Conference Session

Student Division Early Introduction to Engineering Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Md Tarique Hasan Khan, Wayne State University; Kamyar Raoufi, Oregon State University; Kijung Park, Iowa State Univerisity; Tasnia Reza; Carolyn E Psenka, Wayne State University; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Karl R. Haapala, Oregon State University; Gül E. Okudan Kremer, Iowa State University; Kyoung-Yun Kim, Wayne State University

Tagged Divisions

Student

, engineering, andmathematics (STEM), which the investigators describe as being in a “state of emergency.” Byintegrating traditional and sustainable engineering skills, the next generation of students maybecome more interested in careers in engineering [2]. Carew and Mitchell discovered thatdifferent concepts of sustainability exist within engineering, and this explicit contestation of theconceptual variation in the engineering classroom offers opportunities to improve undergraduatesustainability learning and teaching [4]. They suggested engineering education needs to employ adiversity of teaching and learning methods to address the role of values and assumptions insustainable decision making, rather than supporting a specific tool, sets of actions, or

Conference Session

Student Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marigold F. Bays-Muchmore, University of Illinois, Urbana-Champaign; Alexandra Chronopoulou, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Student

–149, 1997. 2. K., Sumpter, M. and Bodner, G. M. (2006), Factors Influencing the Self-Efficacy Beliefs of First-Year Engineering Students. Journal of Engineering Education, 95: 39– 47. doi:10.1002/j.2168-9830.2006.tb00876.x 3. Hutchison-Green, M. A., Follman, D. K. and Bodner, G. M. (2008), Providing a Voice: Qualitative Investigation of the Impact of a First-Year Engineering Experience on Students' Efficacy Beliefs. Journal of Engineering Education, 97: 177–190. doi:10.1002/j.2168-9830.2008.tb00966.x 4. R. F. Korte and K. A. Smith, “Portraying the academic experiences of students in engineering: Students' perceptions of their educational experiences and career aspirations in engineering

Conference Session

Student Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lauren Jennings, University of Tennessee, Knoxville; Courtney June Faber, University of Tennessee, Knoxville; Kayla Arnsdorff, University of Tennessee; Rachel McCord Ellestad, University of Tennessee, Knoxville

Tagged Divisions

Student

. Richter, T. and S. Schmid, Epistemological Beliefs and Epistemic Strategies in Self- Regulated Learning. Metacognition and Learning, 2010. 5(1): p. 47-65.26. Prince, M., Does Active Learning Work? A Review of the Research. Journal of engineering education (Washington, D.C.), 2004. 93(3): p. 223.27. Walther, J., et al., Engineering Competence? An Interpretive Investigation of Engineering Students' Professional Formation. Journal of Engineering Education, 2011. 100(4): p. 703-740.28. Danielak, B.A., A. Gupta, and A. Elby, Marginalized Identities of Sense‐Makers: Reframing Engineering Student Retention. Journal of Engineering Education, 2014. 103(1): p. 8-44.29. Benson, L., A. Kirn, and C.J. Faber, CAREER

Conference Session

Student-led Research on Engineering Education - Quantitative Methodologies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jaclyn Kuspiel Murray, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Student

Paper ID #15814An Analysis of First-Year Engineering Majors’ Spatial SkillJaclyn Kuspiel Murray, University of Georgia Jaclyn Kuspiel Murray is currently a research scientist at Georgia Institute of Technology in the depart- ment of biomedical engineering. In May of 2016 she graduated with a doctorate of philosophy in science education from The University of Georgia. She earned a bachelor of science in mechanical engineer- ing from Georgia Institute of Technology and a master of science in biomedical engineering from The University of Tennessee Health Science Center and The University of Memphis. After a brief career in

Conference Session

Technical Session: Student Experience & Perspectives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rachel Jannette McFalls, Mississippi State University; Carla Danielle Grimes, Mississippi State University; M. Jean Mohammadi-Aragh, Mississippi State University; Rani W. Sullivan, Mississippi State University; James Warnock, Mississippi State University

