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Teaching Undergraduate Engineering Students Gratitude, Meaning, and Mindfulness

Conference Session: ERM Technical Session 13: Student Learning and Contexts
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Julianna S. Ge, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Justin Charles Major, Purdue University; John Mark Froiland, Purdue University, West Lafayette
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

Paper ID #25835Teaching Undergraduate Engineering Students Gratitude, Meaning, and Mind-fulnessMs. Julianna S. Ge, Purdue University, West Lafayette Julianna Ge is a Ph.D. student in the School of Engineering Education at Purdue University. At Purdue, she created and currently teaches a novel course for undergraduate engineering students to explore the intersections of wellbeing, leadership, diversity and inclusion. As an NSF Graduate Research Fellow, her research interests intersect the fields of engineering education, positive psychology, and human de- velopment to understand diversity, inclusion, and success for

Relevance Score: 3.0033247

WIP: Unpacking the Black Box: How does a Cultural Engineering Student Organization Support the Persistence of Students of Color?

Conference Session: Works in Progress II
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Tasha Zephirin, Purdue University, West Lafayette (College of Engineering); Brent K. Jesiek, Purdue University, West Lafayette (College of Engineering)
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

Paper ID #23691WIP: Unpacking the Black Box: How does a Cultural Engineering StudentOrganization Support the Persistence of Students of Color?Tasha Zephirin, Purdue University, West Lafayette (College of Engineering) Tasha Zephirin is a Ph.D. Candidate in the School of Engineering Education at Purdue University. She is an Executive Assistant for the National Association of Multicultural Program Advocates (NAMEPA) Inc. and has served as the Graduate Student Representative on the Purdue Engineering Advisory Council. Her research interests include exploring the role of noncurricular engineering education initiatives in the

Relevance Score: 0.52637696

Cargo Cults and Cognitive Apprenticeships: Two Frameworks for Adopting Unfamiliar Curricular Cultures

Conference Session: Faculty Development
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Mel Chua, Olin College of Engineering; Lynn Andrea Stein, Olin College of Engineering
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

Paper ID #19569Cargo Cults and Cognitive Apprenticeships: Two Frameworks for AdoptingUnfamiliar Curricular CulturesMel Chua, Olin College of Engineering Mel is an engineering education researcher who works with postmodern qualitative methodologies, cur- ricular cultures within and inspired by hacker/maker communities, and engineering faculty formation. She is also an electrical and computer engineer and auditory low-pass filter who occasionally draws research cartoonProf. Lynn Andrea Stein, Olin College of Engineering Lynn Andrea Stein is Professor of Computer and Cognitive Science at Olin College of Engineering in

Relevance Score: 0.52531075

Enhancing Student Motivation and Efficacy through Soft Robot Design

Conference Session: Motivation
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Andrew Jackson, Purdue Polytechnic Institute; Nathan Mentzer, Purdue University, West Lafayette (College of Engineering); Jiawei Zhang, Purdue University, West Lafayette (College of Engineering); Rebecca Kramer, Purdue University, West Lafayette (College of Engineering)
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

farm operation harvest crops sustainably.Throughout the curriculum experiences students document plans, observations and test results,and sketches of their work. These design notebooks also enable a final demonstration of theirgripper and “training” on their gripper design in a class presentation. The lesson aligns withStandards for Technological Literacy 8 – 11 26 and Next Generation Science Standards HS-ETS1-1 – HS-ETS1-4 27, related to engineering design, modeling, and troubleshooting.In addition to alignment with national standards, we feel that the design experience aligns withthe psychosocial factors just described. First, for societal relevance, the design experience isintended to be human-centered, with an end user in mind

Relevance Score: 0.4831366

Engineering Survivors: Students Who Persist in Engineering Through an Academic Setback

Conference Session: Works in Progress: Facilitating Student Success and Inclusion
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Dong San Choi, University of Illinois, Urbana-Champaign
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

Paper ID #15867Engineering Survivors: Students Who Persist in Engineering Through anAcademic SetbackDong San Choi, University of Illinois, Urbana-Champaign Dong San Choi is a PhD student in the Department of Electrical and Computer Engineering at University of Illinois at Urbana-Champaign; choi88@illinois.edu. c American Society for Engineering Education, 2016 Engineering Survivors: Students Who Persist in Engineering through an Academic SetbackAbstractThis work in progress is a qualitative study that explores the academic experience ofundergraduate engineering students who

Relevance Score: 0.41519547

Relating Project Tasks in Design Courses to the Development of Engineering Self-efficacy

