Displaying results 1 - 30 of 37 in total
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- Medley of Undergraduate Programming and Pedagogies
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- 2021 ASEE Virtual Annual Conference Content Access
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- Kimia Moozeh, University of Toronto; Lisa Romkey, University of Toronto; Nikita Dawe, University of Toronto; Rubaina Khan, University of Toronto
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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
- Conference Session
- Undergraduate Students' Professional Skills and Reflection
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- 2021 ASEE Virtual Annual Conference Content Access
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- Andrew Olewnik, University at Buffalo; Hala Alfadhli, University at Buffalo; Lucas Wickham, University at Buffalo; Ashley Cummings, University at Buffalo; Randy Yerrick, Fresno State University
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“engineering BS programs are notdesigned for team-based curriculum, even though team projects are paramount to engineeringpositions in the real world [16].”Another study focused on the differences between behaviors/skills of senior engineering studentsand actual skill requirements that professionals desire in the field. Among the findings is adisconnect of course outcomes and the competencies of interest to professionals. Industryprofessionals were more interested in graduates that had fundamental skills -- like being willing toask questions or say “I don’t know,” or being curious and open-minded to information and ideas -- rather than what the students were demonstrating in terms of technical accomplishment [17].These disconnects between the
- Conference Session
- Tools to Enhance Student Learning of Undergraduate Engineering Content
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- 2021 ASEE Virtual Annual Conference Content Access
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- Sheena Miao Ying Tan, Simon Fraser University; Taco Niet Ph.D., P.Eng., School of Sustainable Energy Engineering, Simon Fraser University; Kamaria Kuling, Simon Fraser University
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- Educational Research and Methods
Paper ID #33032Development of WeBWorK Prelab Problem Sets to Support Student LearningMs. Sheena Miao Ying Tan, Simon Fraser University Sheena is currently a PhD student in mathematics education at Simon Fraser University. She was pre- viously a secondary mathematics teacher in Singapore and has worked in the Ministry of Education, Singapore. She was the research assistant for the project to develop and implement WeBWorK prelab problems in the course SEE 310, to enhance students’ learning.Taco Niet Ph.D., P.Eng., School of Sustainable Energy Engineering, Simon Fraser University Taco is an Assistant Professor of Professional
- Conference Session
- Academic Success and Retention
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- 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
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- Diversity
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- 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
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- Motivation, Goal Orientation, Identity, and Career Aspirations
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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
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-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
- Conference Session
- Innovative Pedagogies Afforded Through Technology and Remote Learning
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- Javeed Kittur, Arizona State University, Polytechnic campus; Tahzinul Islam, York University
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Paper ID #32917Serious Games in Engineering: The Current State, Trends, and FutureJaveed Kittur, Arizona State University, Polytechnic campus Javeed Kittur is currently a doctoral student (Engineering Education Systems and Design) at Arizona State University, USA. He received a Bachelor’s degree in Electrical and Electronics Engineering and a Master’s degree in Power Systems from India in 2011 and 2014 respectively. He has worked with Tata Consultancy Services as Assistant Systems Engineer from 2011-2012, India. He has worked as an Assistant Professor (2014 to 2018) in the department of Electrical and Electronics
- Conference Session
- Tools to Enhance Student Learning of Undergraduate Engineering Content
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- 2021 ASEE Virtual Annual Conference Content Access
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- Patricia Muisener, Stevens Institute of Technology; Guillermo D. Ibarrola Recalde, Stevens Institute of Technology; Gail P. Baxter, Stevens Institute of Technology
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Paper ID #33691Self Reflection of Engineering Majors in General Chemistry IIDr. Patricia Muisener, Stevens Institute of Technology Dr. Patricia Muisener is an Associate Teaching Professor and Associate Chair of Graduate and Undergrad- uate Education in the Chemistry and Chemical Biology Department at Stevens Institute of Technology. She teaches and coordinates the General Chemistry I and II course sequence. She was previously at the University of South Florida as a faculty member and Assistant Chair in the Chemistry Department. She holds a B.S. in Chemical Engineering from University of Massachusetts at Amherst and a M.S
- Conference Session
- Motivation, Goal Orientation, Identity, and Career Aspirations
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- 2021 ASEE Virtual Annual Conference Content Access
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- Ellen Zerbe, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University; Kyeonghun Jwa, Pennsylvania State University
