Conference Session

Classroom Practice I: Active and Collaborative Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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inverted sections with those in control sections (i.e., traditional coursemodel). Treatment and control students completed the same measures (e.g., content assessmentsand student attitude surveys) and faculty members, who taught in both conditions, alsocompleted reflection papers related to their experiences. The guiding research questions for thestudy and an overview of the assessment measures are shown in Table 1 below (more details onassessment measures are included in a subsequent section of this paper). In the final year of thestudy, the researchers designed what they felt were “best practices” for the inverted model in allsections of their courses and the same outcome measures were used.Table1.EvaluationQuestionsandOutcomeMeasures

Conference Session

Teaching and Learning Strategies II

Collection

2015 ASEE Annual Conference & Exposition

Authors

David Reeping, Ohio Northern University; Kenneth J Reid, Virginia Tech

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studies among sections of a course.2 Page 26.795.3The final top level of the classification scheme is pictured in Figure 1 which shows the eightmain outcomes (or categories) where each of the more specific outcomes are cataloged. Thecomplete classification scheme in a table format can be found in Appendix A. Figure 1: Top Level of the Classification Scheme1Application 1: Application of the Scheme among Multiple Course SectionsTwo Midwest universities have extensively utilized the classification scheme to reflect uponcurrent practices and determine gaps in content.2 A self-study exercise was performed by oneMidwestern

Conference Session

Survey and Assessment Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chrystal A. S. Smith, University of South Florida; Hesborn Wao, University of South Florida; Julie P Martin, Clemson University; George T. MacDonald, University of South Florida; Reginald S Lee, University of South Florida; Gladis Kersaint, University of South Florida

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, members of a culture are asked to list as many items or beliefs that they can recall aboutone or more dimensions of a cultural model identified by the researcher, usually from previousstudies and the literature. For example, a researcher can ask participants to list their beliefs about“how the teacher-student relationship should function,” a dimension within the cultural model ofeducation success. Free listing assumes that individuals 1) with extensive knowledge providemore responses than those with less knowledge, 2) list most familiar and meaningful responsesfirst, and 3) provide responses that reflect their local cultural knowledge. 3 Ultimately, free listingmeasures the strongest beliefs shared by participants about this dimension.Currently

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew Reyes, University of Oklahoma; Diana Bairaktarova, Virginia Tech; Anna Woodcock, California State University San Marcos

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. However, there were participants across a variety of ethnicities and from all studentclassifications, including graduate students. Other majors represented in the sample wereMechanical Engineering, Construction Science, Petroleum Engineering, and various otherEngineering programs. Data on handedness was also gathered and 12.9% (n=22) of theparticipants were left-handed which is reflective of the population as a whole. A summary of thedemographics of the participants is found in Table 3. Table 3: Demographic information Total Number of Participants: N = 170 Student Gender College Major Ethnicity

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robin Fowler, University of Michigan; Gwendalyn Camacho, University of Washington ; Crystal Farh, University of Washington

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(which changes semesterto-semester). Notably, both projects have a final event that is framed as a competition. Winningthat competition is worth a few extra credit points, as well as bragging rights. These elementsmight work to induce a performance orientation.MethodsWe will report on a subset of the results from a larger study investigating individual differenceson teams, collected in Spring 2017 (n=60), Fall 2017 (n=50), and Spring 2018 (n=60). Before theproject started, students completed a trait goal orientation instrument modified from [15] tomeasure their state achievement orientation. As part of a reflection on each project and their teamexperience, students completed a wrap-up survey with items addressing their individual

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Suzanne Eyerman, Fairhaven Research and Evaluation; Sarah Hug, University of Colorado, Boulder; Emily McLeod; Tania Tauer, Techbridge Girls

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there are no failures in engineering, just opportunities for redesign. Engaging inthe engineering design process within education is intended as a way for youth to practiceencountering challenges and persevering through them to create a solution [4].Helping students learn about, and learn how to use, the engineering design process is a major aimof engineering education [5]. Engineering design is useful in practice because it allows studentsto make mental models concrete and offers time to make decisions, reflect, communicate, andcollaborate [6]. Additionally, understanding engineering design is important because the processis used by engineers in all professional fields [7]. Because of its prevalence among professionals,the process is key to

