Displaying all 4 results
- Conference Session
- Developing Quality Experiences that Retain Diverse Engineering Talent
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Rocio Alba-Flores, Georgia Southern University; Fernando Rios-Gutierrez, Georgia Southern University
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
best be met by exploiting multidisciplinaryapproaches. Our Senior Capstone Design Course has been established to demonstrate the valueand ingenuity which can be derived from cooperative design efforts among traditionalengineering disciplines.The projects for the senior design program are suggested by the faculty, industry, and academicundergraduate research through engineering grant contests. The requirements are that the projectbe open-ended, multidisciplinary, and have non-engineering constraints (e.g., economic,environmental, aesthetic). The students are given a choice of 10 to 15 projects (depending uponclass enrollment) and write a proposal stating their top choice. The senior design faculty teamassigns two to three students to each
- Conference Session
- Women in Engineering Division Technical Session - Development Opportunities for Diverse Engineering Students
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Joanna Wolfe, Carnegie Mellon University; Elizabeth A. Powell, Tennessee Technological University; Seth Schlisserman; Alexandra Kirshon
- Tagged Topics
- ASEE Diversity Committee, Diversity
- Tagged Divisions
- Minorities in Engineering, Women in Engineering
friends, so we mostly had task division. What he did—he wasn’t calling me or they were just doing it and when I was asking he said, “Okay, don’t worry. We just done it. We went to the lab and we just finished it.” I got so mad and I went to the professor and said, “He doesn’t—just share those projects, because I have to get a grade, too.” He said, “You chose him as a leader, so you have to go take care of it.” I sent him a few e-mails and asked him, “Okay, you should just give me more tasks, you have to just make—” I don’t know; he just never did. For the second semester of capstone I got B, because our professor said, “I didn’t see you doing those electrical engineering things,” and I said
- Conference Session
- Out-of-school-time Engineering: Implications for Underrepresented Students
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Angela Clinkscales Verdell, Mississippi State University; Jason M. Keith, Mississippi State University; James Warnock, Mississippi State University; Vemitra White Alexander, Mississippi State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
corporatesponsor and was heavily tied to real industry needs. By working with corporate mentors studentsbecame better acclimated to the engineering profession through the use of engineering acumen,and problem solving techniques. This opportunity allowed students meaningful early exposure tothe engineering discipline and helped to shape their understanding of the field. This engagementprovided a basis for future skills needed for project based learning such as capstone coursework[7].Among the major University partners for the Summer Bridge Program are the Math and ChemistryDepartments, the Learning Center, University Library, Career Services and the Writing Center.Each of these provide unique services that benefit the program. For instance, the Math
Retaining Diverse Students in Civil Engineering and its Subdisciplines: Challenges and Opportunities
- Conference Session
- Women in Engineering Division Technical Session - Retention Programs for Diverse Students
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Abbie B Liel P.E., University of Colorado, Boulder; Eva Leong
- Tagged Topics
- ASEE Diversity Committee, Diversity
- Tagged Divisions
- Minorities in Engineering, Women in Engineering
aseither an undergraduate or graduate student, and asked respondents to rate their experiences on ascale of 1 to 4, where 1 indicates a “poor experience, decreased my overall confidence ofsucceeding in structural engineering” and 4 indicates a “great experience, increased my overallconfidence of succeeding in engineering”. The most popular courses (as reported in Table 8)among the survey respondents were structural analysis and earthquake engineering. Senior(capstone/integrated) design, finite element analysis and foundation engineering were given thelowest ratings. The finding that capstone design was unpopular was somewhat surprising, but thesurvey questions did not allow us to uncover reasons behind these responses.Table 8. Respondents’ ratings