Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Indhira María Hasbún, Florida International University; Alexandra Coso Strong, Florida International University

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Diversity

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Educational Research and Methods

FIU after completing a postdoctoral fellowship at Georgia Tech’s Center for the En- hancement of Teaching and Learning (CETL) and three years as a faculty member at Olin College of En- gineering in Massachusetts. Alexandra’s research aims to improve the design of educational experiences for students by critically examining the work and learning environments of practitioners. Specifically, she focuses on (1) how to design and change educational and work systems through studies of practicing engineers and educators and (2) how to help students transition into, through and out of educational and work systems. American c Society for Engineering Education

Conference Session

Sense of Belonging and Diversity in Engineering Programs, Courses, and Teams

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carmen M. Lilley, University of Illinois at Chicago

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Diversity

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Educational Research and Methods

development of leadership skills is key to a successfullong-term career and has been highlighted by both the profession, academia and governmentfunding agencies as a critical need. Increasing diversity and inclusion in leadership is also criticalfor technology companies as they become global enterprises. Yet, there is a gap in knowledge ofleadership views, experiences, and skills for a diverse population of engineering students that areconsidered to be millennial students to frame how to construct a logic model that identifies thefactors that influence a student’s perseverance in pursuing leadership experience [1]. Traditionaldefinition of leadership development based on predominantly White males are based on theframework of input-environment-output

Conference Session

Cognitive Skills Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bria M. Booth, Embry-Riddle Aeronautical University; Elif Miskioğlu, Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University

Tagged Divisions

Educational Research and Methods

participant survey, students took the engineering identitysurvey which asks the participants to rate how well they agree with thirteen given statements ofidentity affirmation on a scale of 0-6 (strongly disagree to strongly agree). These rankings wereall averaged to give the student’s Total Engineering Identity Score. Godwin categorizes thethirteen questions into three categories: Recognition, Interest, and Performance/Competence(Godwin, 2016). The rankings in each section were averaged to give the student’s categoryspecific scores. The student’s engineering identity scores and GPA can be found in Table 1.Scott, Dave, and John 1 are all high achieving engineering students. Their first-semester GPA’sreflect their success in their first 5-7 university

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Russell Korte, George Washington University; Saniya Leblanc, George Washington University

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Educational Research and Methods

power utility as they began new jobs. The study is based on an inductive,qualitative design using semi-structured interviews with 12 newly hired engineers.A major milestone in the professional formation of engineers is the transition from student topractitioner—typically via employment into commercial/industrial organizations or other formsof employment [1]. Transitioning into a new job from school is an experience akin to crossing adistinct cultural boundary requiring one to transfer and/or translate one’s current knowledge andskills and learn new knowledge and skills [2]. For engineers transitioning from one engineeringjob to another the experience requires learning new cultural, social, political, and practical normswhich vary more or less

Conference Session

Sense of Belonging and Diversity in Engineering Programs, Courses, and Teams

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sandra M. Way, New Mexico State University; Stephanie M. Arnett, New Mexico State University; Jeremy J. Brown, New Mexico State University; Miquela K. Gorham; Lorissa Humble, New Mexico State University

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Diversity

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Educational Research and Methods

researchdesign will follow students over time to model changes in social psychological factors, thepreliminary analysis presented in this paper is limited to exploring how cross-sectional measuresof engineering identity, sense of belonging and career commitment captured early in anengineering student’s academic career are related to each other and to early educational successincluding retention to the next semester and cumulative GPA.Engineering identity, sense of belonging and commitment to careerThough identity has increasingly been theorized as a predictor of postsecondary STEM students’success and persistence, only recently have researchers begun to directly measure students’engineering identity [1]. Informed by Gee [2], Carlone and Johnson [3

Conference Session

Teaching Assistants, Supplemental Instruction, and Classroom Support

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Barukh Ben Rohde, University of Florida; Elliot P. Douglas, University of Florida