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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their engineeringcourses. We also found that neuroticism and conscientiousness are related to students’ feeling ofstress. These results may be reflective of students who have low emotional stability, seek tofollow social norms and conventions, and have abilities to succeed in the “stress culture” ofengineering [63]. Grit-persistence of effort was related to the other affective constructs ofidentity, motivation, and belonging, but Grit-consistency of interest had a weak negativecorrelation with many of the stress indicators. This result may point to differential factors of howGrit may operate in engineering students when compared to the larger populations in which ithas been used previously, like psychology students and adults. In a different

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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. The earlier in their education engineers are exposed to the layers ofabstraction associated with the leaps from experiment to project and product, the more theywill be able to advance not only their own craft, but the field altogether. The stakeholders whobenefit from a self-reflective engineering force will live comfortably and sustainably, so longas engineers are equipped to recognize all the abstract constraints they face in the design oftheir processes and products.Frameworks like Engineering for One Planet help offset the simple unfathomability ofchallenges on time scales incomprehensible to engineers and their stakeholders today. EOP inparticular takes advantage of the logical conclusion of engineering fields undergoing‘expansive

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Ray Waller, Purdue University, West Lafayette; Yukiko Maeda, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Louis Tay, Purdue University, West Lafayette

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Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University

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engineering population of the United States. While the institutionsused in this study share common matriculation practices, all institutions of the same type are notnecessarily identical to each other. For example, some institutions offer majors not availableelsewhere and some may have enrollment criteria for specific engineering majors that exceed therequirements for engineering at large.AcknowledgementThis material is based upon work supported by the National Science Foundation (NSF) underGrant No. 1545667. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NSF.References[1] A. Theiss, J. E. Robertson, R. L. Kajfez, K. M. Kecskemety, and

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Darryl A. Dickerson, Florida International University; Stephanie Masta, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Alice L. Pawley, Purdue University, West Lafayette

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perfect. He reall understandsthe material, orks hard to contribute to the group ork, and does it ith a good attitude and Jamie is a lot like me in that she found herself not knowing as much about MATLAB and thus,not being as useful. Carla s comments for this period reflect continued frustration ith theune en ork distribution ithin the team. She states, I ha e contributed more than my fairshare of ork to each and e er milestone . I feel the qualit of the ork I ha e been doing ishigh and that I ha e been an effecti e team member.Be ond the added orkload, Carla s e perience ma ha e been e en more negati el impactedby her interactions with Jack. While we do not know how their in-person interactions playedout, e can see documented e idence from the

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Madison E. Andrews, University of Texas at Austin; Priyadarshan N. Patil, University of Texas at Austin

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is seen either via the lens of structural componentpresence/absence or via their thought process (content, discursiveness and reflectivity). Thisleads to the observation that students focus on articulating the claim rather than justification ofthe claim. Seah and Magana (2019) note that student arguments were not supported by sufficientor quality evidence to justify their design choices in Information Technology.IMPLICATIONSThese findings have implications for future research, for the development of instructionalmaterials for engineering classrooms, and for undergraduate engineering degree programs. Asengineering educators and researchers begin to explore this topic, they have many lessons tolearn from the extant research in science and math

Conference Session

ERM Technical Session 1: Methods Refresh: Approaches to Data Analysis in Engineering Education Research

Collection

2019 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette; Aaron Robert Hamilton Thielmeyer, Purdue University, West Lafayette; Jacqueline Ann Rohde, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Rachel Ann Baker; Jacqueline Doyle, Harvard-Smithsonian Center for Astrophysics

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the author(s) and do not necessarily reflect the views of the NationalScience Foundation. The authors wish to thank the STRIDE team and survey participants fortheir engagement with this study.References [1] M. Credé and N. R. Kuncel, “Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance,” Perspectives on Psychological Science, vol. 3, no. 6, pp. 425-453, 2008. [2] A. Godwin, “Unpacking Latent Diversity,” in American Society for Engineering Education (ASEE) Annual Conference and Exposition, Columbus, OH, 2017. [3] J. J. Lin, P. K. Imbrie, K. J. Reid, and J. Wang, “Work in progress—Modeling academic success of female and minority engineering students using the student attitudinal

