Conference Session

Women in Engineering Division Technical Session - Understanding and Changing Engineering Culture

Collection

2016 ASEE Annual Conference & Exposition

Authors

Omoju Miller, UC Berkeley

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Women in Engineering

Paper ID #17160Gaining Insights into the Effects of Culturally Responsive Curriculum onHistorically Underrepresented Students’ Desire for Computer ScienceMs. Omoju Miller, UC Berkeley Omoju Miller is the lead researcher on the ”Hiphopathy” project at UC Berkeley. She has an undergrad- uate degree in Computer Science (2001) and a Master’s degree in Electrical and Computer Engineering (2004) from the University of Memphis. She has over a decade of experience in the technology indus- try. She is currently a doctoral candidate at UC Berkeley in Computer Science Education. Omoju also served in a volunteer capacity as an advisor to

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Beverly Louie, University of Colorado, Boulder; Beth A Myers, University of Colorado Boulder; Janet Y Tsai, University of Colorado Boulder; Tanya D Ennis, University of Colorado Boulder

Tagged Topics

ASEE Diversity Committee, Diversity

Paper ID #20467Fostering an Asset Mindset to Broaden Participation through the Transfor-mation of an Engineering Diversity ProgramDr. Beverly Louie, University of Colorado, Boulder Beverly Louie is the Director for Teaching and Learning Initiatives in the Broadening Opportunities through the Leadership and Diversity (BOLD) Center in The University of Colorado Boulder’s College of Engineering and Applied Science. She holds B.S. and M.S. degrees in chemical engineering from CU, and a D.Phil. in mechanical engineering from the University of Oxford, England. Louie’s research inter- ests are in the areas of engineering student

Conference Session

Expanding Diversity, Equity, and Inclusion in Engineering Cultures from a Theoretical Perspective

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette; Joel Alejandro Mejia, University of San Diego; Renata A. Revelo, University of Illinois at Chicago

Tagged Topics

ASEE Diversity Committee, Diversity

seen asa field that is reserved for those who can endure the tough courses. At the same time, the realitiesand lived experiences of students of color such as around microaggressions and dailydiscrimination are neglected. There is an “unquestioned assumption” that knowledge inengineering is race- and gender- free [57]. There seems to be no recognition of theethnocentricity of the curriculum and the accepted epistemologies. Although students of colorare “holders and creators of knowledge” [68, p. 106] and contribute to the engineering field, thisknowledge differs from the perceived “bourgeois norms” in engineering.Classical engineering education philosophy situates engineering as a field where the ways ofthinking, doing and being are

Conference Session

Understanding Diversity, Equity, and Inclusion from Students' Perspectives

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susannah C. Davis, Oregon State University; Naeun Cheon, University of Washington; Elba Camila Moise, University of Washington; Susan Bobbitt Nolen, University of Washington

Tagged Topics

ASEE Diversity Committee, Diversity

responses to this climatesurvey, was highlighted as an aspect of the culture of engineering education in Godfrey andParker’s [61] ethnographic study. They found that “the shared hardship was likened to a bootcamp mentality seen as binding students into a shared identity” (p. 12). This “shared identity”may help students feel a sense of belonging. There may be ways to promote these academic andsocial benefits of peer relations within the classroom or curriculum. For example, Meeuwisseand colleagues’ [26] found that more cooperative learning environments had a positive impact onstudents’ formal and informal interactions with peers and faculty, which in turn had a positiveimpact on students’ sense of belonging.Ong and colleagues [6] described a

Conference Session

Engineering Economy Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Deborah Ann Pedraza, Texas Tech University; Mario G. Beruvides P.E., Texas Tech University

Tagged Topics

ASEE Diversity Committee

Tagged Divisions

Engineering Economy

, earning styles, and class attendance as external factors.Scholarly Factors Many universities base college admissions solely on class rank or on high school gradepoint average. According to Crystale Marsh, Michael Vandehey, and George Diekhoff[38]: “standardized [sic] test of academic aptitude do not assess the motivational skills necessary for success (Kerr, Fagley, & Miller, 1998) and fail to provide an ecologically valid assessment of the complex array of skills that are needed in college (Oldfield, 1994); Thompson & Kobrak, 1983),. High school performance fails to predict, with a high degree of accuracy, college success. First, the high school curriculum may not have prepared the student for