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Diversity

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Educational Research and Methods

assistant labor can be the difference between positive and negativestudent experience [1]. In these courses in this department, most undergraduate TAs have beenobserved to volunteer many more hours than those for which they are paid. Some courses in thisdepartment have adopted the practice of having their undergraduate TAs volunteer for their firstsemesters before being promoted to paid positions. We present a pilot study consisting of five in-depth interviews with former undergraduate TAs, most of whom volunteered for at least onesemester, from an Introduction to Signal Processing course. The data collection is ongoing;therefore, our results are not complete. Some preliminary results have been identified throughmultiple readings for the axes of

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brent K. Jesiek, Purdue University, West Lafayette; Aditya Johri, George Mason University; Cory Brozina, Youngstown State University; Russell Korte, George Washington University

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Diversity

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Educational Research and Methods

and implement an innovative first year engineering program. Additional research in- terests include theory, philosophy, social science, workplace learning and performance, entrepreneurship, socialization, professional education, and organization studies. American c Society for Engineering Education, 2020 Work-in-Progress: Novel Ethnographic Investigations of Engineering Work PracticesIntroductionThere remains a limited amount of research on professional engineering work practices [1]. Thisdeficiency is troubling because engineering education is organized and reorganized based onclaims and assumptions about what professional

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abbas Ghassemi, University of California, Merced; Christopher A. Butler, University of California, Merced

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Diversity

Tagged Divisions

Educational Research and Methods

shown that access to peer role models increases academicpersistence [1], [2]. It has also been shown that retention of URM and women is increasedthrough project-based learning or experiential learning pedagogies and techniques[3]-[10].Moreover, URM students often have a limited perspective of their contributions to improvingtechnology due to social issues such as a lack of exposure to engineering and science professionsand having personal role models in their local community who are scientists or engineers.Furthermore, when URM students enter STEM fields, many fail to see the connection betweentheir studies and real-world problems because gateway courses in current curricula fail to makethat connection explicit [10], [11

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

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Diversity

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Educational Research and Methods

to career aspirations and preparation,offering university stakeholders information to develop interventions to help students in theirtransition to the workforce.IntroductionThe transition from college to the workforce is a critical period for supporting the early careerretention of a diverse workforce in the engineering field. Prior to students’ transition to theworkforce, their socialization into the engineering profession can be shaped by extracurricularinvolvement [1]. Extracurricular involvement informs students’ early career experiences andsocialization, which strongly influences retention in engineering careers [2], [3]. Extracurricularinvolvement comprises a large portion of undergraduate engineering students’ time during college[4

Conference Session

Approaches to Curriculum and Policy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Afroditi Vennie Filippas, Virginia Commonwealth University; Rebecca Segal, Virginia Commonwealth University ; Alen Docef, Virginia Commonwealth University

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Educational Research and Methods

qualitative process or list of best practices for setting upsimilar collaborations in diverse settings. The purpose of the specific collaboration betweenEngineering and Mathematics at our institution is to: 1. Investigate pre-existing faculty biases on why students found it difficult to transfer knowledge between different fields; 2. Develop a systematic approach to collaboration between the two departments that will lead to a better understanding of the difficulties faced by our students and thus to continuous improvement of both the Engineering and the Differential Equations courses; 3. Provide a “roadmap” that will enable other disciplines within VCU and other universities to develop similar collaborations between their

Conference Session

Student Approaches to Problem Solving

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eric Burkholder, Stanford University; Carl E. Wieman

Tagged Divisions

Educational Research and Methods

Paper ID #28293Testing an assessment of problem-solving in introductory chemicalprocess design courses (WIP)Dr. Eric Burkholder, Stanford UniversityProf. carl e wieman American c Society for Engineering Education, 2020 Testing an assessment of problem-solving in introductory chemical process design courses (WIP)Introduction:Problem-solving is consistently cited as one of the most important outcomes of an undergraduateeducation in engineering [1-3]. While it is generally held that scientists and engineers are trainedto be good problem-solvers, there is very little

