Displaying all 9 results
- Conference Session
- Creating a Supportive and Nurturing Academic Culture
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Joseph Francis Mirabelli, University of Illinois at Urbana-Champaign; Andrea J. Kunze, University of Illinois at Urbana-Champaign; Julianna Ge, Purdue University, West Lafayette; Kelly J. Cross, University of Nevada, Reno; Karin Jensen, University of Illinois at Urbana-Champaign
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
?”; and coping and help-seeking behaviors (six questions), for example, “What resourcesand support are there on campus or in your department for students who are stressed?”.Participants were asked to describe any interactions with other students and faculty regardingmental health issues and to share any other additional information about engineering-relatedstress. The interview protocol was developed from the results of a quantitative surveyadministered at the same institution in the fall of 2017, which included metrics of stress, anxiety,depression, inclusion, and engineering identity, as well as an open-ended response opportunityfor participants to share additional thoughts [8]. The interview was piloted with three participantsexternal to the
- Conference Session
- Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jonathan Seth Krones, Boston College; Jenna A. Tonn, Boston College; Russell C. Powell, Boston College
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
historical context using a variety of instructional modes and pedagogicalinnovations.This paper presents the experience of developing and teaching MMW for the first time in 2020 inthe midst of the COVID-19 pandemic. MMW was designed and co-taught by an interdisciplinaryfaculty teaching team from the departments of history, theology, and environmental science. As adesignated “Complex Problems” course, a type of first-year interdisciplinary Core course, MMWoffered 70 students the opportunity to satisfy BC’s Core requirements in Natural Science andHistory through three linked pedagogical components: lectures, labs, and reflection sessions. Ourgoal was to integrate engineering, the history of science and technology studies, and ethical andmoral modes of
- Conference Session
- Imagining and Reimagining Engineering Education as a Dynamic System
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Janet Y. Tsai, University of Colorado, Boulder; Kevin O'Connor, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder; Kenneth M. Anderson, University of Colorado, Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
include develop- mental psychology; sociocultural theories of communication, learning, and identity; qualitative methods; and discourse analysis.Dr. Beth A. Myers, University of Colorado Boulder Beth A. Myers is the Director of Analytics, Assessment and Accreditation at the University of Colorado Boulder. She holds a BA in biochemistry, ME in engineering management and PhD in civil engineering. Her interests are in quantitative and qualitative research and data analysis as related to equity in education. She has been involved in the new pilot Engineering Math course at CU-Boulder since the start.Dr. Jacquelyn F. Sullivan, University of Colorado, Boulder Jacquelyn Sullivan is founding co-director of the Engineering Plus
- Conference Session
- Liberal Education/Engineering & Society Division Technical Session 3
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Jessica R. Deters, Virginia Tech; Marie C. Paretti, Virginia Tech; Christopher Zobel, Virginia Tech; Margaret Cowell, Virginia Tech; Jennifer L. Irish, Virginia Tech
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
scorings facilitated by Author 1. Each facultymember brought a different disciplinary perspective to the scoring: one faculty member is basedin Civil and Environmental Engineering, another in Business Information Technology, and thethird in Urban Affairs and Planning. Given the pilot, exploratory nature of this study, thissecondary scoring helped validate the initial scoring categories and illuminate potentialdifferences in both assessment of student learning and understanding of DRRM acrossdisciplinary boundaries. Note, however, that because both the sample size (9 participants) andthe scorers (1 from each discipline) are small, the analysis cannot support conclusions bydiscipline; instead, it highlights potential differences that merit further
- Conference Session
- Writing and Communication II
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Sarah Liggett, Louisiana State University; Boz Bowles, Louisiana State University; Annemarie Galeucia, Louisiana State University; Warren R Hull Sr. P.E., Louisiana State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