Conference Session

Women in Engineering Division Technical Session - Understanding and Improving Female Faculty Experiences in STEM

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lydia Ross, Arizona State University; Eugene Judson, Arizona State University; Stephen J Krause, Arizona State University; James A Middleton, Arizona State University; Casey Jane Ankeny, Arizona State University; Ying-Chih Chen, Arizona State University; Robert J Culbertson, Arizona State University; Keith D. Hjelmstad, Arizona State University; Yong Seok Park, Arizona State University; Bethany B Smith, Arizona State University

Tagged Topics

ASEE Diversity Committee, Engineering Deans Council

Tagged Divisions

Women in Engineering

Paper ID #15413How do Male and Female Faculty Members View and Use Classroom Strate-gies?Lydia Ross, Arizona State University Lydia Ross is a doctoral student and graduate research assistant at Arizona State University. She is a first year student in the Educational Policy and Evaluation program.Dr. Eugene Judson, Arizona State University Eugene Judson is an Associate Professor of for the Mary Lou Fulton Teachers College at Arizona State University. His past experiences include having been a middle school science teacher, Director of Aca- demic and Instructional Support for the Arizona Department of Education, a research

Conference Session

Women in Engineering Division Technical Session - Retention Programs for Diverse Students

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lisa Carlson, South Dakota School of Mines and Technology; Shaobo Huang, South Dakota School of Mines and Technology; Cassandra M Birrenkott, South Dakota School of Mines and Technology; Sarah Folsland, Woment in Science and Engineering

Tagged Topics

ASEE Diversity Committee

Tagged Divisions

Minorities in Engineering, Women in Engineering

center - the first of its kind on any South Dakota university campus.Dr. Shaobo Huang, South Dakota School of Mines and Technology Dr. Shaobo Huang is an Assistant Professor and the Stensaas Endowed STEM Chair in the Department of Mechanical Engineering at South Dakota School of Mines & Technology. Her research interests in- clude student retention and academic performance in engineering, student achievement evaluation and assessment, and K-12 STEM curriculum design.Dr. Cassandra M Degen, South Dakota School of Mines and Technology Dr. Cassandra Degen received her B.S. degree in Metallurgical Engineering from the South Dakota School of Mines and Technology in 2007. She received her Ph.D. in Materials Science and

Conference Session

Women in Engineering Division Technical Session - Retention Programs for Diverse Students

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer L. Groh, Purdue University, West Lafayette

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Minorities in Engineering, Women in Engineering

Engineering seminars, and oversees WIEP’s K-12 outreach programming. c American Society for Engineering Education, 2016Gender in the workplace: Peer coaching to empower women engineering students in the classroom and as professionalsAbstractFormal coaching approaches within higher education is a relatively new concept and holds greatpromise as a way for students to make decisions and to outline action items and means ofaccountability while facing challenges and/or moving forward through transitions such assuccessfully moving from an undergraduate degree program to the workforce. In this study, theconcept of coaching is integrated into a women in engineering senior seminar class at a largeMidwestern university in order

Conference Session

Building and Engaging Communities for Scholarship, Advocacy, and Action for Diversity, Equity, and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Stephanie Farrell, Rowan University; Adrienne Robyn Minerick, Michigan Technological University

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

International, Minorities in Engineering

was deemed ‘not cut out for’ engineering,” this paper eloquently outlined“the ways that many other actors (students, teachers, societal labels, engineering culture)contribute to and construct this student ability in everyday moments.” The final pitch is for alleducators to view culture not as a past explanation for the current plight, but instead as a currentchallenge to create a desired, inclusive culture.The team of Svihla et. al. [10] added an engineering design course early in the curriculum as astrategy to support persistence in engineering, especially with underrepresented groups. The goalwas to help students discover and gain confidence in individual attributes, skills, and beliefs thatare critical for engineering design. Those

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

Kirshon is a Decision Science major at Carnegie Mellon University with an additional major in Professional Writing and a minor in Public Policy and Management. c American Society for Engineering Education, 2016 Teamwork in Engineering Undergraduate Classes: What problems do students experience?AbstractWhile teamwork is commonly integrated into engineering programs, it often discourages womenand minorities. The purpose of the current research is to better understand what teamworkproblems women and minorities most frequently encounter and the resources they currently havefor solving these problems. The researchers report findings from a two-part study. In Part I, 677engineering