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Edward J. Berger, Purdue University, West Lafayette (College of Engineering); Nadia N. Kellam, Arizona State University; Ella Lee Ingram, Rose-Hulman Institute of Technology; Donna M. Riley, Virginia Polytechnic Institute and State University; Diane T. Rover, Iowa State University; Noah Salzman, Boise State University; James D. Sweeney, Oregon State University

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: built into the key program features were evaluation criteriathat efforts be “radically, suddenly, or completely new; producing fundamental, structuralchange; or going outside of or beyond existing norms and principles” [6]. With an innovativedepartment head or dean at the helm, change had to be rooted in engineering education research,a social science understanding of organizations, and a theoretical change framework that couldmove research to practice, with team composition reflecting this varied expertise. Facultydevelopment efforts, incorporation of professional practice, and a plan for scalability thatcountered anticipated obstacles had to be baked in to the original vision and project plan.With NSF investing relatively large amounts of

Conference Session

Qualitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Diana Jaleh Arya, University of California, Santa Barbara; Noreen Balos, University of California, Santa Barbara; Maria Teresa Napoli, University of California, Santa Barbara; Elizabeth Sciaky, University of California, Santa Barbara

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& Lechuga, 2017; Trowler, 2014).Researching such learning communities involves a systematic exploration of many contextualaspects, including “the culture of the institution, the administrative hierarchy, students, faculty,and external constituencies” (Pasque & Lechuga, 2017, p. 2).The recent surge in ethnographic or participant-centered, qualitative research in higher educationaligns with an increased awareness that classrooms, programs, lectures, work sessions and thelike all operate within a system that is multilayered and often hierarchical (Bryk, Sebring,Allensworth, Easton, & Luppescu, 2010). As such, final scores or reflections may hint at thecomponents, activities, and resources most useful to, or constraining the

Conference Session

Instrument Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sixing Lu, University of Arizona; Loukas Lazos, University of Arizona; Roman Lysecky, University of Arizona

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the total activity time and total lecture time on a specific concept. From ​Figure9(b), we observe that the basics concept had the highest weight in the exam. However, the pointsallocated to exam questions on conditions and functions does not align well with the timeallocated for class time. Conditions, which has the least class time, accounted for 9.17% of theexam grade, whereas functions accounted only for 5.42%, despite devoting the highest amount ofclass time. This analysis empowers instructors to design fair exams based on their in-class timeallocation or adjust the in-class activities to reflect the exam expectations.Preceptor SurveyTo measure the overhead of the FEAL form administration and its impact on the preceptors’ability to

Conference Session

ERM Technical Session 15: Perspectives on Engineering Careers and Workplaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Maya Denton, University of Texas, Austin; Nathan Hyungsok Choe, University of Texas, Austin; Kevin A. Nguyen, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; David B. Knight, Virginia Tech; Whitney Wall Bortz, Virginia Tech; Timothy Kinoshita, Virginia Tech

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the experiences theygain through their funding. Additional attention should focus on the role of postdoctoralpositions both in industry and academia on engineering doctoral career advancement. Educationwas categorized for all positions within academia and K-12 employment. Future work shouldinvolve looking at what types of positions graduates obtain within Education, such as tenure-track faculty positions or lecturer or other part-time positions.AcknowledgementsThis research was funded by the National Science Foundation through grants #1535462 and#1535226. Any opinions, findings, and conclusions in this article are the authors’ and do notnecessarily reflect the views of the National Science Foundation.ReferencesAustin, A.E. (2002). Preparing

Conference Session

Practice III: Multimedia Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

John T. Solomon, Tuskegee University; Eric Hamilton, Pepperdine University; Vimal Kumar Viswanathan, San Jose State University; Chitra R. Nayak, Tuskegee University; Firas Akasheh, Tuskegee University

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information through a series of courses taken byundergraduate students also needs to be studied. These issues are addressed in ongoing studieswhich will be reported later. Further, the scalability of this approach will also be studied in otherengineering schools in the future. Although this study focuses on the tools, course content,elements of structure and process of learning, it does not specifically address the role andinfluence of faculty on the learning environment.Acknowledgements: Support for this work is provided by the National Science Foundation Award No. DUE1504692 and 1504696. Any opinions, findings, and conclusions or recommendations expressedin this paper are those of the authors and do not necessarily reflect the views of the