Conference Session

Student Experiences with Undergraduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caitlin Donahue Wylie, University of Virginia; Kathryn A. Neeley, University of Virginia; Brian P. Helmke, University of Virginia

Tagged Divisions

Educational Research and Methods

population. Here we discuss the development of the Undergraduate ResearchExperiences Survey and a few preliminary findings, publish the survey instrument (Appendix1), and pose questions for future analysis.Educators celebrate undergraduate research as a high-impact experience in which studentsdevelop their technical and professional skills [1-2] as well as their sense of identity andbelonging as engineers, especially for students from underrepresented groups in science andengineering [3-5]. Research experience is also highly valued as evidence of excellence forgraduate school and employment [6-7]. However, undergraduate research takes a widevariety of forms and therefore is difficult to document and study. A recent NationalAcademies report about

Conference Session

Student Approaches to Problem Solving

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marah B. Berry, University of Florida; Elliot P. Douglas, University of Florida; David J. Therriault, University of Florida; Jeremy A. Magruder Waisome, University of Florida

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Educational Research and Methods

. Schrader, Riggs, and Smith are some of the onlyresearchers to try to operationalize ambiguity specifically in regards to the problem solver [1]. Intheir work, Schrader, et al. posit that the problem solver confronts two distinct stumbling blocks,ambiguity and uncertainty, when framing the problem space. Ambiguity is characterized as lackof clarity and relationships whereas uncertainty is lack of information. Uncertainty can bereduced by gathering information and building models, whereas ambiguity can be reduced bymodel building and problem framing.Problems that are solved by engineers are frequently recognized as ambiguous even though thereis little that defines what it would mean for an engineering problem to be ambiguous. There hasbeen a

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Isabella Stuopis, Tufts University; Kristen B. Wendell, Tufts University; Melissa R. Mazan, Tufts University

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Educational Research and Methods

Work in Progress: Veterinary Medicine as a Context for Student Reasoning in a Mechanical Engineering Capstone Design CoursePrior research finds that practicing design engineers continue to deepen their understandings ofengineering concepts as they work professionally to meet the design needs of their clients [1],[2]. Senior capstone design courses in which student teams are matched with external clients canprovide similarly rich environments for conceptual growth [3]. As the students translate theneeds of their client into specific and measurable engineering requirements, they encounteropportunities to think in new ways about science and engineering concepts they may previouslyhave only considered in well-defined textbook problems [4

Conference Session

K-12 and Bridge Experiences in Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabina Anne Schill, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder

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Diversity

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Educational Research and Methods

university. Following initial questions, participants wereasked, “How do you define mentoring?” Preliminary findings indicate that common themes onmentoring exist across students and faculty. Results from this pilot study will inform futurestudies and benefit K12 STEM outreach programs.IntroductionWith the ever-growing need for educated scientists and engineers in the workforce, there existsan opportunity for the recruitment and retention of underrepresented minorities (URM) inscience, technology, engineering, and mathematics (STEM). High school demographics are notreflected in bachelor’s engineering programs, with African American, Latinx, and femalestudents underrepresented [1]–[3]. Increasing diversity in STEM is a desirable asset; diversegroups

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Isabel Hilliger P.E., Pontificia Universidad Católica de Chile; Constanza Melian, Pontificia Universidad Católica de Chile; Javiera Meza, Pontificia Universidad Católica de Chile; Gonzalo Cortés, Pontificia Universidad Católica de Chile; Jorge A. Baier, Pontificia Universidad Catholica de Chile

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Educational Research and Methods