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

Conference Session

Action on Diversity - Engineering Workforce & Faculty Training

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kelly J Cross, University of Illinois, Urbana-Champaign; Stephanie Cutler, Pennsylvania State University, University Park

Tagged Topics

ASEE Diversity Committee, Diversity

about strategies to incorporate diversity into the classroom and lackdetailed procedures for implementing these practices into their course development. We seek tobridge this gap in the literature by capturing engineering faculty perceptions about includingdiversity in the classroom and identifying what barriers prevent them adopting these conceptsinto their personal and collective teaching practices and pedagogy.Brief Literature ReviewIncorporating diversity into the classroom is a type of institutional change or reform. Institutionalreform to promote diversity and inclusion has been described in an inclusion model developed byWinters7 . The Winter’s model for inclusion defines inclusion as a group with shared values thatmust be integrated

Conference Session

Revealing the Invisible: Engineering Course Activities that Address Privilege, -Isms, and Power Relations (Interactive Session)

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M Lord, University of San Diego

Tagged Topics

ASEE Diversity Committee, Diversity, Faculty Development Constituency Committee

Tagged Divisions

Design in Engineering Education, International, Liberal Education/Engineering & Society, Minorities in Engineering

maintaining or dismantling that privilege. We hope that these examples willbe helpful to others interested in integrating such content into their courses.Institutional ContextThe history behind the creation of these courses stems from being at the forefront of institution-wide transformation, including the inauguration of a new university president, theimplementation of a new University Core curriculum, the award of an NSF RED grant, and thecreation of a new General Engineering department [11]. The University of San Diego is amajority undergraduate, private four-year [12], faith-based institution that embraces Catholicsocial teaching in its mission. Our new president has enacted a new strategic plan, TheUniversity has identified six pathways through

Conference Session

Perspectives on Diversity, Equity, and Inclusion Beyond the Undergraduate Years

Collection

2018 ASEE Annual Conference & Exposition

Authors

Thanh Truc Thi Nguyen, University of Hawai'i at Mānoa; Oceana Puananilei Francis, University of Hawai'i at Mānoa; Scott F. Miller, University of Hawai'i at Mānoa; Donna Kuehu, University of Hawai'i at Mānoa; Kapena McLean; Joshua Lelemia Irvine, University of Hawai'i at Mānoa; Nicholas R. Izawa

Tagged Topics

ASEE Diversity Committee, Diversity

Paper ID #22667Native Hawaiians in Engineering: A Path to the ProfessoriateDr. Thanh Truc Thi Nguyen, University of Hawai’i at Mnoa Nguyen is a learning technologies faculty member at the Curriculum Research & Development Group in the College of Education, University of Hawaii at Manoa. Her work in organizational change and tech- nology is grounded in inquiry science, communities of practice, TPACK, and most recently improvement science.Dr. Oceana Puananilei Francis, University of Hawai’i at MnoaDr. Scott F. Miller, University of Hawai’i at Mnoa Scott Miller is an Associate Professor of Mechanical Engineering at the

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Purdue University, West Lafayette ; Allison Godwin, Purdue University, West Lafayette; Brenda Capobianco, Purdue University, West Lafayette

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

verbally-oriented curriculum and assessment structure, and the fact that they could succeed in this structure, as evidenced by the conceptual understanding they demonstrated in oral exams and informal dialogues, meant that the course as a whole had succeeded” (p. 309).39This passage also ties into the idea of sharing authority with students, a process that may benegotiated when using the funds of knowledge approach. Similarly, an article by Tan andCalabrese Barton40 explored teaching science for social justice, which takes “an anti-deficit stancetowards students;” in this study they also expanded the “roles [students] play[ed] in scienceclassrooms by providing ample opportunities for them to negotiate their participation and

Conference Session

Expanding Diversity, Equity, and Inclusion in Engineering Cultures from a Theoretical Perspective

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrea Haverkamp, Oregon State University

