Conference Session

Student Division Diversity and Persistence Related Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katherine Elfer, Tulane University; Anastasia Marie Rynearson, Purdue University, West Lafayette (College of Engineering); Nathan M. Hicks, Purdue University, West Lafayette (College of Engineering); Elizabeth Marie Spingola, Virginia Tech Department of Engineering Education; Kaitlin Fair, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Student

Accessibility Caucus, Purdue’s Student ASEE Chapter, andGeorgia Institute of Technology’s Lean In Chapter will present their ideas on what helps create asuccessful graduate community. The common findings of all organizations are consolidated intocategories of funding, recruitment, evaluation of success, and best practices for graduate studentorganizations.Tulane University: Women+ in Science and EngineeringBackground and DevelopmentTulane University’s Women+ in Science and Engineering (WISE), a graduate student andpostdoctoral fellow initiative, will conclude its first full year in June 2017. At the ASEE 2016conference, two graduate students and a Tulane Assistant Professor identified a critical need forgraduate student and postdoctoral peer

Conference Session

Student Division Early Introduction to Engineering Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Candyce Hill, Michigan State University ; Katy Luchini-Colbry, Michigan State University

Tagged Divisions

Student

sessions aboutresumes were not included in the survey questions, several students left feedback about theselearning opportunities in response to open-ended questions about the “best” or most helpfulcomponents of the program.Concluding Discussion and Future WorkResume development activities are a common – and valuable – component of undergraduateengineering experiences. The key differences to the approach described here include: (1) theresume development activities focused on rising seniors participating in an intensiveundergraduate research program; (2) this project focused on helping students to prepareacademic resumes that would be appropriate to include in graduate school applications.Comparing “initial” and “revised” resumes for students who

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

approaches,” International Journal of Design, vol. 4, no. 3, 2010.26 S. Papert and I. Harel. "Situating constructionism." Constructionism36.2, 1-11, 1991.27 R. A. Finke, T. B. Ward, and S.M. Smith, “Creative cognition: Theory, research, and applications.” 1992.28 M. Mani, J. Madan, J. H. Lee, K.W. Lyons, and S.K. Gupta, “Sustainability characterization for manufacturing processes,” International Journal of Production Research, vol. 52 no. 20, pp. 5895-5912, 2014.29 Ye, Y., Jankovic, M., Kremer, G. E., Yannou, B., Leroy, Y., & J. C. Bocquet, “Integration of environmental impact estimation in system architecture and supplier identification,” Research in Engineering Design, vol. 27 no. 2, pp. 117-140, 2016.30 A. Al-Saffar

Conference Session

Student Division Development of Professional Skills Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ana Cristina Estrada, University of Virginia; Lindsey Taylor Brinton, The Ohio State University

Tagged Divisions

Student

academia, most will facebalancing substantial research, teaching and service requirements. Yet, a graduate educationtypically focuses predominately on preparing students to lead research projects, without an emphasison development of pedagogical skills. Especially in engineering fields, graduate students may notautomatically be required to teach, receive pedagogical instruction, or engage in other careerdevelopment aspects beyond research. The exact reason for this is unclear but may be linked tounderestimating the positive impact of teaching by graduate students. Yet, there appear to beconcrete benefits for both the graduate students and the students taught by them. In fact, manygraduate students are interested in teaching and would like to

Conference Session

Student Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jordan E. Trachtenberg, Rice University

Tagged Topics

Diversity

Tagged Divisions

Student

Paper ID #20677Writing in the Disciplines for Engineers: Implementation and Assessment ofStudent LearningDr. Jordan E. Trachtenberg, Rice University Jordan Trachtenberg received her PhD in bioengineering from Rice University. She has been passion- ate about STEM education and outreach throughout her undergraduate and graduate studies. Her broad teaching interests include teaching K-12 outreach programs in 3D printing and computer-aided design, mentoring undergraduate laboratory and design teams, and organizing graduate professional development opportunities in science communication. She works on collaborative pedagogical

Conference Session

Student Division Early Introduction to Engineering Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ashley Evanoski-Cole, Colorado State University; Kimberly Catton P.E., Colorado State University; Bert Vermeulen, Colorado State University; Jamison Taylor Bair, Colorado State University; Thomas H. Bradley, Colorado State University

Tagged Divisions

Student

Paper ID #18727Confidence of Undecided First-Year Engineering Students in Choosing TheirMajor and Implications for RetentionAshley Evanoski-Cole, Colorado State University Ashley Evanoski-Cole is a Graduate Research Assistant in the Department of Atmospheric Science within the College of Engineering at Colorado State University. With a B.S. in Chemistry and a M.S. in Atmo- spheric Science, she is currently pursuing her Ph.D. in Atmospheric Science. She studies anthropogenic impacts on air quality, focusing on emissions from oil and gas extraction. Her educational research has focused on understanding first-year student

Conference Session

Student Division Diversity and Persistence Related Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jeannie Marie Purchase, Virginia Tech ; Denise Rutledge Simmons P.E., Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Student

well as influencing students to pursue engineeringcareers after graduation.12,13 Some of the hesitation for pursuing out-of-class activities forengineering students include lack of time and motivation to participate in these activities.14By understanding students' perceived benefits and motivations for pursuing out-of-classactivities, we can begin to understand how these activities bolster student engagement in andoutside of the classroom. In turn, this can inform policies and practices that may lead toincreased retention rates of underrepresented groups in engineering. This case study wasdeveloped as a follow-up to a focus group that was part of a larger study designed to understandengineering undergraduate students’ motivations for pursuing

Conference Session

Student Division Diversity and Persistence Related Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

James Blake Gegenheimer, Louisiana State University STEP ; Charles Algeo Wilson IV, Louisiana State University; Adrienne Steele, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

Tagged Topics

Diversity

Tagged Divisions

Student

American (7.7%), Hispanic (15.2%), Asian (17.6%), Female (20.7%), LSES (14.6%). Supplemental Instruction can now be counted as one of the many programs that successfullydecreases the academic performance gap between ethnic minority students and Caucasians. Thisgap was decreased to within 3% of course averages for all groups excluding African Americans.One of the most surprising things about these findings is that the SI program was not designed togive additional benefit to minority, female, or low-socioeconomic students. Through activelearning and inclusion, the SI program at LSU has shown to have a substantial impact on allpopulations of students7 References[1] E. Brothers, B. Knox, “Best Practices in Retention of Underrepresented