clarifications as warranted. Mostly she took notes so that she could serveas a co-analyst of the transcripts and check the validity of the coding.We conducted one pilot study in March 2015 to refine the interview guide (see Appendix A) andthree focus groups during April 2015, after students had finished their senior projects.Participants in the pilot study shared majors and interests with those selected for the study, withone exception: pilot study participants were in their third year or first semester of their fourthyear of the engineering program and as such hadn’t experienced the same milestones as thosestudents participating in the study (fourth and fifth year engineering students). Pilot studyparticipants, for example, had yet to undertake their
- Conference Session
- Minoritization Processes and Critical Responses
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Kelly J. Cross, University of Nevada, Reno; Stephanie Farrell, Rowan University; Rocio C. Chavela Guerra, American Society for Engineering Education
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
Institute of Medicine, Expanding Underrepresented Minority Participation: America's Science and Technology Talent at the Crossroads. Washington, D.C.: The National Academies Press, 2011.[2] B. M. Ferdman. (2013, 1 December 2015). Diversity at work: the practice of inclusion in diverse organizations.[3] Cech, E. A., & Waidzunas, T. J. (2011). Navigating the heteronormativity of engineering: The experiences of lesbian, gay, and bisexual students. Engineering Studies, 3(1), 1-24.[4] Cech, E. A., & Rothwell, W. R. (2018). LGBTQ Inequality in Engineering Education. Journal of Engineering Education, 107(4), 583-610.[5] Patridge, E. V., Barthelemy, R. S., & Rankin, S. R. (2014). Factors impacting the academic
- Conference Session
- Liberal Education Division Technical Session Session 12
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Megan Keogh, University of Colorado, Boulder; Malinda S. Zarske, University of Colorado, Boulder; Janet Y. Tsai, University of Colorado, Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
how team dynamics affect undergraduate women’s confidence levels in engineering.Dr. Malinda S. Zarske, University of Colorado, Boulder Malinda Zarske is a faculty member with the Engineering Plus program at the University of Colorado Boulder. She teaches undergraduate product design and core courses through Engineering Plus as well as STEM education courses for pre-service teachers through the CU Teach Engineering program. Her primary research interests include the impacts of project-based service-learning on student identity - es- pecially women and nontraditional demographic groups in engineering - as well as pathways and retention to and through K-12 and undergraduate engineering, teacher education, and
- Conference Session
- Diversity and Inclusion
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Lorena Colcer, Oregon State University; Christina Smith, Oregon State University; Devlin Montfort, Oregon State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
, by studying inclusivity,equity and power in educational systems we found ourselves in the position of asking people tochange. Some changes seem small (e.g. asking someone to edit their vocabulary by adding orremoving a word or phrase), and some seem larger (e.g. asking a School to establish policies toenforce an inclusive culture for graduate students) but the common element is that we areworking to get people to align to our vision.RecommendationsWe have three recommendations for people in engineering education who are beginning toengage in social justice reform.Take action where you can and expect and accept mistakesA primary inspiration for this paper was that we felt unprepared for the particular challenges weencountered. We found
- Conference Session
- Multidisciplinary Endeavors: Engineering and Liberal Arts
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Sarah Summers, Rose-Hulman Institute of Technology; Anique Julienne Olivier-Mason, Brandeis University; Marina Dang, Massachusetts Institute of Technology; Diana M. Chien, Massachusetts Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society, Multidisciplinary Engineering
, Salt LakeCity, Utah. Jun. 2018.[3] Yoritomo, J. Y., Turnipseed, N., Cooper, S. L., Elliott, C. M., Gallagher, J. R., Popovics, J.S., Prior, P., and Zilles, J. L. “Examining engineering writing instruction at a large researchuniversity through the lens of writing studies,” in Proceedings of the 2018 ASEE AnnualConference, Salt Lake City, Utah. Jun. 2018.[4] Hanson, A. J., Lindahl, P., Strasser, S. D., Takemura, A. F., Englund, D. R., and Goldstein, J.“Technical communication instruction for graduate students: The Communication Lab vs. acourse,” in Proceedings of the 2017 ASEE Annual Conference, Columbus, Ohio. Jun. 2017.[5] R. Day Babcock and T. Thonus, “A sample research question: What is a successful tutorial?”in Researching the Writing