Tagged Topics

ASEE Diversity Committee, Diversity

sexuality) may be integral inshifting engineering culture.SummaryOn September 16th 2017, Georgia Tech fourth-year computer engineering student Scout Schultzwas fatally shot by campus police in an incident which many close to Scout frame as a “suicideby cop.” Friends and family report 21-year old Scout navigated depression and social stressthroughout their college years. Scout identified as “nonbinary, intersex, and bisexual” [38]. Eachof these identities are impacted by marginalization and exist in the liminal spaces presented inthis paper. This tragedy should prompt our necessary discussion around nonbinary inclusion –are our environments sources of affirmation, support, distress, or invalidation? Are we expandinggendered norms and presentations

Conference Session

Expanding Diversity, Equity, and Inclusion in Engineering Cultures from a Theoretical Perspective

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeff Dusek, Franklin W. Olin College of Engineering; Daniela Faas, Franklin W. Olin College of Engineering; Emily Ferrier, Franklin W. Olin College of Engineering; Robyn Goodner, Franklin W. Olin College of Engineering; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Adva Waranyuwat, Franklin W. Olin College of Engineering; Alison Wood, Franklin W. Olin College of Engineering

Tagged Topics

ASEE Diversity Committee, Diversity

disabilities. Design is an integral part of engineering education at Olin College of Engineering. In Olin College’s largely project-based curriculum, students spend much of their time in design teams. These courses can present barriers for students with disabilities who are entitled to the same access to learning resources, including classroom culture, as their peers. Project-based courses present a wide range of challenges for students with disabilities, including, but not limited to, the ability to fully participate in hands-on learning and as a contributing team member. As larger numbers of students with identified non-visible disabilities enter engineering schools, and engineering schools increasingly adopt project-based design courses, the

Conference Session

Creating Equity Through Structure and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Raja S. Kushalnagar, Gallaudet University; Gary W Behm, Rochester Institute of Technology (CET)

Tagged Topics

ASEE Diversity Committee, Diversity

expectations ofcollege level classes and specifically introductory mathematics courses. As a result, withoutappropriate support, most DHH students fail to succeed in introductory mathematics courses intheir first year.For this group of underprepared students, a transitional community and transitional engineeringcourse has been shown to significantly improve their academic success. This paper describes 1)how the establishment of a community of peers with an appropriate academic support structureimproves graduation persistence, 2) how a transition engineering program with an appropriatesupport structure improves success in succeeding in engineering and 3) resources available forinstructors who have DHH students in the classroom.IntroductionPhysical

Conference Session

Expanding Diversity, Equity, and Inclusion in Engineering Cultures from a Theoretical Perspective

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brianna Benedict McIntyre, Purdue University, West Lafayette; Dina Verdín, Purdue University, West Lafayette; Rachel Ann Baker; Allison Godwin, Purdue University, West Lafayette; Thaddeus Milton

Tagged Topics

ASEE Diversity Committee, Diversity

learned as it solved its problems of external adaptation and internal integration, that has worked well enough to be considered valid, and therefore, to be taught to new members as the correct way to perceive, think, and feel in relation to those problems [p. 17]Often, these patterns of adaptation and integration implicitly lead students to believe that, to bean engineer one must “look like an engineer, talk like an engineer, and act like an engineer” [24,p. 355]. Engineering culture implicitly imposes a set of prescribed attitudes, mindsets, andbeliefs that students are expected to take on in order to be an engineer. Succeeding inengineering would involve integration into the culture of engineering, a process that requiresidentifying

Conference Session

Creating Equity Through Structure and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peter Golding, University of Texas, El Paso; Celena Arreola, American Society for Engineering Education; Crystal Fernandez-Pena, University of Texas, El Paso; Mike Thomas Pitcher, University of Texas, El Paso; Cory Brozina, Youngstown State University; Helen Elizabeth Geller, University of Texas, El Paso; Carolina Favela, University of Texas, El Paso; Melissa Stearns

Tagged Topics

ASEE Diversity Committee, Diversity

, and Mathematics(STEM) Ability Awareness program. This work in progress is part of a STEMGROW program [1]that is informed by a theory-to-practice model [2] and uses a funds of knowledge framework [3].The goal is to bring together students already studying STEM fields and learn more about howthey can serve as an an inspiration not only for future students with disabilities, but for all allstudents at EPCC, UTEP, in STEM-fields and beyond. Our work centers on our students’ self-efficacy development and growth pathways. Therefore, we ground our project in the Model of Co-Curricular Support (MCCS) [4], whereby it is posited that there exist four main areas in whichstudents become integrated and educationally engaged within the university. The MCCS