Tagged Divisions

Student

...there’s a Ph.D. in Engineering Education?” The First Year Experience of Three Students in an Engineering Education Department.  ​ Proceedings of the 2012 ASEE Southeast Section Conference​ , April, 2012.  10. Bruce, J. W. and L. Bruce, “This Town Ain’t Big Enough for the Both of Us: Two Engineering Educator Careers, One Department,” Proceedings of the American Society for Engineering Education, 2005.  11. Bruce, L. and J. W. Bruce, “Maximizing Your Productivity as a Junior Faculty Member: Balancing Research, Teaching, and Service,” Proceedings of the American Society for Engineering Education, 2004.  12. Bruce, J. W. and L. Bruce, “Maximizing Your Productivity as a Junior Faculty Member: Being Effective in the Classroom,” Proceedings of the

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lynn Albers, North Carolina State University; Laura Bottomley, North Carolina State University

Tagged Divisions

Student

. Perry’sDevelopmental Scheme). 4 A student typically enters the university in positions 1 or 2 with avery ‘right or wrong’ point of view. As the student progresses through their collegiate career andengages in experiences, they transcend through positions 2, 3, and 4; ideally graduating inposition 5 (or higher) where they have acquired the ability to perceive knowledge and values asrelative, contingent and contextual.4 Because the university is an educational environment, theintellectual development of the student from positions 1 or 2 to position 5 is an important part ofthe transformation of the student and the goal of the institution.Experiences play an important role in this transformation and sadly, not all experiences arepositive; potentially having a

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mehdi Lamssali, North Carolina Agricultural & Technical State University; Olivia Kay Nicholas, RAPID; Alesia Coralie Ferguson, North Carolina A&T State University; Andrea Nana Ofori-Boadu, North Carolina Agricultural and Technical State University; Angela M. White, NC A&T State University

Tagged Topics

Diversity

Tagged Divisions

Student

and Technical State University Dr. Andrea N. Ofori-Boadu is an Assistant Professor of Construction and Construction Management with the Department of Built Environment within the College of Science and Technology at North Carolina Agricultural and Technical State University (NCA & T). Her research interests are in bio-derived cement replacement materials, delivery of sustainable built environments, and professional identity development in STEM students, particularly architecture, engineering and construction (AEC) women. In February 2019, Andrea received the prestigious National Science Foundation NSF - CAREER award to research professional identity development processes in undergraduate AEC women. In 2020, she

Conference Session

Student Division Development of Professional Skills Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anahid Behrouzi, California Polytechnic State University - San Luis Obispo

Tagged Divisions

Student

Careers in Science andEngineering. Wiley-IEEE Press.Seldin, P. (1993). Successful Use of Teaching Portfolios. Bolton, MA, Anker PublishingCompany, Inc.

Conference Session

Student Division Early Introduction to Engineering Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nabila A. Huq, Colorado State University; Wenlong Xu, Colorado State University; Sanli Movafaghi, Colorado State University; Mona Hemmati, Colorado State University

Tagged Divisions

Student

strong factorin determining a student’s progression or non-progression to the subsequent course. Thesecond most common response indicated perceived importance of the degree for theirdesired future career. The third most popular answer was that they found their program ofstudy enjoyable. It is important to note that students were able to make multipleselections for this particular survey question. That said, while a large majority ofprogressing students were confident in their success in the program, only one studentreported the coursework being easy. Therefore, this confidence is likely not a product ofease of training but of something else internal, the most likely reason being good workethic. In addition, it may also be surmised that the

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Charles Algeo Wilson IV, Louisiana State University; Adrienne Steele, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University; Wei-Hsung Wang Ph.D., Louisiana State University; Linda Lee Ramsey, Independent evaluator

Tagged Divisions

Student

students enterthe College of Engineering. With this mix of challenges, many students end up dropping out ofthis academic and career choice (4).Several active learning based programs attempt to alleviate these student difficulties and attritionby offering peer administered active learning sessions that help guide younger students to learnand to use skills necessary for success in STEM disciplines: Peer Led Team Learning (5, 6),Supplemental Instruction (8), and Learning Assistant recitation (7), etc.). Louisiana StateUniversity’s College of Engineering determined that its students needed additional support in the Page 26.645.2traditional gateway

Conference Session

Technical Session: Professional Development Opportunities for Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, The Ohio State University; Hannah Christine Zierden, The Ohio State University; Kevin Robert Wegman; Rachel Louis Kajfez, The Ohio State University; Krista M. Kecskemety, The Ohio State University

