Displaying all 12 results
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- Student Division (STDT) Poster Session
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- 2024 ASEE Annual Conference & Exposition
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- Tahlia Altgold, The Ohio State University
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equal partners in the engineering process, rather than people theengineers are ‘helping’. Following these two pillars, ethical and empathetic decision making are the thirdpillar, encouraging engineers to base decisions beyond traditional resource justifications, such as cost andtime. Howcroft et al. emphasize that these pillars need to be continuously integrated over the course of adegree program to be impactful.Figure 1: Empathy models adapted from their source literature on a continuum from decontextualized tocontext-driven.DiscussionEach model reflects the context in which it was created and can each aid engineering educators inimplementing empathy in their curricula. Zaki’s [6] model developed by a psychologist, is the mostdecontextualized
- Conference Session
- Student Division (STDT) Technical Session 3: Student Innovative Practice
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- 2023 ASEE Annual Conference & Exposition
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- Eisa A. Khawaja, Alpharetta High School; Hoda Ehsan, The Hill School
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lower elementary [3]. Research suggests emerging technologies have great potential toimprove learning and help students develop an interest in science, technology, engineering, andmathematics (STEM) [1]. In essence, academia, non-profits, and for-profits have begun todevelop AI curricula and resources for pre-college education [2]. The Massachusetts Institute ofTechnology (MIT) recently released ‘The Middle School AI + Ethics Curriculum,’ whichintegrates ethics in technical lessons to develop students’ ethical design skills [2].BackgroundArtificial Intelligence in Pre-College EducationArtificial Intelligence (AI) in literature is defined as “the science and engineering of creatingintelligent machines” [4, p. 2]. AI is a branch of CS that merges
- Conference Session
- Engineering Identity and Student Support (Features 2 papers of STDT)
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- 2025 ASEE Annual Conference & Exposition
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- Brandon Wilson, California State University, Los Angeles; Corin L. Bowen, California State University, Los Angeles
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ColorAbstractThis WIP paper intends to supplement our current understanding of political awareness andethical disengagement among engineering undergraduates. As an integral part of the productionof globally-sold technology and weaponry [1-6], engineers in the United States need to have anactive and informed interest for global public welfare as well as the political applications of theirwork [7]. Part of developing this informed interest is supposed to occur as they get theirbachelor’s degree, as ABET expects graduates to be able to “recognize ethical and professionalresponsibilities in engineering situations” (Criterion 3: Student Outcomes) and make decisionsthat give weight to the global and societal impact of their work [8]. In spite of this effort
- Conference Session
- Student Division (STDT) Technical Session 4: Minoritized Student Experiences
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- 2023 ASEE Annual Conference & Exposition
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- Micaha Dean Hughes, North Carolina State University, Raleigh; John Roberts, UK College of Engineering
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- Conference Session
- Engineering Identity and Student Support (Features 2 papers of STDT)
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- 2025 ASEE Annual Conference & Exposition
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- Naqash Gerard, University of Florida; Idalis Villanueva Alarcón, University of Florida; Isabella Victoria, University of Florida; Minji Yun, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Jasmine E. McNealy, University of Florida
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, both from a cross-cultural andintra-racial standpoint, in engineering. The methodology was carefully designed to capture thenuanced experiences and perspectives of faculty advisors and/or graduate students whilemaintaining scientific rigor and ethical considerations. The methodology presented is mindfulof all the complexities of mentoring relationships and connected constructs, particularly inunderstanding how emotional intelligence manifests in these relationships.2.1 Research Design The research design selected for this study follows a participatory research approach [31],[32]. The first study on cross-country cultural mentoring was conducted using a collaborativeautoethnography between a faculty advisor and their graduate students (the
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- Student Division (STDT) Technical Session 1: Student Success and Mentoring
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- 2023 ASEE Annual Conference & Exposition
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- Alexander V Struck Jannini, Purdue University Library TSS
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professional identity with the student and helping them in ways that didnot violate the ethical principles of engineering and teaching. The results of this interaction werethat the student made it successfully through the semester and is finishing their program in goodstanding. The final takeaways from this experience are the use of empathic mentoring, being thechange that one wishes to be in engineering education, and taking extreme ownership of one’smentoring role to develop and guide their mentees.IntroductionEngineering as a discipline has had a reputation for having a difficult curriculum where manystudents do not succeed [1]–[7]. The most recent numbers regarding engineering retention ratesfor United States universities show that approximately
- Conference Session
- Tools, Identities, and Personality in Engineering Education
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- 2025 ASEE Annual Conference & Exposition
