Displaying all 11 results
- Conference Session
- Student Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Bala Vignesh Sundaram, Arizona State University, Polytechnic campus; Nadia N. Kellam, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus
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Revolutionizing Engineering Departments grant ”Additive Innova- tion: An Educational Ecosystem of Making and Risk Taking.” He was named one of ASEE PRISM’s ”20 Faculty Under 40” in 2014, and received a Presidential Early Career Award for Scientists and Engineers from President Obama in 2017. American c Society for Engineering Education, 2021 Understanding the perspectives of empathy among engineering faculty membersAbstractIn higher education, studies have shown that teacher empathy can lead to better student learningoutcomes, diverse and inclusive learning environments, as well as less teacher burnout. Inengineering education, research on
- Conference Session
- Student Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
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- Regina Palero Aleman, University of San Diego; Mireya Becker Roberto; Joel Alejandro Mejia, University of San Diego; Susan M. Lord, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Diana A. Chen, University of San Diego; Gordon D. Hoople, University of San Diego
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. American c Society for Engineering Education, 2021 Paper ID #34565Prof. Gordon D. Hoople, University of San Diego Dr. Gordon D. Hoople is an assistant professor and one of the founding faculty members of integrated engineering at the University of San Diego. He is passionate about creating engaging experiences for his students. His work is primarily focused on two areas: engineering education and design. Professor Hoople’s engineering education research examines the ways in which novel approaches can lead to better student outcomes. He is the principal investigator on the National Science
- Conference Session
- Technical Session: Professional Development Opportunities for Students
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Cory Hixson, Virginia Tech; Ella Lee Ingram, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology; Holly M. Matusovich, Virginia Tech; Rachel E. McCord, University of Tennessee, Knoxville
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Publications. 6. McCord, R., Hixson, C., Ingram, E. L., & McNair, L. D. (2014). Graduate student and faculty member: An exploration of career and personal decisions. Paper presented at the American Society of Engineering Education Annual Conference and Exposition, Indianapolis, IN. Page 26.1569.10
- Conference Session
- Student Division Technical Session 1
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- 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
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constituted a new challenge for faculty and students alike.Various other struggles encountered in the midst of a pandemic (e.g., economic impacts onindividuals and family) all tested the degree of resiliency and adaptability of both faculty andstudents to establish and sustain a coherent educational system. Universities were especiallychallenged when given lack of immediate procedural or resourceful commodities fortransitioning to an online learning environment in a rapid and timely manner [3]. These changesresulted in huge burdens on faculty members, students, and universities to cope with thistransition and deliver a full or partial online teaching and learning environment in an efficientmanner. The research on COVID-19 effects on
- Conference Session
- Student Division Technical Session 2
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- 2020 ASEE Virtual Annual Conference Content Access
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- Stephen Secules, Florida International University
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graduate student perspective, not a person who relates primarilyas an employer or instructor of graduate students— hence, the “before I forget” part of the title. I hope theperspective gained by hindsight can supplement that lack of immediacy and that as a communicative act Ican speak directly to graduate students with something valuable. Now a faculty member, I am alsolooking towards being able to synthesize these pieces of advice in ways that I may be able to pass along tomy own and other graduate students. I do not anticipate this advice to be comprehensive, and I inviteothers to add their wisdom as well, in this paper (see Section 5) and future works. In this envisionedcollective body of knowledge on graduate student process, no one would
- Conference Session
- Student Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
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- Maral Kargarmoakhar, Florida International University; Stephanie Jill Lunn, Florida International University; Monique S. Ross, Florida International University; Zahra Hazari, Florida International University; Mark A. Weiss, Florida International University; Michael Georgiopoulos, University of Central Florida; Ken Christensen P.E., University of South Florida; Tiana Solis, Florida International University
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students interests towards pursuing a graduate degree.The physical and psychological impacts of student involvement, such as attending social events,giving oral presentations, being part of a group, club, organization, etc., have been studied widelyby scholars [31][32][33][34]. They have shown a major role in students’ self-efficacy andpersistence and positively impact students’ academic autonomy, career, and lifestyle planning[32][35][36][37]. “Academic involvement, involvement with faculty, and peer involvement” arethe three most powerful involvement forms according to the literature [31]. Likewise, learning ina group is an effective practice in promoting greater academic achievement, promising attitudestoward learning, and increasing
