Conference Session

Graduate Studies Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marianna Savoca, Stony Brook University; Rachel F. Perlman, Stony Brook University; Kimberly Bell, Stony Brook University; Monica Bugallo, Stony Brook University

Tagged Divisions

Graduate Studies

Paper ID #32535Welcoming and Building Community for Graduate Students Through Re-moteTech EnvironmentsDr. Marianna Savoca, Stony Brook University Marianna Savoca is both an administrator and faculty member. She teaches career development, leader- ship, and external relations, collaborates with faculty on research and programmatic initiatives, as well as oversees internships and practicum experiences for graduate and undergraduate students. She leads campus-wide efforts to scale career development and access to high-impact experiential education for students in all majors and degree levels. She is Co-PI on two NSF-funded

Conference Session

Graduate Studies Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anne Marguerite McAlister, University of Virginia; Sarah Catherine Lilly, University of Virginia; Jennifer L. Chiu, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

mathematics and science in California and Oklahoma. American c Society for Engineering Education, 2021 A Framework for Examining Engineering Doctoral Student Role IdentityAbstract This paper presents the Role Identities of Doctoral Engineering Doctoral Students(RIDES) framework for the examination of engineering doctoral students’ role identities.Identity of engineering students at the undergraduate level has been widely explored, butcomparably few studies have explored identity at the doctoral level [1]. Identity development isfundamental to becoming part of the community of practice of graduate school and academia(e.g., [2]); thus

Conference Session

Impact of COVID-19 on Design Education 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Mae White, University of Florida; Megan Stowers, University of Florida

Tagged Divisions

Design in Engineering Education

, 174undergraduate and graduate multidisciplinary engineering students completed this course in thenew online format during the summer and 131 students took the course in the fall semester of2020. In this paper, we will begin by discussing the face-to-face version of the course with theworkaround online option for a handful of students each semester. We then discuss informalstakeholder interviews that in addition to the aforementioned literature helped to develop therequirements of the online course. The goal of the transition was to develop an online version ofthe course that provided an educational equivalence to the in-person version of the course, whilecontinuing to encourage the community element present in the face-to-face version.2. Course

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cijy Elizabeth Sunny, Baylor University; Kathleen Koenig, University of Cincinnati

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

, likes, and dislikes towards various aspects of STEM [7]. Persistenceis defined as a passion for persevering through long-term goals [24] [25]. The process of conceptmapping that was used in the development of the tool involved a participatory framework,whereby participation was by consultation, including functional and interactive participation[26]. The STEM stakeholders worked collaboratively as part of a community as they developedmeasures based on their experiences and knowledge from working in the field of STEM andSTEM education. Their professional identities and experiences validate their role, whileproviding representation for their voices on an instrument that was developed in this uniquemanner.FIGURE 1: Conceptual framework for the APT

Conference Session

Multidisciplinary Endeavors: Engineering, Art and Society

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katherine Hennessey Wikoff, Milwaukee School of Engineering; James R. Kieselburg, Milwaukee School of Engineering; Margaret T. Dwyer, Milwaukee School of Engineering; Candela Marini, Milwaukee School of Engineering

Tagged Divisions

Multidisciplinary Engineering

results of innovative learning strategies and art-relatedpartnerships and developments across campus. A Qualtrics survey of faculty and academic staffconducted in 2021 rounds out the snapshot of STEAM (Science, Technology, Engineering, Arts,and Mathematics) at our institution.The paper concludes with potential future directions for implementing changes in curriculum andbringing art more fully into our campus life. A focus on art as something communallyexperienced in public places and legitimately connected to engineering coursework serves tohighlight its importance as an intrinsic, exciting part of engineering design. Integration of art inengineering education fosters critical and creative thinking, allowing students to conceivealternative

Conference Session

Supporting Successful Progression From First-year Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Erica J. Marti, University of Nevada, Las Vegas; Eakalak Khan, University of Nevada, Las Vegas; Amit Gajurel, University of Nevada, Las Vegas; Neil Christian Ledesma Tugadi

Tagged Divisions

Civil Engineering

engineering.Consequently, many first-year programs aim to address one or more of these issues.The TRANSCEnD program at the University of Nevada, Las Vegas seeks to improveundergraduate civil engineering and construction management education, as well as increaseretention and graduation by specifically focusing on students and curriculum in the first twoyears of the civil & environmental engineering and construction management (CEEC/CM)programs. Retention and graduation rates are on the lower side of national averages; therefore,faculty at the institution are taking the lead and making changes within the department. Oneaspect of the program is community cohesion building (CCB), i.e., a learning community, wherefirst-year students create connections, engage in

Conference Session

Graduate Studies Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo, The State University of New York; Casey E. Wright, Purdue University at West Lafayette; Erica M. Stone, Middle Tennessee State University; Alice L. Pawley, Purdue University at West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