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consideredtheir gender to be one of their prevalent identities but only half of the men included it. While thesmall class sizes offered by small schools are beneficial in many ways, limited representation ofwomen and gender non-conforming students can potentially increase feelings of isolation.Representation among the faculty has been shown to go a long way in supporting these studentsand increasing their sense of belonging [35]. This is especially important in small school settingswith few engineering professors available. Schools should be hiring with diversity in mind andintentionally trying to increase representation of genders and races among the faculty. A supportive environment that encourages and accommodates a variety of interestsoutside
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- Research Methods and Studies on Engineering Education Research
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- Renato Alan Bezerra Rodrigues, University of Manitoba; Jeffrey Wayne Paul, University of Manitoba; Jillian Seniuk Cicek, University of Manitoba
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academic success in technical disciplines (software engineering, human-computer interaction, public administration, and others). For the last 20 years, he has been anadult educator and formed his own instructional design company about 5 years ago. He iscoming to realize that he has been surrounded by like-minded people, where he has beenprofessionally rewarded for excelling in a specific understanding of technical competencies.The third author is situational constructivist through and through, although she has been accusedof behaviourism by the second author! She is aligned most closely with interpretivism. Hereducation is in the fine arts, creative arts, education, and serendipitously, engineering education,and she identifies as a non-engineer
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- Academic Success and Retention
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- 2021 ASEE Virtual Annual Conference Content Access
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- Lisa Lampe, University of Virginia; Megan Harris, University of Colorado Boulder; Kayla Brooks, University of Colorado Boulder
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Paper ID #34223First-time Academically Suspended Engineering (FASE) UndergraduateOutcomes: Two Engineering Undergraduate Programs Examining Trends ofOver and Underrepresentation at the Intersection of Ethnicity and SexMrs. Lisa Lampe, University of Virginia Lisa Lampe is the Director of Undergraduate Education in the University of Virginia’s School of Engi- neering and Applied Science, joining UVA in January 2014. Prior to that, she served in many roles that bridge student affairs and academic affairs including Student Services Specialist and Residence Dean at Stanford University, as well as Hall Director and Interim Area
- Conference Session
- Medley of Undergraduate Programming and Pedagogies
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- 2021 ASEE Virtual Annual Conference Content Access
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- Calvin Sophistus King, MCET; Venugopalan Kovaichelvan, TVS Institute for Quality and Leadership
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- Educational Research and Methods
systematically captured and incorporated in thecourse development.Samples of mind-map, design document, mock session effectiveness rubrics, content andworkbook review rubrics which are some of the important deliverables in the coursedevelopment of Introduction to Engineering, which reflect the course refinement, arediscussed in the following sections. The data captured and used in reporting the study aresecondary in nature and are taken from publications of the institute available with openaccess. Also, students participating in giving feedback were given clear indications ofpurpose of the feedback and were also given the option not to participate.4.1. Mind mapAs part of course development the working team consisting of faculty members and
- Conference Session
- Undergraduate Students' Professional Skills and Reflection
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- Virginia Charter, Oklahoma State University
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•Analyze and Interpret Data from Experiments •Identify and Solve Engineering Proglems Academic and Problem •Possess IT Skills Solving Skills •Apply Knowledge of Mathematics, Science, and Engineering •Use Engineering Equipment •Design a system, Component, or Process •Be Flexible •Be Open Minded •Offer Support and Ideas to Others •Negotiate to Reach a Decision Interpersonal Skills •Work Together and Listen to Others' Opinions
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- Engineering Education During the COVID-19 Pandemic
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- Boshra Karimi, Northern Kentucky University; Mahdi Yazdanpour, Northern Kentucky University; Phil Lewis, Texas A&M University
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University of Technology (Tehran Polytechnic), and the BSc degree in Computer Engineering from Qazvin Azad University. He has over 11 years of experience in manufacturing industry. He has worked as a Process Quality Manager, Planning & Quality Systems Manager, Production Planning & Control Manager, and Material Control Supervisor at MAPNA and NeyrePerse industrial groups. His research interests include Intelligent Mechatronic Sys- tems, Medical Robotics, Companion Robots, Brain-Controlled Robots, Computer Vision, 3D Scene Re- construction, and Machine Vision. His current research is focused on designing and implementation of the gesture and mind-controlled robotic systems. His research has been published in peer
- Conference Session
- Innovative Pedagogies Afforded Through Technology and Remote Learning
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- Shivam Jindal, New York University; Jack Bringardner, New York University
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- Educational Research and Methods