Conference Session: Self-efficacy and Emotion: ERM Roundtable
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Laura Hirshfield, University of Michigan; Debbie Chachra, Olin College of Engineering; Cynthia J. Finelli, University of Michigan; Jeremy M. Goodman, Franklin W. Olin College of Engineering
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

engineer.” Femalestudents, however, often had a different experience, as this response illustrates: Funny story there… the guy driving the shuttle found out I was in engineering. He goes, "Wait, you're an engineer?" And the implication was you're a woman studying engineering, and I was very, very surprised that that happened…when I got off, I was walking by [a student] who's my friend, and they were hanging out there to wait for the [campus] shuttle. And I was like, "The guy was absolutely shocked that I was a female engineer. He couldn't handle it." I mean, because he repeated that a few times. He's like, "You're a woman studying engineering." I mean, it's just mind-blowing for him, and it was mind

Relevance Score: 0.39743254

First Generation Students' Engineering Belongingness

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
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

peers.Five FG engineering students with high quantitative belongingness were selected for aninterview. A semi-structured interview protocol based in interpretive phenomenological analysiswas used to elucidate the students’ experiences that fostered belongingness. Separate themesfrom each student were created from coding and then overarching themes unified a sharedexperience.The following overarching themes were prevalent among the participants: similarity toclassmates, recognition as an engineer by peers, limited questioning of belongingness, andbelongingness is a state of mind. The results depict that elements of engineering identity play apart in making students feel they belong (e.g., recognition), but in some cases, belongingness isdistinct from

Relevance Score: 0.39195266

Design Thinking in Engineering Course Design

Conference Session: Design Thinking and Creativity
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Nicholas D. Fila, Iowa State University; Seda McKIlligan, Iowa State University; Kelly Guerin, Iowa State University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

Paper ID #23133Design Thinking in Engineering Course DesignDr. Nicholas D. Fila, Iowa State University Nicholas D. Fila is a postdoctoral research associate in Electrical and Computer Engineering and Industrial Design at Iowa State University. He earned a B.S. in Electrical Engineering and a M.S. in Electrical and Computer Engineering from the University of Illinois at Urbana-Champaign and a Ph.D. in Engineering Education from Purdue University. His current research interests include innovation, empathy, design thinking, instructional design heuristics.Dr. Seda McKIlligan, Iowa State University Dr. McKilligan’s

Relevance Score: 0.39180034

Work in Progress: Designing a Course to Promote Positive Learning Behaviors and Dispositions for First-year Engineering Students

Conference Session: Changing the Engineering Classroom
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Dong San Choi, University of Illinois, Urbana-Champaign; Michael C. Loui, Purdue University, West Lafayette (College of Engineering)
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

inengineering.In this work-in-progress paper, we describe a design-based research project that explores howstudents adopt positive learning behaviors and dispositions through a course, because positivelearning behaviors and dispositions have been shown to increase persistence through challengesand setbacks4.We have designed a course titled Engineering the Mind as an eight-week, second-half semestercourse that is offered for one semester-hour of credit. We plan to pilot this course in Spring 2017to prepare for the Fall 2017 offering.BackgroundDesign-Based ResearchDesign-based research (DBR) is a research paradigm that attempts to bridge laboratory studieswith complex, instructional intervention studies5. DBR is described as “theoretically-framed,empirical

Relevance Score: 0.39001435

Validity Evidence for the SUCCESS Survey: Measuring Non-Cognitive and Affective Traits of Engineering and Computing Students

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)
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

analysis for a pilotof the SUCCESS survey (Studying Underlying Characteristics for Computing and EngineeringStudent Success). This survey was developed to measure underlying factors that may influencestudent success including personality, community, grit, thriving, identity, mindset, motivation,perceptions of faculty caring, stress, gratitude, self-control, mindfulness, and belongingness. Wemeasure these underlying factors because each engineering and computing student admitted to auniversity has clear potential for academic and personal success in their undergraduatecurriculum from admissions criteria, however, while some thrive academically, others flounder.In this project, we ask, “Why is it that highly credentialed and previously successful

Relevance Score: 0.38476324

Sharing the Full Range of Leadership in Student Teams: Developing an Instrument

Conference Session: Measurement and Instrumentation
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Brian J. Novoselich, Virginia Tech; David B Knight, Virginia Tech Department of Engineering Education
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

Paper ID #12468Sharing the Full Range of Leadership in Student Teams: Developing an In-strumentLt. Col. Brian J. Novoselich, Virginia Tech Brian Novoselich is an active duty Lieutenant Colonel in the United States Army and currently a Ph.D. Candidate in the Department of Engineering Education at Virginia Tech. His is a former assistant profes- sor at the United States Military Academy. His research interests include capstone design teaching and assessment, undergraduate engineering student leadership development, and social network analysis.Dr. David B Knight, Virginia Tech Department of Engineering Education David Knight