Tagged Divisions

Student

component selection and everything in between.”Ten of the students reported improved professional skills. While some just generally mentionedteamwork or communications, several gave specific examples of management-level skills. Someexamples of these were the ability to break a large project into smaller pieces, to manage a teamof software engineers, and to “let go and delegate tasks.”Career ImplicationsTAs were also asked about how their participation helped them in their search for employment,be it a fulltime job, a co-op, or an internship. Thirteen of the TAs said their participation in thedesign project development helped them in their job search. Keeping in mind that 8 of therespondents were in their first term of working on the project and 4

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joi-lynn Mondisa, Purdue University, West Lafayette; Junaid A. Siddiqui, Purdue University, West Lafayette; Mel Chua, Purdue University; Linda Vanasupa, California Polytechnic State University; Roberta J Herter, California Polytechnic State University; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Student

conducted the initial interviews in 2008. I used to hold a very mechanistic model ofchange in human systems, replete with coping mechanisms when people did not behave in theprescripted ways. Having considered the impact of the Changemakers' careers and listened totheir stories, my current belief is that our thoughts have a more powerful role in what occurs tous as the physical world than I had previously considered. This is a concept that the Chileanbiologists, Humberto Maturana and Francisco Varela have captured in the aphorism, "Allknowing is doing.16" The evidence that he offers for this coupling of cognition and "real"-izationis embedded in the basis of biological life forms. In terms of the partially-virtual research collaboration that

Conference Session

Graduate Student Experience

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephanie Cutler, Virginia Tech; Walter Curtis Lee Jr., Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Divisions

Graduate Studies, Student

interdisciplinary pedagogy for pervasive computing design, writing across the curriculum in statics courses, and a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice. Her teaching emphasizes the roles of engineers as communicators and educators, the foundations and evolution of the engineering education discipline, assessment methods, and evaluating communication in engineering. She serves as Assistant Department Head for Graduate Education in her department at Virginia Tech and co-directs the Virginia Tech Engineering Communication Center. Page 25.485.1

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sarah Ilkhanipour Rooney, University of Pennsylvania; Julie Schafer McGurk, University of Pennsylvania; Emily R. Elliott, University of Pennsylvania; Ursula J. Williams, University of Pennsylvania; Leann Dourte Segan, University of Pennsylvania

Tagged Divisions

Student

facilitating courses that already includeactive learning techniques, and students who hope to pursue a career in teaching and may need todesign their own courses in the future.Defining Course GoalsGoals are the foundation of course reform. Although TAs are typically not responsible fordefining the course goals (this is normally the instructor’s responsibility), an important aspectemphasized in the “SAIL TA Training” was to ask the TAs to 1) reflect on why it is important toknow the goals of the course, 2) articulate what these goals are, and 3) understand why/how theinstructor plans to use active learning methods to achieve these goals. This step ensures thatinstructors and TAs communicate the same goals and expectations to the students.To model these

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Lachney, Rensselaer Polytechnic Institute; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

engineering,complicating any analysis of diversification efforts. In the case of economic competitiveness, thegoal is simply production of the maximum number of STEM graduates. The strategy is puttingmore bodies into the beginning of the STEM education pipeline so more come out the other end.In the case of educational pluralism, the goal is more about economic (and career) opportunity“for all,” and inclusiveness and diversity as desirable social and educational foundations in theirown right. These two diversification logics often fold together in practice—and are oftenconflated by STEM education reform advocates—confusing the conceptual foundations formany STEM inclusiveness initiatives. Therefore, while policy support for broad-based STEMrecruitment

Conference Session

Student Division Innovative Research Methods Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cassandra Groen, Virginia Tech; Denise Rutledge Simmons P.E., Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Divisions

Student

Denise R. Simmons, Ph.D., PE, LEED-AP, is an assistant professor in the Myers-Lawson School of Construction and in the Civil & Environmental Engineering Department, and an affiliate faculty of the Department of Engineering Education at Virginia Polytechnic Institute and State University. She holds a B.S., M.S., and Ph.D. in civil engineering and a graduate certificate in engineering education – all from Clemson University. She is the 2016 recipient of Virginia Tech’s College of Engineering Dean’s Award for Outstanding New Assistant Professor and the Black Graduate Student Organization’s Lisa Tabor Award for Community Service. Using deep insights from a fourteen-year industry career and her strengths as a systems