- Conference Session
- Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Stephen W. Crown, University of Texas, Pan American; Ana Alanis, University of Texas, Pan American ; Jose Luis Chavez Jr., The University of Texas, Pan-American; Joel Guadalupe Montemayor, University of Texas, Pan American; Ricardo Montemayor, University of Texas, Pan-American; Haidy Enid Soto, University of Texas, Pan American
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curriculum developmentand instructional support. As part of this group, nine undergraduate students were hired to helpin the development of five CBI courses. The students were directly supervised by a graduatestudent under the direction of an engineering faculty member. The courses included ComputerAided Design, Water Science, Systems Thinking, Nanotechnology, and Computer Science.The students had access to previously developed curriculum and TexPREP instructors who hadtaught similar content in prior years. Their objective was to develop and support an effectiveCBI challenge for each course that was engaging for students and addressed the majority ofcourse content. Developed materials supporting the CBI challenge included detailed courseoutlines and
- Conference Session
- Two Body Solutions: Strategies for the Dual-Career Job Search
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Shannon Ciston, University of California, Berkeley; Katy Luchini-Colbry, Michigan State University; Christopher M Weyant, Drexel University; Robert L. Nagel, James Madison University; Jacquelyn Kay Nagel, James Madison University; Amber L. Genau, University of Alabama at Birmingham; Kristina M. Wagstrom, University of Connecticut; Daina Briedis, Michigan State University
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- Diversity
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- New Engineering Educators, Student, Women in Engineering
to be, his passion has always been more on the teachingside. One of Jon’s job prospects that was very interesting to him was in Philadelphia. Thoughthis job was not directly related to his field of study, it was an opportunity to use his skill set in adifferent area. When he contacted a graduate student colleague of both Jon and Chris about lifein Philadelphia, that connection proved to be invaluable. He noted his department had a jobposting for a teaching faculty member. This was Chris’s dream job. In the end, Chris left histenure track position for a non-tenure track teaching faculty position and Jon left his researchcareer for a career in software, which has been an underlying passion of his. Patience andflexibility ultimately led to
- Conference Session
- Student Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Dolores Herrera; Claire Marie Leader, California Polytechnic State University, San Luis Obispo; Soham Patel; Anahid Behrouzi, California Polytechnic State University, San Luis Obispo
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- Diversity
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- Student
, an individual’s free response submission may be described by more than onecode, hence the (#) represents the frequency a theme appears across all respondents’ answers. 1. Which current affiliation applies to you? o Undergraduate Student (10) o Graduate Student (0) o Faculty Member (2) o Staff Member (0) o Administration (1) 2. What department affiliation applies to you? o Architecture (5) o Architectural Engineering (3) o City & Regional Planning (1) o Construction Management (0) o Landscape Architecture (4) 3. Are you a member of either the Student or Faculty Diversity, Equity & Inclusion committees? o Yes (3) o No (10) 4. Rate the
- Conference Session
- Student Division Technical Session 2
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Atsushi Akera, Rensselaer Polytechnic Institute; Soheil Fatehiboroujeni, Purdue University, West Lafayette; Sarah Appelhans, University at Albany-SUNY; Joerene Acerrador Aviles, Rensselaer Polytechnic Institute; Eva Dibong; Beatrice Mendiola, Rensselaer Polytechnic Institute; Michelle Murray, Rensselaer Polytechnic Institute; Melissa Shuey, Rensselaer Polytechnic Institute; Marta Tsyndra, Rensselaer Polytechnic Institute; Makayla Wahaus, Rensselaer Polytechnic Institute
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us what we maybe already knew, but nevertheless needed to hear: students enterengineering education from diverse points of origin and continue through to careers that are aslikely beyond engineering as within it. However, a close reading of the report also reveals twovoices. On the one hand, there was the voice of educators and administrators eager to celebratethe fact that engineering can serve as rigorous preparation for a variety of future occupations. Onthe other hand, there was a smaller number of educators, including NAE staff members who,through their engagement with the literature on women and minorities in engineering educationsought to make the point that many students enter engineering with diverse backgrounds andpreparation in
- 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
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- Diversity
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- 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
shaping and supportingstudents’ group-learning experiences.6 While faculty practices are important in all group-learningapproaches, they can be particularly important for supporting under-represented students, whooften experience marginalization in such settings. Both faculty and peers can marginalizeindividual students in a variety of ways, including through assignment of work tasks, validationof work tasks, validation of ideas or perspectives, and the nature of the group task itself.First, at the onset of an activity, task assignment biases can often result from unconsciousexpectations about who may be more (or less) suited to certain tasks.7, 8 While each team isdifferent, with a different set of identities and personalities, there is also