Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

self-efficacy, sense of belonging, identification and identityintegration. Often, negative experiences are the result of subtle bias or schemas that all studentsbring with them into their teams, and occur despite the employment of best practices in teamformation.This paper presents a summary of a contemporary understanding of this phenomenon aspresented by several individual researchers covering the fields of stereotype threat, engineeringdesign, teamwork, motivation, and race, gender and their intersections. The content of this paperwas generated by collecting the individual responses of each researcher to a set of promptsincluding: • examples of how students can be marginalized in engineering teamwork and what governing

Conference Session

Circuits and Systems Education 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katie Evans, Louisiana Tech University; Paul Hummel, Louisiana Tech University; Miguel Gates

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

algebra and in improving students’ mathematics self-efficacy,” as measured by theMathematics Self-Efficacy Scale. Further, it was observed that “online homework may be evenmore effective for helping the large population of college algebra students who enroll in thecourse with inadequate prerequisite math skills.” Some universities report that students performbetter on exams when using WeBWorK thus boosting student performance11. In most cases, theimprovement was small, but nonetheless statistically significant compared to classes withoutWeBWorK6.One study found that student preferences for online homework over traditional homework Page

Conference Session

Flipped Electrical and Computer Engineering Classrooms 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cory J. Prust, Milwaukee School of Engineering; Richard W. Kelnhofer, Milwaukee School of Engineering; Owe G. Petersen, Milwaukee School of Engineering

Tagged Divisions

Electrical and Computer

; Exposition, Indianapolis, IN, 2014.[9] M. Stickel, S. Hari and Q. Liu, "The Effect of the Inverted Classroom Teaching Approach on Student/Faculty Interaction and Students' Self-Efficacy," in Proceedings of the ASEE Annual Conference & Exposition, Indianapolis, IN, 2014.[10] J. L. Bishop and M. A. Verleger, "The Flipped Classroom: A Survey of Research," in Proceedings of the ASEE Annual Conference & Exposition, Atlanta, GA, 2013.[11] N. K. Lape, R. Levy, D. H. Yong, K. A. Haushalter, R. Eddy and N. Hankel, "Probing the Inverted Classroom: A Controlled Study of Teaching and Learning," in Proceedings of the ASEE Annual Conference & Exposition, Indianapolis, 2014.[12] H. Jia, "The Student Life," The Associated Students of