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- Kylee Shiekh, Virginia Polytechnic Institute and State University; Ernesto Cuesta Alvear, Virginia Polytechnic Institute and State University; Summer S. Stevens, Virginia Tech
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Summer Stevens became doctoral student in Virginia Tech’s Engineering Education program after obtaining a BS in Civil Engineering from the University of Utah. She also looks forward to completing an MS in Structural Engineering at Virginia Tech. Summer’s career goals revolve around becoming a civil engineering or engineering education professor, or conversely, a university outreach program coordinator. Her current research interests include validating crochet as a form of tinkering, K-12 engineering identity, artistic understandings of engineering, family rights for engineers, engineering student mental health, engineering ethics education, and mass timber construction. ©American Society for
- Conference Session
- Student Division Technical Session 5: Self- Efficacy
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- 2024 ASEE Annual Conference & Exposition
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- Jeffrey Luke Morrison, University of South Florida; Chris S Ferekides, University of South Florida; Dhinesh Balaji Radhakrishnan, Purdue University
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engineering course Itook. In this course, students were put into groups and had to complete an engineering task (inmy case, build a simple robot); however, the class’s primary learning outcomes focused on non-technical concepts like engineering ethics, which made this course like a mini capstone wherestudents had to find the information themselves to complete their projects. Reflecting on thisproject, I realized that researching and building circuitry for robots was the primary reason forselecting Electrical Engineering. Therefore, when I look at the department’s RED program, I seea similar ideology: an attempt to teach students more about the professional side of engineeringand empower students to take responsibility for learning. I still have not
- Conference Session
- Student Division (STDT) Technical Session 4: Minoritized Student Experiences
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Aimee Sayster, Clemson University ; Jessica Allison Manning, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Marisa K. Orr, Clemson University; Rebecca Brent, Education Designs, Inc
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parents have always beenproponents of education and the doors it can open which has shaped my work ethic. The studentswe researched helped me gain a better understanding of how I view my and others’ approach toengineering and what defines success.Coding and Analysis ProceduresDuring the analysis process researchers read through both interviews to familiarize themselveswith the data [22]. Two main researchers were involved in the coding process. These researcherscoded roughly three quarters of one interview together, and then coded the remainder of the sameinterview individually. Nearly 200 codes were created in the first pass of the first interview.These unique codes were then reduced to six collated codes for the codebook to capture theentirety
- Conference Session
- Student Division (STDT) Technical Session 5: Motivation and Support for Success
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- 2023 ASEE Annual Conference & Exposition
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- Sepehr Khorshid, University of Alabama; Siyuan Song, University of Alabama
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of a recent study revealed that highacademic rigor and exams were identified as the most common sources of stress amongengineering students [7]. On the other hand, personal stressors such as living away from home,peer pressure, health and financial worries should be taken into account [19]. The researchdiscovered that engineering students experiencing mental health problems are less likely to seeksupport for their mental health issues [20]. Stress and anxiety are prevalent among engineers [21]. This is a result of the nature ofengineering, characterized by its strictness, robustness, and a demanding work ethic [21]. Workpressure can have negative impacts on both physical and mental health of individuals [22].Similar to engineering
- Conference Session
- Student Division (STDT) Technical Session 6: Underserved Student Experiences
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Anastasia M. K. Schauer, Georgia Institute of Technology; August Kohls, Carnegie Mellon University; Katherine Fu, Georgia Institute of Technology
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development, and means of measurement,” Eur. J. Eng. Educ., vol. 42, pp. 1– 23, Feb. 2017, doi: 10.1080/03043797.2017.1287664.[34] B. Wong, “Careers ‘From’ but not ‘in’ science: Why are aspirations to be a scientist challenging for minority ethnic students?,” J. Res. Sci. Teach., vol. 52, no. 7, pp. 979–1002, 2015, doi: 10.1002/tea.21231.[35] K. L. Tonso, “Engineering Identity,” in Cambridge Handbook of Engineering Education Research, A. Johri and B. M. Olds, Eds., Cambridge: Cambridge University Press, 2014, pp. 267–282. doi: 10.1017/CBO9781139013451.019.[36] E. McGee and L. Bentley, “The Equity Ethic: Black and Latinx College Students Reengineering Their STEM Careers toward Justice,” Am. J. Educ., vol. 124, no. 1, pp. 1–36
- Conference Session
- Student Division Technical Session 3: Student Experiences and Support
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Herman Ronald Clements III, Purdue University; Alexander V Struck Jannini, Purdue University
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are critical in grounding findings [23].In considering the ethical validity of this study, we followed concepts used to indicate andmaintain quality qualitative research more generally [24], and in narrative inquiry specifically[25]: (1) centering of the data used to generate knowledge between the participant andresearcher; (2) capturing events that seem commonplace in a way that shows underlyingsignificance or profundity; (3) ensuring ample context has been provided to the reader so theycan judge for themselves the applicability to other scenarios and contexts; (4) providing enoughinformation to ensure the reader of the authenticity of the narrative; (5) transparency anddevelopment of trustworthiness through open disclosure of researcher