Relevance Score: 0.3715044

Smartness in Engineering Culture: An Interdisciplinary Dialogue

Conference Session: ERM Technical Session 10: Understanding Student Experiences
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Emily Dringenberg, Ohio State University; Stephen Secules, Purdue University, West Lafayette; Amy Kramer P.E., Ohio State University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

Paper ID #24665Smartness in Engineering Culture: An Interdisciplinary DialogueDr. Emily Dringenberg, Ohio State University Dr. Dringenberg is an Assistant Professor in the Department of Engineering Education at Ohio State Uni- versity. She holds a B.S. in Mechanical Engineering (Kansas State ’08), a M.S. in Industrial Engineering (Purdue ’14) and a Ph.D. in Engineering Education (Purdue ’15). Her team, Beliefs in Engineering Re- search Group (BERG) utilizes qualitative methods to explore beliefs in engineering. Her research has an overarching goal of leveraging engineering education research to shift the culture of

Relevance Score: 0.34828228

Learning from Pell-Eligible Engineering Students’ Class Standpoint

Conference Session: Broadening Participation in Engineering
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Coleen Carrigan, Cal Poly San Luis Obispo; Eve A. Riskin, University of Washington; Jim L Borgford-Parnell, University of Washington; Priti N Mody-Pan, University of Washington; Dawn Wiggin, University of Washington; Sonya Cunningham, University of Washington
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

earn secondary degrees.3 In other words,deficit thinking leads to the erroneous conclusion that individual students need to be fixed andinstitutional systems like academia may remain unchanged. Our goal in this research is similarto the goal of the NSF ADVANCE program, which is to “fix the system” not “fix the women.”6 Our study contributes to understandings of navigational capital by illuminating how Pell-eligible students glean non-traditional resources from their lives and use them to navigateinstitutions of higher education in successful pursuit of engineering degrees.III. Methods With change agency in mind, our research was designed and conducted as “actionresearch,” aimed at making the lives of the dispossessed visible as well

Relevance Score: 0.34691665

Solution Diversity in Engineering Computing Final Projects

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
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

Paper ID #30606Solution Diversity in Engineering Computing Final ProjectsMs. Sara Willner-Giwerc , Tufts University Sara Willner-Giwerc is a Ph.D. candidate in mechanical engineering at Tufts University. She graduated from Tufts University with a B.S. in mechanical engineering and a double minor in engineering education and engineering management in 2018. She is a National Science Foundation Graduate Research Fellow, which supports her research at the Tufts Center for Engineering Education and Outreach (CEEO) on technological tools, learning experiences, and environments for teaching engineering in classrooms pre-k

Relevance Score: 0.34275898

Identifying Signature Pedagogies in a Multidisciplinary Engineering Program

Conference Session: Medley of Undergraduate Programming and Pedagogies
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Kimia Moozeh, University of Toronto; Lisa Romkey, University of Toronto; Nikita Dawe, University of Toronto; Rubaina Khan, University of Toronto
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

Paper ID #34949Identifying Signature Pedagogies in a Multidisciplinary EngineeringProgramDr. Kimia Moozeh, University of Toronto Kimia Moozeh has a PhD in Engineering Education from University of Toronto. She received her Hon. B.Sc. in 2013, and her Master’s degree in Chemistry in 2014. Her dissertation explored improving the learning outcomes of undergraduate engineering laboratories by bridging the learning from a larger context to the underlying fundamentals, using digital learning objects.Lisa Romkey, University of Toronto Lisa Romkey serves as Associate Professor, Teaching Stream and Associate Chair, Curriculum

Relevance Score: 0.3416928

A Review of Agentic Frameworks in Engineering Education

Conference Session: Student Motivation, Identity, and Resilience
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Brianna Benedict McIntyre, Purdue University, West Lafayette; Kayla R. Maxey, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

Paper ID #29336A Review of Agentic Frameworks in Engineering EducationMs. Brianna Shani Benedict, Purdue University Brianna Benedict is a Graduate Research Assistant in the School of Engineering Education at Purdue University. She completed her Bachelor’s and Master’s of Science in Industrial and Systems Engineering at North Carolina Agricultural & Technical State University. Her research interest focuses on interdisci- plinary students’ identity development, belongingness in engineering, and agency.Mrs. Kayla R. Maxey, Purdue University-Main Campus, West Lafayette (College of Engineering) Kayla is a doctoral

Relevance Score: 0.3416928

Work In Progress: Methodological Considerations for Constructing Nontraditional Student Personas with Scenarios from Online Forum Usage Data in Calculus

