose of this project is to both study students’ beliefs about intelligence as well as trainnew researchers in the field, including a professor and graduate student with no prior experienceor training in conducting engineering education research.Using a cross-sectional qualitative study, we are trying to answer the following research questionand subquestions:How do undergraduate engineering students characterize their beliefs about the nature ofintelligence?• How do students perceive the nature of their own intelligence? 1• How do student perceptions

Conference Session

Career Decisions and Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rohini N. Abhyankar, Arizona State University; Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Tech; Samantha Ruth Brunhaver, Arizona State University

Tagged Divisions

Educational Research and Methods

. Freeman, 1983, pp. 75-146.[6] J. S. Eccles, “Subjective task value and the Eccles et al. model of achievement-related choices,” in Handbook of Competence and Motivation, A. J. Elliot and C. S. Dweck, Eds. New York, NY: The Guilford Press, 2005, pp. 105-121.[7] J. S. Eccles, “Families, schools, and developing achievement-related motivations and engagement, in Handbook of Socialization: Theory and Research, J. E. Grusec and P. O. Hastings, Eds. New York, NY: The Guilford Press, 2007, pp. 665-691.[8] L. Hirsch, J. Carpinelli, H. Kimmel, A. Perna, and K. Narh, “Measuring the impact of undergraduate research programs on engineering students' attitudes toward graduate studies,” in Proceedings of the American

Conference Session

ERM Technical Session 5: Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Timothy Ryan Duckett, Acumen Research and Evaluation, LLC; Matthew W. Liberatore, University of Toledo; Uchenna Asogwa, University of Toledo; Gale A. Mentzer, Acumen Research and Evaluation; Amanda Portis Malefyt, Trine University

Tagged Divisions

Educational Research and Methods

of the six the stages of problem solving: missing, inadequate, acceptable,and accurate. Any identification regarding group identity was removed prior to scoring andreplaced with a project-assigned ID number to maintain privacy and to mask group membershipfrom raters.A complete rating plan was proposed where four raters would use the PROCESS tool to score allsolutions submitted by all students from both cohorts. The four raters consisted of one chemicalengineering faculty member, one high school science teacher, and one graduate and oneundergraduate student in chemical engineering. All students completed ten traditional textbookproblems during the respective courses.AnalysesInitial inter-rater reliability was assessed in line with best

Conference Session

Curricular Transformation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Kevin O'Connor, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder; Kenneth M. Anderson, University of Colorado Boulder

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Educational Research and Methods

Research. His teaching interests include develop- mental psychology; sociocultural theories of communication, learning, and identity; qualitative methods; and discourse analysis.Dr. Beth A. Myers, University of Colorado Boulder Beth A. Myers is the Director of Analytics, Assessment and Accreditation at the University of Colorado Boulder. She holds a BA in biochemistry, ME in engineering management and PhD in civil engineering. Her interests are in quantitative and qualitative research and data analysis as related to equity in education. She has been involved in the new pilot Engineering Math course at CU-Boulder since the start.Dr. Jacquelyn F. Sullivan, University of Colorado, Boulder Jacquelyn Sullivan is founding co

Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Educational Research and Methods

Dina Verd´ın is an Engineering Education graduate student at Purdue University. She completed her under- graduate degree in Industrial and Systems Engineering at San Jos´e State University. Her research interest focuses on the first-generation college student population, which includes changing the perspective of this population from a deficit base approach to an asset base approach.Hank Boone, University of Nevada - Reno Hank Boone is a Graduate Research Assistant and Masters Student at the University of Nevada, Reno. His research focuses on First Generation engineering college students’ engineering identity, belonging- ness, and how they perceive their college experience.He is also on a National Science Foundation

Conference Session

ERM Technical Session 15: Perspectives on Engineering Careers and Workplaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gretchen A. Dietz, University of Florida; Elliot P. Douglas, University of Florida; Erica D. McCray, University of Florida

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Diversity

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Educational Research and Methods

. Doverspike, and R. P. Mawasha, “Predicting Success in a Minority Engineering Program,” J. Eng. Educ., vol. 88, no. 3, pp. 265–267, Jul. 1999.[42] T. E. Murphy, M. Gaughan, R. Hume, and S. G. Moore, “College Graduation Rates for Minority Students in a Selective Technical University: Will Participation in a Summer Bridge Program Contribute to Success?,” Educ. Eval. Policy Anal., vol. 32, no. 1, pp. 70–83, Mar. 2010.[43] M. W. Ohland and G. Zhang, “A Study of the Impact of Minority Engineering Programs at the FAMU-FSU College of Engineering,” J. Eng. Educ., vol. 91, no. 4, pp. 435–440, Oct. 2002.[44] “Solórzano and Yosso - Critical Race Methodology Counter-Storytelling as.pdf.” .

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Kevin O'Connor, University of Colorado, Boulder

Tagged Topics

Diversity

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Educational Research and Methods

: Specialization vs. Standardization in the Factory Model of Engineering EducationAbstractThis research paper employs data from the study of a novel next-tier broadening participationaccess program to illustrate the challenge of maintaining awareness and understanding of ourstudents as individuals within institutional systems of assessment and record-keeping that treatall students as the same in the interests of standardization. These standardized practices areintended to aid in the production of high numbers of engineering graduates—not unlike a factorythat takes in raw materials in the form of students and outputs finished goods in the shape ofengineering graduates. This factory model of engineering education, like any high

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Chell A. Roberts, University of San Diego; Rick Olson, University of San Diego; Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Ming Z. Huang, University of San Diego; Leonard A. Perry, University of San Diego

Tagged Divisions

Educational Research and Methods

effectiveness of our implementation. 2. Creation of a RED Advisory Board. We have spent several sessions with members of the community and industry to socialize the RED grant and to develop engagement activities for the grant. Both groups were enthusiastic about the RED goals and are represented on the RED advisory board. The board has identified the professional skills that they believed were most frequently missing from our engineering graduates. They then developed a pilot program called “Industry Scholars” that will develop and deliver workshops for first and second year students and engineering faculty members. The program will also provide internships to some of the first and second year students. In the

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

James Larson, Arizona State University; Wendy M. Barnard, Arizona State University; Adam R. Carberry, Arizona State University; Darshan Karwat, Arizona State University

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Diversity

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Educational Research and Methods

—orbelieves, as we do—that all of the EOP competencies are important for students toexperience by the time they graduate, it behooves us to think about how to deliver thesecompetencies across a curriculum.The engineering curriculum in which this study occurred is designed to provide at least onePjBL class each semester. We envision a delivery of different subsets of the EOP frameworkcompetencies across the project-spine to ensure meaningful engagement is achieved for allcompetencies. This approach allows for at least two synergistic pedagogical and researchopportunities: 1) emphasizing a different subset of EOP competencies in different PjBLcourses allows students to see the interdependencies between those competencies in moredepth; and 2) spreading