with respect to learning and career, and their self-reflection related to theirlearning and professional development” [3].As noted in Paulson’s definition, the self-reflection or ‘annotation’ is an essential piece of astudent’s e-portfolio because it provides students with an opportunity to reflect on theirexperiences and how it ties into their engineering identity and career pathway. Turns et al.describe several generalized attributes of an effective, professional e-portfolio [4]. Thecharacteristics include connecting an artifact to the future, providing details to add credibility,and presenting information with the audience in mind. These characteristics can be beneficial inan e-portfolio/micro-badging platform that aims to aid students in
- Conference Session
- Academic Success and Retention
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- 2021 ASEE Virtual Annual Conference Content Access
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- Heather Lee Perkins, North Carolina State University; Justin Charles Major, Purdue University, West Lafayette; Julianna S. Ge, Purdue University, West Lafayette; Matthew Scheidt, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette
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- Educational Research and Methods
Paper ID #33932Modeling Trajectories of Latent Classes to Understand the AcademicPerformance of Engineering StudentsHeather Lee Perkins, North Carolina State University Heather graduated from the Applied Social and Community Psychology program in the spring of 2021, after completing her Bachelor of Science in Psychology from the University of Cincinnati. She has par- ticipated in various research projects examining the interaction between stereotypes and science interest and confidence, their influence upon womens’ performance in school and the workplace, and their pres- ence in the media and consequences for viewers. Her
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- Undergraduate Students' Professional Skills and Reflection
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jacob Allen Cress P.E., University of Dayton; Patrick W. Thomas, University of Dayton
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- Educational Research and Methods
ExpectationsAbstractThis work-in-progress paper presents an ongoing evidence-based practice implementingintegrative professional communication activities derived from an investigation of professionalcommunication expectations of industry co-curricular partners. Contemporary pedagogicalapproaches, such as problem-based learning and entrepreneurially minded learning, have as acentral focus the desire to expose students to authentic experiences which integrate technicalknowledge with workplace skills connected to professionalism, communication, collaboration,and leadership. This approach can conflict with traditional engineering curricula where theinstruction of technical skills are frequently separated or deemed more important than “softskills” instruction in
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- Student Engagement, Socioemotional Needs, and Social Support During Pandemic
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- Matilde Luz Sanchez-Pena, University at Buffalo; Chloe Otis, Purdue University, West Lafayette
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- Diversity
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- Educational Research and Methods
therefore have more of aneed for resources (i.e., counseling, mental health services). Although this need is there, areduction in the stigma surrounding mental health is still required so that engineering studentsare more open to the idea of using the resources offered at their respective universities.Research DesignIn this study, we use the lens of social identity theory to conduct an exploratory quantitativeanalysis of existing data. Data was collected by institutions of higher education using validatedinstruments organized by the Healthy Minds Network [20]. Data was accessed upon request tothe Healthy Minds Network in an anonymized format. As such, our procedures for data accesswere except an Institutional Review Board. Taking advantage of the
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- Student Engagement, Socioemotional Needs, and Social Support During Pandemic
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- Qin Liu, University of Toronto; Juliette Sweeney, University of Toronto; Greg Evans, University of Toronto
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- Educational Research and Methods
Paper ID #33727Exploring Self-directed Learning Among Engineering Undergraduates in theExtensive Online Instruction Environment During the COVID-19 PandemicDr. Qin Liu, University of Toronto Dr. Qin Liu is Senior Research Associate with the Institute for Studies in Transdisciplinary Engineering Education and Practice, Faculty of Applied Science and Engineering, University of Toronto, Canada. Her research interests include engineering students’ competency development, learning assessment and career trajectories, and equity, diversity and inclusion issues in engineering education.Ms. Juliette Sweeney, University of Toronto
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- Research on Diversity, Equity, and Inclusion
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- Dina Verdin, Arizona State University
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have toldme in the past that it is hard for them to listen to a woman because ... ‘it’s like ... in my mind it’sstill set that I know what I’m doing because I’m the guy ...’” [10, p. 281]. While she successfullygraduated with a mechanical engineering degree, Sandra reflected, “I can understand where theyare coming from ‘cause maybe that’s the culture in his family and where he’s from” [10, p. 281].Put simply, Sandra’s friend had deeply held beliefs that women were less knowledgeable thanmen; nevertheless, her male friend’s beliefs were his issues alone and not a reflection of her orwomen as engineers. The idea that to belong in engineering is to be male is embedded in the fielddue to the historical traditions of being a masculine-oriented
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- Teaching In and Through Design, Maker Spaces, and Open-ended Problems