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; James A. Middleton, Arizona State University; Stephen J. Krause, Arizona State University; Casey Jane Ankeny, Arizona State University; Ying-Chih Chen, Arizona State University; Robert J. Culbertson, Arizona State University; Keith D. Hjelmstad, Arizona State University; Yong Seok Park, Arizona State University

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to which respondents indicate their level of agreement on a Likert four-pointscale, from strongly agree to strongly disagree. Participants respond to the 26 items for each ofthe three classroom strategies (formative feedback, real-world applications, and initiatingstudent-to-student discussions), thus yielding 78 datum points.VECTERS additionally contains questions to collect demographic information about theinstructors as well as general information about the engineering course they are reflecting uponwhen responding to VECTERS. Instructor information includes information such as gender,ethnicity, and years of experience. Course information includes items to indicate the course-level(100 to 400), whether the course is required, and the

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mayra S. Artiles , Virginia Tech; Holly M. Matusovich, Virginia Tech; Stephanie G. Adams, Old Dominion University; Coletta E Johnson Bey, Old Dominion University

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a differentperspective of how a student’s URM identity could affect their progress towards degree completion. Finally,it provides institutions with recommendations on how to improve their support for students towards doctoraldegree completion. Acknowledgements This research was supported by the National Science Foundation under Award No. 1723314. Anyopinions, findings and conclusions or recommendations expressed in this material are those of the authorsand do not necessarily reflect the views of the National Science Foundation. References [1] M. Sana, “Immigrants and natives in US science and engineering occupations, 1994–2006,” Demography, vol. 47, no. 3, pp. 801–820, 2010. [2] “Engage to Excel: Producing One

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nelson S. Pearson, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Allison Godwin, Purdue University, West Lafayette (College of Engineering); Adam Kirn, University of Nevada, Reno

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identified as Asian, Hispanic or White. As stated previously this may reflect thestudents’ willingness to participate in engineering’s culture, although at this time no conclusiveevidence, and presents a clear arena for future work.Out-degreeHaving established that social structure was receptive to diverse interactions, we tested to see if aparticular racial group was more socially active than their peers. The descriptive statistics (Table3) suggest that out-degree behavior is highly volatile (large standard deviations and range),positively skewed and extremely leptokurtic. KW testing (H(5) = 5.6179, p = .3452) concludesthat out-degree values are not dependent on the students’ racial/ ethnicity identification. Table 3: Descriptive statistics for

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Beena Sukumaran, Rowan University; Ella Lee Ingram, Rose-Hulman Institute of Technology; Anthony A. Maciejewski, Colorado State University; James D. Sweeney, Oregon State University; Thomas Martin, Virginia Tech; Joseph M. LeDoux, Georgia Institute of Technology; Jeremi S. London, Arizona State University, Polytechnic campus; Noah Salzman, Boise State University

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approaches with technical engineering skills. This requires anenhanced curriculum with a focus on student teamwork, a greater consideration of social context,improved communication with diverse constituents, and reflection on an ethical understanding oftheir decisions and solutions. Effective faculty members need to mirror these values and skills intheir instruction and mentoring. Efforts have begun to reimagine the “engineering canon” whichrequires a shift from positioning engineering as a purely technical endeavor to framing it associo-technical. We are developing a new General Engineering program that incorporates thisperspective [30]. In addition, we are developing modules that emphasize the sociotechnicalnature of engineering for traditional

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Justin Charles Major, Purdue University, West Lafayette; Matthew Scheidt, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; John Chen, California Polytechnic State University, San Luis Obispo

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recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] T. G. Duncan and W. J. McKeachie, “The making of the Motivated Strategies for Learning Questionnaire,” Educ. Psychol., vol. 40, no. 2, pp. 117–128, 2005, doi: 10.1207/s15326985ep4002_6.[2] R. H. Liebert and L. W. Morris, “Cognitive and emotional components of test anxiety: A distinction and some initial data,” Psychol. Rep., vol. 20, pp. 975–978, 1967.[3] R. L. Matz et al., “Patterns of gendered performance differences in large introductory courses at five research universities,” AERA Open, 2017, doi: 10.1177/2332858417743754.[4] B. King, “Changing college majors: Does it

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kanembe Shanachilubwa, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University