[1].Along with class time schedules packed with lectures, laboratories, and tutorials, there are asignificant number of course assignments that occur outside of class, such as team-basedprojects and experiential learning tasks [1]. Researchers have encouraged the incorporationof these constructivist approaches into engineering education [2], aiming to help studentsdevelop a wide range of abilities (such as complex-problem solving skills andinterdisciplinary thinking [3]). However, this increasing number of assignments stressesstudents [4], [5], negatively affecting their learning results [1], [6].To understand what students define as a demanding course, several researchers haveexplored the concepts of academic workload and course difficulty

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aparajita Jaiswal, Purdue University, West Lafayette; Joseph A. Lyon, Purdue University, West Lafayette; Viranga Perera, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette; Ellen Gundlach, Purdue University, West Lafayette; Mark Daniel Ward, Purdue University, West Lafayette

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Diversity

Tagged Divisions

Educational Research and Methods

aspects since theypromote the development of students’ sense of belonging and disciplinary identity [1], [2]. InRLCs, students who have similar interests live and learn together. These communities provideauthentic educational contexts to students, which allows them to engage in knowledge constructionwhile they socialize with mentors and peers [3]. This integration of academic and social settingsallows students to create personally meaningful learning experiences, which in turn helps themdevelop a stronger sense of belonging and disciplinary identity. Thus, RLCs are recognized as anexcellent intervention to retain, attract, and help undergraduate students to collaborate with like-minded people [4]–[6].Since the data science profession is growing

Conference Session

Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kaela M. Martin, Embry-Riddle Aeronautical University, Prescott; Todd M. Fernandez, Georgia Institute of Technology; Richard Mangum, Embry-Riddle Aeronautical University, Prescott

Tagged Divisions

Educational Research and Methods

use in multiple contexts (c.f., Rodell, 2013; Colquitt etal., 2019). The original instrument uses four subscales, procedural, distributive, interpersonal, andinformational justice. However, Colquitt and Roddell (2015) suggest a two-factor solution that collapsesinterpersonal and informational into distributed and procedural is also acceptable. In our survey,students responded to the derivative instrument for three different contexts: (1) Courses they had takenin previous semesters, (2) Their capstone course, and (3) Their TechCom course. We plan a moreextensive reporting of the instruments’ development and validity in future work that is not possible in aWIP.In addition to the grading justice and fairness instrument, we asked two additional

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Danielle M. Saracino, Georgia Institute of Technology; Kelly M. Sadel, James Madison University; Melissa Wood Aleman, James Madison University; Robert L. Nagel, James Madison University; Julie S. Linsey, Georgia Institute of Technology

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Diversity

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Educational Research and Methods

communities/resources as a central part of their development as amaker. Through qualitative data analysis, we develop a model for how students are learningonline. These findings show the role digital spaces play in developing competent, inspiredmakers.1 IntroductionIncreasing complexity continues to challenge engineers. Today, designers are required to expandthe boundaries of design, often involving multi-disciplinary skills [1, 2]. To help cope withcomplexity, engineering designers must be adept at seeking and learning new information andrelevant skills. Fortunately, in the digital age, we have instant access to endless knowledge andinspiration through the internet.21st century students are integrating web-based technologies to augment their studies

Conference Session

Tools to Enhance Student Learning of Undergraduate Engineering Content

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeffrey Lloyd Hieb, University of Louisville; Marci S. Decaro, University of Louisville; Raymond Chastain

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Educational Research and Methods

is an active-learning method that reverses the typical order of instruction. Traditionally, instructors givestudents a lecture, followed by problem-solving practice. However, students often experiencefluency—thinking they understand the material better than they actually do. Then, studentsdevote superficial attention and effort that does not sustain learning [1-2].In exploratory learning, students first explore the new topic with an activity, and then areprovided with lecture [2]. This method is thought to have both cognitive and metacognitivebenefits over traditional instruction. Students become better aware of gaps in their knowledge,motivating them to attend to the subsequent lecture [3-4]. By working through the novelmaterial, students

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Taylor Tucker, University of Illinois at Urbana - Champaign; LuEttaMae Lawrence, Carnegie Mellon University; Emma Mercier