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- 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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for decades to come.ENGINEERING FOR ONE PLANET FRAMEWORKThe Lemelson Foundation and VentureWell have led the development of the Engineering forOne Planet (EOP) framework. This framework was created with the input of hundreds ofstakeholders involved in engineering education, practice, and policy [2]. The EOP initiativeseeks to create systemic change by establishing environmentally sustainable engineering as acore tenet of engineering curricula. The framework represents fundamental learningoutcomes and is designed for flexible adoption within higher education institutions,programs, and courses, such that “[a]ll engineers will be equipped to design, build, code andinvent with the planet in mind.” It suggests the role engineers will play in
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- Faculty Perspectives of Active Learning, Inequity, and Curricular Change
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- Jeremy Grifski, Ohio State University; Emily Dringenberg, Ohio State University; Dira Melissa Delpech, Ohio State University
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- Diversity
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- Educational Research and Methods
withhis mother and sister who stand in stark contrast with reality (see 3 in Table 2): “One of the things that comes into my mind is that I grew up in a household where my mom had a PhD. She was a professor. […] And so, the momentum thing is one of the things that I point to because, I think there were points in my life [his own higher education in STEM] where I was baffled by the fact that I wasn't seeing more women.”We classified Flynn’s relationship with his family as nonevidence because he cites thephenomenon (i.e., gender inequity in engineering) as evidence for his causal theory (i.e., themoment of the dominant group). His experience demonstrated that gender inequity is unjust, butit was unclear how he connected that
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- Efforts to Understand and Support Students' Socioemotional Factors
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- 2021 ASEE Virtual Annual Conference Content Access
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- 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
Paper ID #34308Work in Progress: Measuring Stigma of Mental Health Conditions and ItsImpact in Help-seeking Behaviors Among Engineering StudentsMatilde Luz Sanchez-Pena, University at Buffalo Matilde Sanchez-Pena is an Assistant Professor in engineering education at University at Buffalo - SUNY. Her current research areas include (a) advancing institutional diversity, (b) cultures of health in engineer- ing education, and (c) data analysis skills of engineers. She aims to promote a more equitable engineering field in which students of all backgrounds can acquire the knowledge and skills to achieve their goals. She
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- Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies
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- Daiki Hiramori, University of Washington; Emily Knaphus-Soran, University of Washington; Elizabeth Litzler, University of Washington
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Elizabeth Litzler, Ph.D., is the director of the University of Washington Center for Evaluation and Re- search for STEM Equity (UW CERSE) and an affiliate assistant professor of sociology. She has been at UW working on STEM Equity issues for more than 17 years. Dr. Litzler is a member of ASEE, 2020-2021 chair of the ASEE Commission on Diversity, Equity, and Inclusion, and a former board member of the Women in Engineering ProActive Network (WEPAN). Her research interests include the educational cli- mate for students, faculty, and staff in science and engineering, assets based approaches to STEM equity, and gender and race stratification in education and the workforce. She was awarded the 2020 WEPAN Founders Award
- Conference Session
- Faculty Perspectives of Active Learning, Inequity, and Curricular Change
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- Steven Santana, Harvey Mudd College
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focus. Throughthis instructional culture, students are increasingly well equipped to tackle complex, ill-defined problems and to develop the mindsets necessary for making meaningfulcontributions to society as confident engineers.PurposeThis work communicates the contents and design of a preliminary instrument suite with apurpose of enhancing student learning and development as engineers as informed by data.The data will span student- and faculty-generated assessments with a mind towarddeveloping a holistic view of learning, development, and performance in engineering anddesign. Innovation stems directly from identifying problems without known solutions andin spaces with current solutions that aren’t acceptable. This is how engineers
- Conference Session
- Motivation, Goal Orientation, Identity, and Career Aspirations
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- 2021 ASEE Virtual Annual Conference Content Access
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- Tris Utschig, Kennesaw State University; Valmiki Sooklal, Kennesaw State University; Margaret L. Lowder, Kennesaw State University; Chan Ham, Kennesaw State University; Renee Butler, Kennesaw State University
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- Diversity
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- Educational Research and Methods
participants make the transition from high school to college withacademic, personal, and social support. Certain LLC activities emphasize the importance ofwomen in engineering and the social benefits of a career in engineering, and participants maydevelop lasting relationships with like-minded students and faculty.The motivational benefits of this program component include potential intrinsic value and asense of belonging bolstered by a context rich in situational interest. Further, significantprosocial and communal value, and positive identity formation can be generated in LLCcontexts. Costs include time and effort to participate, and competing activities paired with loss ofvalued alternatives when choosing an LLC.Supplemental Instruction (SI) &