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Karlin, University of Southern Maine; Cheryl Allendoerfer, University of Washington; Ronald R Ulseth, Itasca Community College; Rebecca A Bates, Minnesota State University, Mankato

Tagged Topics

ASEE Diversity Committee

Professor in the Department of Integrated Engineering program at Minnesota State University, Mankato, home of the Iron Range and Twin Cities Engineering programs. c American Society for Engineering Education, 2017 Managing Transformation to Crack Open Engineering EducationRapid changes in the worldwide engineering ecosystem are creating a compelling rationale torethink engineering education. Tomorrow’s graduate will need to collaboratively contributeexpertise across multiple perspectives in an environment of rapid innovation and technologicalbreakthroughs [1]. Meeting these challenges requires a transformational change rather thanincremental improvements in how we recruit and educate engineering students

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan M Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Nadia N. Kellam, Arizona State University; Julia M. Williams, Rose-Hulman Institute of Technology

Tagged Topics

ASEE Diversity Committee, Diversity

current RED projects. Next it moved into two hypothetical cases, to allow for an in-depthdiscussion of revolutionary and not-so-revolutionary ideas. The session concluded with tips for arevolution.In this session, Villa began by explaining that a revolutionary curriculum is one that substantiallyshifts fundamental understandings of learning and the content, practices, and structures ofeducation. This includes a systems level approach that addresses social, contextual, andorganizational processes in addition to curriculum. The approach needs to address coreentrenched historical and cultural norms and core beliefs and values of faculty, students, andother stakeholders in the community.Next Koretsky and Salzman discussed traditional ways of thinking

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anita Patrick, University of Texas, Austin; Maura Borrego, University of Texas, Austin

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

The extent to which a first-year engineering student ‘‘defines the self through a James, W. Identification role or performance in engineering” (p. 1342) (1892/1968)58Fleming (2013)28 Academic and “We focus on the cultural context in which the identity develops, namely the MSI Gee (2000)10, Social campus. Researchers have conducted studies on identity development of Carlone (2007)44 Integration engineering students, specifically. They found that three factors influence the development of an engineering identity, (1) how engineering is understood as a

Conference Session

Creating Equity Through Structure and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chelsea Nneka Onyeador, Stanford University; Shannon Katherine Gilmartin, Stanford University; Sheri Sheppard, Stanford University; Gloriana Trujillo, Stanford University; Carol B. Muller, Stanford University

Tagged Topics

ASEE Diversity Committee, Diversity

, interpersonal interactions, organizations, and institutional change. There areexceptions, perhaps even increasingly so; these “exceptional” courses may be seen as part of alarger movement in engineering education to integrate ethics, human-centered design, leadershipdevelopment and community-based project work—considerations of people, in other words—into more traditional technical coursework [2] - [5].At the center of this paper is one such course newly offered at Stanford in the winter term of2017. The name of the course was ENGR 311C/FEMGEN311C Expanding Engineering Limits(EEL): Culture, Diversity, and Gender. The course was developed to address a curricular gap inthe school of engineering: the absence of an engineering-based formal learning

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Paula Holmes Jensen, South Dakota School of Mines and Technology; Michael West, South Dakota School of Mines and Technology; Jon J Kellar, South Dakota School of Mines and Technology; Stuart D. Kellogg, South Dakota School of Mines and Technology; Jennifer Karlin, University of Southern Maine; Cassandra M Birrenkott, South Dakota School of Mines and Technology

Tagged Topics

ASEE Diversity Committee, Diversity

Paper ID #18910Culture and Attitude: A scholarship, mentoring and professional develop-ment program to increase the number of women graduating with engineeringdegrees.Ms. Paula Holmes Jensen, South Dakota School of Mines and Technology Paula Jensen is an Industrial Engineering Lecturer and the Mentor/Director of Culture and Attitude at South Dakota School of Mines and Technology. She also is a small business owner and was in Manufac- turing and Logistics for 9 years.Dr. Michael West, South Dakota School of Mines and Technology Dr. Michael West is an associate professor and head of the department of materials and