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Educational Research and Methods

Effectiveness of an Orchestration Tool on the Nature of Students’ Collaborative Interactions During Group WorkIntroductionThis work-in-progress paper focuses on the relationships among orchestration technology,instructor interventions, and student interactions in an undergraduate engineering context.Collaborative problem solving (CPS) has become increasingly common in engineering courses[1], as it more closely mimics work performed by engineers in industry. Complex real-worldtasks require practicing engineers to consult and collaborate not only with colleagues of similardiscipline but also experts from various other fields [2]; thus, creating effective CPS experiencesin engineering curricula is important for

Conference Session

Student Engagement, Socioemotional Needs, and Social Support During Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah E. Zappe, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Sam Spiegel, Colorado School of Mines; Deb Jordan, Colorado School of Mines; Ariana C. Vasquez, Colorado School of Mines

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Educational Research and Methods

whatconnects best with learners at various skill levels, predictive aspects of the users regarding theirlearning and pathways, as well as different learning format designs.Research QuestionsFive research questions are being studied for this project, which are listed here: 1) How do psychological characteristics of learners, including mindset, self-efficacy, and metacognition affect performance in the online course modules? 2) How do the learners’ demographic characteristics, such as gender, prior knowledge, and educational background affect performance? 3) What is the interaction among the psychological characteristics and demographic characteristics of learners that affect performance? 4) How do the psychological

Conference Session

Efforts to Understand and Support Students' Socioemotional Factors

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joana Marques Melo, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

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Educational Research and Methods

Science Foundation (NSF) Engineering ResearchCenter (ERC), which mission is to attain U.S. shale gas potential responsibly by working inpartnership with industry to develop technological innovations and build a diverse andinnovative workforce. The CISTAR Engineering Workforce Development pillar uses theframework of Identity-based Motivation to promote skills and ways for all students, from middleschool to doctoral students, to see themselves as active participants in the hydrocarbon workforceto achieve a robust system of engineering education and pathways. Students' identities, or howthey see themselves as an individual, within particular roles, or as part of a larger group, havebeen linked to engineering career choices [1]–[3], student

Conference Session

Efforts to Understand and Support Students' Socioemotional Factors

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matilde Luz Sanchez-Pena, University at Buffalo; Nichole Ramirez, Purdue University, West Lafayette; Xinrui (rose) Xu, Purdue University, West Lafayette; Douglas B. Samuel, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

quantitative and qualitativeapproaches. Insights from this research will support a better understanding of the prevalence ofstigma in the field and a comparison against the general population as well as the assessment ofresources available to students to address their mental health challenges.IntroductionThe prevalence of mental illness among U.S. adults has grown in the last decade. Young adults,18-25 years old are the most affected group with more than 1 in 5 living with a mental healthcondition. It has also been estimated that 49.5% of adolescents aged 13 to 18 had a mentaldisorder [1], [2]. As this younger group reaches college, universities need to be prepared toprovide adequate mental health support for their healthy development. The most recent

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Wade H. Goodridge, Utah State University; Natalie L. Shaheen, Illinois State University; Anne Therese Hunt; Daniel Kane, Utah State University

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Diversity

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Educational Research and Methods

population. Data wasacquired from individuals participating in National Federation of the Blind (NFB) Conventionsacross the United States as well as NFB sponsored summer engineering programs. The paperreports on a National Science Foundation funded effort to garner initial research findings on theapplication of the TMCT. It reports on initial findings of the instrument’s validity and reliability,as well as the development of the instrument over the first three years of this project.IntroductionSpatial ability can be defined as the cognitive ability to construct, re-orient, transform, andreconstruct mental images [1]. Spatial skills are vital in a variety of fields including engineering,chemistry, biology, physics, architecture, astronomy, and many