- Conference Session
- The Role of Peers in Promoting Learning and Persistence
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- Neha Prabhu, University of Illinois Urbana - Champaign; Michelle Perry, University of Illinois Urbana - Champaign; Renato F. L. Azevedo, University of Illinois Urbana - Champaign; Lawrence Angrave, University of Illinois Urbana - Champaign; Suma Bhat, University of Illinois Urbana - Champaign
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- Educational Research and Methods
- Champaign Lawrence Angrave is a Fellow and Teaching Professor at the department of computer science at the University of Illinois at Urbana-Champaign (UIUC). His interests include (but are not limited to) joyful teaching, empirically-sound educational research, campus and online courses, computer science, engag- ing underrepresented students, improving accessibility and creating novel methods that encourage new learning opportunities and foster vibrant learning communities.Prof. Suma Bhat, University of Illinois Urbana - Champaign Suma Bhat is Assistant Professor in Electrical and Computer Engineering at University of Illinois, Urbana- Champaign, USA. Her primary research interests are natural language processing and she
- Conference Session
- Studies of Student Teams and Student Interactions
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- Marcia Gail Headley, University of Delaware; Amy Trauth, University of Delaware; Haritha Malladi, University of Delaware; Jenni Buckley, University of Delaware
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- Educational Research and Methods
Journal of Mixed Method Research. Dr. Headley is devoted to designing effective research studies with the potential to generate well-justified answers to complex questions about how students learn given variations in their health, homes, classrooms, and schools.Dr. Amy Trauth, University of Delaware Amy Trauth, Ph.D., is Affiliate Faculty in the Department of Mechanical Engineering at the University of Delaware and Science Instructional Specialist at New Castle County Vo-Tech School District in Wilm- ington, DE. In her role, Amy works collaboratively with high school science teachers to develop and implement standards-based curricula and assessments. She also provides mentoring, coaching and co- teaching support to
- Conference Session
- Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection
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- Kenya Z. Mejia, University of Washington; Jennifer A. Turns, University of Washington
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, participants filled out basic demographic information about themselvesand their school setting. As compensation, participants were entered in a drawing for a gift card.Of the 127 respondents, 59 identified as female, 51 as male, 5 as cisgender, 1 as nonbinary, 1 astransgender and 1 as questioning. Additionally, 42 identified as Asian, 2 as Black/African, 48 asCaucasian, 7 as Hispanic/Latinx, 2 as Pacific Islander, 19 as more than one race or ethnicity and7 preferred not to answer. Additional data and percentages are reported in Table 1. The surveythen asked participants to describe a reflection activity they had been asked to complete by theirinstructor in an engineering course in the last year. Keeping this activity in mind, students werethen asked
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- Innovative Pedagogies Afforded Through Technology and Remote Learning
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- 2021 ASEE Virtual Annual Conference Content Access
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- Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University
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- Diversity
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- Educational Research and Methods
incoming freshmen cope with first year mathematics classes. She developed teaching modules to improve students’ learning in mathematics using technology.Dr. M. Javed Khan, Tuskegee University Dr. M. Javed Khan is Professor and Head of Aerospace Science Engineering Department at Tuskegee University. He received his Ph.D. in Aerospace Engineering from Texas A&M University, M.S. in Aero- nautical Engineering from the US Air Force Institute of Technology, and B.E. in Aerospace Engineer- ing from the PAF College of Aeronautical Engineering. He also has served as Professor and Head of Aerospace Engineering Department at the National University of Science and Technology,Pakistan. His research interests include experimental
- Conference Session
- Medley of Undergraduate Programming and Pedagogies
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- 2021 ASEE Virtual Annual Conference Content Access
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- Anastasia Marie Rynearson, Campbell University; Jacqueline Gartner Ph.D., Campbell University; Michele Miller, Campbell University
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- Educational Research and Methods
this problem when ratingstudent applications that featured essay questions. This program incorporated scholarship fundsand structural supports to help students successfully navigate their engineering undergraduatedegree program. These supports were chosen with specific target populations in mind, namelylow-income, first-generation, mathematically underprepared, and minority students. The projectteam chose to employ personas in an attempt to create a rubric that allowed for the holistic,subjective, “I know it when I see it” style of selecting students who showed a need for thescholarship program while having a shared vision of what “it” is. This paper presents the methoddeveloped to create this rubric using personas and the experience of the