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to discuss how their commitment to their interests also led them to mentor and serveothers using their knowledge. This pattern commonly employed by the participantsremarkably reflects the three tenants of Stewardship Theory as if it were a template used toconstruct each personal statement. The guidelines provided for the GRFP orient applicants todemonstrate their aptitude for conserving, generating, and transforming knowledge.Stewardship Theory constitutes the implicit framework applicants are led to use in their bid todemonstrate their viability as graduate students.ConservationEach participant demonstrated how they grew to become stewards of their discipline throughtheir learning and studies. They distinguished themselves from their peers

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maya Denton, University of Texas at Austin; Nathan Hyungsok Choe, Ohio State University; Maura J. Borrego, University of Texas at Austin; David B. Knight, Virginia Polytechnic Institute and State University

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to other STEMdepartments to understand the generalizability of results beyond the discipline and institutionstudied, using this analysis approach as a guide. It is also important to begin to consider howequity considerations factor into graduate funding allocations, meaning what students arereceiving what types of sequential funding and how that impacts persistence and completion forwomen and Students of Color.AcknowledgementsThis research was funded by the National Science Foundation through grants #1535462 and#1535226. Any opinions, findings, and conclusions in this article are the authors’ and do notnecessarily reflect the views of the National Science Foundation. We would like to thank ourcollaborators for their contributions to this

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sara Willner-Giwerc, Tufts University; Kristen B. Wendell, Tufts University; Chris Buergin Rogers, Tufts University; Ethan E. Danahy, Tufts University; Isabella Stuopis, Tufts University

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less constrained problem doesn’t always yield a higher solutiondiversity, and how in some cases, the structure of the course itself can be used to motivatestudents’ independent thinking in a design-based project. In future work we hope to analyzeways that the different pedagogical models influenced learning outcomes beyond solutiondiversity such as group dynamics.AcknowledgmentsThis material is based upon work supported by the National Science Foundation grant numberA451001 SF9018. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation. We would also like to thank the students, teaching assistants, professors,and

Conference Session

Classroom Practice II: Technology - and Game-Based Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Derrick S. Harkness, Utah State University; Angela Minichiello, Utah State University; Joshua Marquit, Pennsylvania State University, Brandywine

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aremore frequently placed in the role of a passive spectator, it can often be difficult to get studentsto participate in class1-3. Despite some of its drawbacks and difficulties, discussion can also be used as a tool foractive learning when applied in an online discussion forum. During discussion, participants havethe opportunity to interact and collaborate with one another to fulfill and meet their learningneeds8. Furthermore, moving discussion to an online venue has several advantages. First,instructors and students have the convenience of being able to add to a discussionasynchronously. They have the time to reflect on discussion prompts and to formulate a well-thought out response. Second, online discussions can increase the amount of

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Jennifer M. Bekki, Arizona State University; Eunsil Lee, Florida International University

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Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chrissy Hobson Foster, Arizona State University; Aubrey Wigner, Arizona State University; Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

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, hispassion for the arts led him to launch a business where he could combine his engineeringknowledge and skills with music. Unlike Alejandro, he did not see a disconnect with engineeringand the work that he is doing; rather, he wishes that his formal engineering education could havebeen extended to include developing interpersonal skills and business skills to enable people toleverage their ideas and pursue their goals. According to Cane, his future will include continuingto make the things he is making, to expand his business to other products, and to get involvedwith teaching again. Cane’s pathway reflects one that was driven by early childhood experiencesand a pursuit to use his engineering education to implement his art.Stephen’s pathway is

Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hank Boone, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

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, Hansen L. Psychological sense of community & Belonging in Engineering Education. 2008 38th Annu Front Educ Conf. 2008:21-24.27. Oyserman D, Destin M. Identity-Based motivation: Implications for intervention. Couns Psychol. 2010;38(7):1001-1043.28. Boone H, Kirn A. First Generation Students Identification with and Feelings of Belongingness in Engineering. In: 2016 ASEE Annual Conference & Exposition. New Orleans, LA; 2016:1-27.29. Smith JA, Flowers P, Larkin M. Interpretative Phenomenological Analysis: Theory, Method and Research. Los Angeles: SAGE; 2009.30. Walther J, Sochacka N, Kellam N. Quality in Interpretive Engineering Education Research: Reflections on an Example Study. J Eng Educ. 2013;102(4