Conference Session: Applied Frameworks
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Angela Minichiello P.E., Utah State University; Joel Raymond Hood, Utah State University - Engineering Education; Derrick S. Harkness, Utah State University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

Paper ID #17980Work In Progress: Methodological Considerations for Constructing Nontra-ditional Student Personas with Scenarios from Online Forum Usage Data inCalculusDr. Angela Minichiello P.E., Utah State University Angela Minichiello is an assistant professor the Department of Engineering Education at Utah State Uni- versity (USU) and a registered professional mechanical engineer. Angela earned a BSME degree from the U.S. Military Academy at West Point, a MSME degree from the Georgia Institute of Technology, and a PhD in Engineering Education from USU. Her research examines issues of access, diversity, and

Relevance Score: 0.32786512

Social Dialogue in the Engineering Classroom: The Effect of National Events on the Political and Social Attitudes of First-Year Engineering Students

Conference Session: Social Dialogue on Diversity and Inclusion
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Tara C. Langus, University of Nevada, Reno; Hector Enrique Rodriguez-Simmonds, Purdue University, West Lafayette (College of Engineering); 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
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

. [Accessed: 08-Mar-2018].[8] M. L. Loughry, M. W. Ohland, and D. J. Woehr, “Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools,” Journal of Marketing Education, vol. 36, no. 1, pp. 5–19, 2014.[9] M. W. Ohland et al., The Comprehensive Assessment of Team-Member Effectiveness. info.catme.org, 2005.[10] A. Godwin, A. Kirn, and J. Rohde, “Awareness without action: Student attitudes after engineering teaming experiences,” International Journal of Engineering Education, vol. 36, no. 6A, pp. 1878–1891, 2017.[11] A. Kirn, A. Godwin, C. Cass, M. S. Ross, and J. L. Huff, “Mindful Methodology: A transparent dialogue on Adapting Interpretative Phenomenological Analysis for Engineering Education

Relevance Score: 0.32351264

Board 48: The Epistemic Beliefs of Chemical Engineering Faculty (Part I)

Conference Session: Educational Research and Methods Division Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Jason Tedstone, Clemson University; Karen A. High, Clemson University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

of criticalthinking (Chinn et al. 2014). Both the broad term of critical thinking and the more niche term ofsystems thinking share similar meanings of thoughtful analysis or analytical reasoning, and callto mind King & Kitchener’s Reflective Judgement Model (King & Kitchener, 1994, 2001, 2004),a stepping stone between the cognitive development research started in the 1970s and morerecent epistemological research. This researcher argues that discovering the epistemic beliefs offaculty and the ideas being disseminated to students in their chemical engineering classroomswill prove useful in the field of chemical engineering education as well as related academicfields concerned with systems and critical thinking.TheoryResearch preceding

Relevance Score: 0.30338845

Measuring Engineering Students’ Ability to Thrive in Diverse and Global Environments

Conference Session: Beyond the Classroom
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Joyce B. Main, Purdue University, West Lafayette; Matilde L. Sanchez-Pena, Purdue University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

with measuring how cultural programs andexperiences contribute to positive changes in students’ abilities to work and thrive in diverseenvironments. Global competency can be defined broadly as “having an open mind whileactively seeking to understand cultural norms and expectations of others, leveraging this gainedknowledge to interact, communicate and work effectively outside one’s environment”1.Measuring global competency levels before and after participation in cultural programs maytherefore be a potentially effective method for measuring changes in students’ ability to work ina global environment. Currently, studies on engineering students’ baseline global competencylevels are few at the undergraduate level. This research fills this gap

Relevance Score: 0.3012371

Professional Expectations and Program Climate Affect the Professional Formation of Engineers

Conference Session: ERM Technical Session 4: Professional Development in Undergraduate Programs
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Manuel Alejandro Figueroa, The College of New Jersey; Diane C. Bates, The College of New Jersey; J. Lynn Gazley, The College of New Jersey; Christopher Wagner, The College of New Jersey; Steven Schreiner P.E., The College of New Jersey; Bijan Sepahpour P.E., The College of New Jersey
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

color on their perceptions of engineering climate and their professional identity formation?Conceptual FrameworkRobust engineering identities, like other STEM identities, are associated with persistence viamultiple pathways, including self-efficacy and motivation [17, 18]. These identities mustbalance individual affiliation with three aspects of a field: doing (hands on practices), being(habits of mind), and becoming (professional aspirations) [19]. Individuals construct theseidentities over time via interaction with material and social contexts [20, 21]. As individuals gainexperience over time, particularly in real-world vs. classroom settings, these aspects maydevelop at different rates. Thus, to understand the professional formation of