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexis Prybutok, The University of Texas, Austin; Anita D. Patrick, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; Carolyn Conner Seepersad, University of Texas, Austin; Mary Jo Kirisits, University of Texas, Austin

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

ofimprovement, many upper-division students wished the curriculum was presented in a morehands-on fashion, included more labs to complement the courses, involved more collaboration,and exposed them to more real-world applications of the material covered in class.Both upper- and lower-division students commented on the need to expose people to engineeringearlier in school and in life. Both upper- and lower-division students also commented on the lackof diversity, leaving comments such as “Engineering, as is, is a profession that attempts to beexclusionary discipline [sic]. An attempt should be made to expose underrepresentedcommunities to engineering on a personal level and portray engineering as less of a difficultscience but a fun one

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mayra S Artiles, Virginia Tech Department of Engineering Education; Raeven Carmelita Waters; Ashley R Taylor, Virginia Polytechnic Institute and State University; Karis Boyd-Sinkler, Virginia Tech; Sarah Anne Blackowski, Virginia Tech; Cynthia Hampton, Virginia Tech; Amy Hermundstad Nave, Virginia Tech; Benjamin David Lutz, Virginia Tech; Walter C. Lee, Virginia Tech

Tagged Topics

ASEE Diversity Committee, Diversity

education policy, and academic motivation.Miss Raeven Carmelita WatersMs. Ashley R Taylor, Virginia Polytechnic Institute and State University Ashley Taylor is a doctoral student in engineering education at Virginia Polytechnic and State University, where she also serves as a program assistant for the Center for Enhancement of Engineering Diversity and an advisor for international senior design projects in the Department of Mechanical Engineering. Ashley received her MS in Mechanical Engineering, MPH in Public Health Education, and BS in Mechanical Engineering from Virginia Tech. Her research interests include broadening participation in engineering, the integration of engineering education and international development, and

Conference Session

Engineering Economy Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Corey Kiassat, PhD, MBA, PE P.E., Quinnipiac University; Xiaoyue Jiang, Quinnipiac University

Tagged Topics

ASEE Diversity Committee

Tagged Divisions

Engineering Economy

Paper ID #16737Systematic Team Formation Leading to Peer Support and Leadership SkillsDevelopmentDr. Corey Kiassat P.E., Quinnipiac University Dr. Corey Kiassat is an Assistant Professor and the Director of Industrial Engineering at Quinnipiac Uni- versity and has a BASc and a PhD degree in Industrial Engineering from the University of Toronto. He has an MBA, majoring in Marketing and International Business, from York University. Corey is a Pro- fessional Engineer and has 11 years of industry experience in manufacturing engineering and operations management with General Motors in USA and Canada. He has also been involved

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

ASEE Diversity Committee, Diversity

students’ mindsets and attitudes has not been fully explored. Individually,these research foci give a partial, but incomplete picture of how diverse students navigate theirpathways in engineering. Latent diversity combines these multiple perspectives to understandholistically students’ multiple and layered attitudes as well as how these underlying characteristicsaffect how they negotiate their identity as an engineer. This approach also includes how latentdiversity is shaped by students’ experiences, and thus, latent diversity integrates intersecting socialidentities like race or ethnicity, class, and gender as well as others.A Complementary FocusExamining latent diversity or diverse students’ mindsets, thoughts, attitudes, and potential

Conference Session

Perspectives on Diversity, Equity, and Inclusion Beyond the Undergraduate Years

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cliff Fitzmorris, University of Oklahoma; Deborah A. Trytten, University of Oklahoma; Randa L. Shehab, University of Oklahoma

Tagged Topics

ASEE Diversity Committee, Diversity

Paper ID #21502The Career Pathways of Non-tenure-track Full-time Engineering FacultyMr. Cliff Fitzmorris, University of Oklahoma Cliff Fitzmorris is a lecturer in the School of Electrical and Computer Engineering at the University of Oklahoma. He was a practicing engineer in the telecom industry for fifteen years before joining the Uni- versity of Oklahoma as an adjunct instructor, later transitioning to a full-time non-tenure-track teaching role.Dr. Deborah A. Trytten, University of Oklahoma Dr. Deborah A. Trytten is a President’s Associates Presidential Professor and Associate Professor of Computer Science and