Conference Session

Efforts to Understand and Support Students' Socioemotional Factors

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Olufunso Oje, Washington State University; Olusola Adesope, Washington State University; Adurangba Victor Oje, University of Georgia

Tagged Divisions

Educational Research and Methods

limited to, tasks such as analysis, synthesis, and evaluation, compared topassive listening to a lecture [1], [2].A review of the literature shows that there are varying interpretations of the term “hands-onlearning.” A simple definition is learning by doing [3]. However, according to [4], hands-onlearning should have some form of inquiry process involved, a structured list of activities,and experimentation of manipulation of the artifact is required. The present study used thisoperational definition of hands-on learning in selecting studies for the meta-analysis.Hands-on learning techniques have been shown to increase students’ learning in theclassroom [5]. While many studies, over the past 20 years, have studied the effect of hands-on learning

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abolfazl Amin, Utah Valley University; Abdennour C. Seibi, Utah Valley University; Israd Hakim Jaafar, Utah Valley University

Tagged Divisions

Educational Research and Methods

however, WEdoes not imply “writing intensive.” Certified WE courses are not meant to be “writing classes;”instead, writing should be one of several instructional focuses, as required by the new WEinitiative.Since this new initiative is taking effect in Fall 2021, the WE Committee has not established thefinal assessment criteria. The plan is to have each program submit an assessment processregarding the WE related learning outcomes.Literature Review:Writing is an important skill that all engineers should have. Its importance is reflected in ABETaccreditation criterion 3 for student outcomes, “an ability to communicate effectively with arange of audiences.”Wheeler and McDonald [1] stated that writing is a useful tool in engineering if developed

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Keilin Jahnke, University of Illinois Urbana - Champaign; Samantha Lindgren, University of Illinois Urbana - Champaign

Tagged Divisions

Educational Research and Methods

in their peers’, lessons.1. IntroductionLearner-centered pedagogy has become increasingly popular in engineering education and isexplored in this evidence-based practice paper. “By incorporating active learning methods intothe classroom, instructors can create opportunities for learning instead of allowing students to sitpassively and learn by absorbing information passed on by the instructor [1].” Active,collaborative learning techniques include in-class discussions, activities and labs, as well asformal team projects [2]. Despite the benefits of this pedagogy, it is not always clear how toincorporate active learning strategies into courses with a high emphasis on technical content or inlarge classes. This paper describes the effectiveness

Conference Session

Assessment of Student Work

Collection

2017 ASEE Annual Conference & Exposition

Authors

James H. Allen III, University of Evansville; Jared Fulcher, University of Evansville; Suresh Immanuel Selvaraj, University of Evansville

Tagged Divisions

Educational Research and Methods

in the Department of Mechanical and Civil Engineeringat the University of Evansville have undertaken a similar, multi-year study, in an attempt tofurther quantify and support the findings of these studies.Method and Study ParametersData from three different courses in the Mechanical and Civil Engineering curriculum werecollected for this study. Table 1 contains information regarding the study parameters and thethree instructors (listed as A, B, C) associated with each course included in this semester. Foreach of the courses in this study, there are typically 3-4 exams each semester, approximately 20-25 homework assignments and 8-10 quizzes. Average enrollment for ENGR prefix classes isapproximately 20 students per section. For CE prefix

Conference Session

Qualitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

two opposing stances: 1) We can be race-and gender-blind because the educational system is a meritocracy. There is at leastadequate opportunity for anyone to meet whatever standards are set. Diversity is not amajor issue because you can “take a peek” at it at the end of the process; 2) There is nomeritocracy. Meeting our standards and diversifying is “tough” because we can’t hire fromanywhere. Only those schools that have the same prestige as us (Michigan, Georgia Tech,Stanford) are worth even considering. Although he recognizes that this statement does nothave a basis in data he brushes off the concern by saying, “Maybe…I haven’t exploredthat…space yet.”The absent presence in his discussion is what the standards are that drive faculty hires