Relevance Score: 0.2989721

Engineering Resilience through Research Mentorship: Manufacturing Pathways to Careers

Conference Session: Student Experiences with Undergraduate Research
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Lara Cristina Perez-Felkner, Florida State University; Chelsea D. Shore, Florida State University; Tarik J. Dickens, Florida A&M University; Mingchia Dawn Yang, Florida A&M University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

replacements in the mostly White STEMprofessoriate and workforce. They critique the common claim that underrepresented minoritiesare an untapped resource to improve capitalism as it ignores other reasons such as personal andprofessional efficacy. Building on their past research, they provide the following example toillustrate the experience of a Black engineering student in the United States:RUNNING HEAD: Manufacturing pathways “…as a student, if you have a bad experience and you don’t feel like your presence is even wanted, never mind improving the situation, you want out of the environment, because it’s toxic. So take a person like me – I could do a lot of good around here. I don’t want to be here. Not because I don’t want to

Relevance Score: 0.2989721

Investigating Factors that Predict Academic Success in Engineering and Computer Science

Conference Session: Academic Success and Retention
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Olusola Adesope, Washington State University; Oluwafemi J. Sunday, Washington State University; Ebenezer Rotimi Ewumi, Washington State University; Angela Minichiello P.E., Utah State University; Muhammad Asghar P.E., Utah State University; Candis S. Claiborn, Washington State University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

state of mind and belief ingraduating in their study program. Persistence is one of the main contributing factors to completingan engineering degree. Persistence in E/CS can be defined as a students’ choice to stay in anengineering major or complete an engineering degree [15]. Enough motivation and self-efficacyare needed to overcome several adversities faced during their engineering programs [16]. To thiseffect, researchers have spent a considerable about of resources to know the completion rates ofengineering majors and the cause of attrition from engineering /computer science degrees [17, 18].There are several factors that affects a student’s persistence in their respective degrees includingstudent identity [19], interest, recognition, and

Relevance Score: 0.29886496

Exploring Student Responses to Utility-value Interventions in Engineering Statics

Conference Session: Motivation, Goal Orientation, Identity, and Career Aspirations
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Lorenzo Laxamana Ruiz, California Polytechnic University, San Luis Obispo; Dominick Trageser, California Polytechnic State University, San Luis Obispo ; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

-solving abilities—acritical skill in engineering science courses.School Life BalanceAdditionally, students communicated the value they assigned to having stability and order in theirlives as engineers, family members, athletes, hobbyists, etc. We defined School-Life Balance asresponses related to drawing boundaries between academic and personal life and working to findharmony between them. Here, it was important for students to make space for things they value sothat they could achieve personal fulfillment and satisfaction in their personal and academic lives.Students express that a healthy stability among multiple areas in their lives, they are able to enterthe academic space with a clear mind, improving their quality of learning. In the excerpt

Relevance Score: 0.29754367

Work in Progress: Exploring an Engineering Faculty’s Intention Toward Inclusive Teaching

Conference Session: Care and Inclusive Teaching
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Memoria Matters, Purdue University at West Lafayette; Carla B. Zoltowski, Purdue University at West Lafayette; Patrice Marie Buzzanell, Purdue University at West Lafayette; Andrew O. Brightman, Purdue University at West Lafayette
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

yourself.ExplanationWe are doing a study to determine how to get more engineering professors involved in inclusivepractices. We are exploring the idea of professors using inclusive teaching methods to helpstudents succeed in ECE classes. We are defining inclusive teaching methods as initiatinginteractions with students in class or office hours intended to improve their capacity, interest, orbelongingness in engineering (as defined on the tip sheet). In other words, inclusive teachinginvolves bringing typical mentoring strategies into the classroom on a smaller scale. The tipsheet gives many examples of these strategies. • So that we can get your understanding of the definition, what are some examples that come to mind when you think of inclusive

Relevance Score: 0.2968397

Work in Progress: Novel Ethnographic Approaches for Investigating Engineering Practice

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
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

Paper ID #29757Work-in-Progress: Novel Ethnographic Approaches for InvestigatingEngineering PracticeProf. Brent K Jesiek, Purdue University-Main Campus, West Lafayette (College of Engineering) Dr. Brent K. Jesiek is an Associate Professor in the Schools of Engineering Education and Electrical and Computer Engineering at Purdue University. He also leads the Global Engineering Education Collabo- ratory (GEEC) research group, and received an NSF CAREER award to study boundary-spanning roles and competencies among early career engineers. He holds a B.S. in Electrical Engineering from Michi- gan Tech and M.S. and Ph.D