Visualizing Arguments to Scaffold Graduate Writing in Engineering EducationAbstractMany graduate students come to engineering education research with technical backgrounds inengineering. This can present a challenge for them in learning to write social science research,with new expectations around the structure of academic arguments for the field of engineeringeducation research. Existing research suggests that even graduate students familiar with writingstrategies struggle when entering new communities of practice and disciplines. Although somescholarship has focused on writing, minimal strategies for encouraging argumentation through arhetorical approach have been developed for graduate students. Unlike a focus on writtenproduct

Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Janet Aderemi Omitoyin, The University of Illinois at Chicago ; Renata A. Revelo, The University of Illinois at Chicago; Betul Bilgin, The University of Illinois at Chicago; Houshang Darabi, The University of Illinois at Chicago; Rezvan Nazempour, The University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

] hasbeen used as the basis to develop a construct for engineering identity development within theengineering education community. The science identity model advances that science identitydevelops intersectional and over time. Research on engineering identity emerged from variousacademic strands, including psychology and sociology. The definition of identity in this study isviewed through the social lens. Identity is defined as "being recognized as a certain 'kind ofperson' in a given context" [16, p.99]. The given context focuses on individual socialperformances rather than their uniqueness as a person. Our context is this study is specific toengineering and how students self-described and are seen within the context of engineering

Conference Session

Sociotechnical Thinking II: Interpretation, Curricular Practices, and Structural Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa C Kenny, Wake Forest University; Olga Pierrakos, Wake Forest University ; Monique O'Connell, Wake Forest University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

with the WFU Program for Leadership and Character and many colleagues across the university. With inclusion being a core value, she is proud that the WFU Engineering team represents 60% female engineering faculty and 40% female students, plus 20% of students from ethnic minority groups. Her areas of expertise include engineering identity, complex problem solving across cognitive and non-cognitive domains, recruitment and retention, PBL, engineering design, learning through ser- vice, character education in engineering contexts, etc. She also conducts research in cardiovascular fluid mechanics and sustainable energy technologies. Prior to joining Wake Forest University, Olga served as a Program Director at the

Conference Session

Construction Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Saeed Rokooei, Mississippi State University; Michelle Garraway, Mississippi State University; Ali Karji

Tagged Divisions

Construction Engineering

and seeing their shared visions come to life.Mr. Ali Karji American c Society for Engineering Education, 2021 Community-Engaged Learning in Construction Education: A Case Study Saeed Rokooei 1, Michelle Garraway 2, Ali Karji 3 1&2 Mississippi State University, 3 Pennsylvania State UniversityAbstract Community-Engaged Learning (CEL) integrates academic education with the application of institutional resources to manage challenges facing communities through engagement so that societal needs identified by a community will be addressed. CEL provides opportunities to

Conference Session

Innovative, Engaging Pedagogies for Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael F. Young, University of Connecticut; Landon Bassett, University of Connecticut; Daniel D. Burkey, University of Connecticut; Scott Duplicate Streiner, Rowan University; Joshua Bourne Reed

Tagged Divisions

Engineering Ethics

Education department. He has graduated with a bachelors degree in mechanical engineering from Rowan University. Josh is very passionate about education as well as the social issues in both the engineering and education systems. He hopes to further his understanding in both of these fields. American c Society for Engineering Education, 2021 Let’s Play! Gamifying Engineering Ethics Education Through the Development of Competitive and Collaborative Activities Through both success and failure, many engineering projects have a profound impact onindividuals and society. Thus, ensuring future engineers consider these impacts and reflect on theethical

Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lorenzo Laxamana Ruiz, California Polytechnic University, San Luis Obispo; Dominick Trageser, California Polytechnic State University, San Luis Obispo ; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

AbstractIn this research paper, we explore student responses to Utility Value Interventions in staticscourses. Introductory engineering mechanics courses (e.g., statics, dynamics) are critical pointswithin a curriculum, and student performance in these courses can have a strong influence onfuture success. And while these courses are often thought of as “weed out” courses, the ubiquityof these courses for engineers is what makes them an important place for students to develop themotivation to persist through their engineering education. One particularly promising tool for thisdevelopment has been Utility Value Interventions (UVIs) in which students are given opportunitiesto reflect on how their coursework aligns with their lives through short writing

Conference Session

Graduate Studies Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea Gregg, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University; Karen A. Thole, Pennsylvania State University

Tagged Divisions

Graduate Studies

four tenets (community,identity, practice, and meaning) are well distributed in graduate education. For example,coursework most easily fits into the “practice” category but incorporates aspects of “community”(potentially working with others in class), and “meaning” as courses apply theoretical material topractical relevant engineering applications. A research component of a graduate program, too,spans multiple sectors, falling mainly into the “meaning” category, earning depth and expertisethrough a research experience, but also promotes development of “identity,” “community” withlabmates, and “practice” in the application of coursework principles to real research problems.Layered on top of CoP theory is a more specialized theory, that of

Conference Session

'Diversity' and Inclusion? Pedagogy, Experiences, Language and Performative Action

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenn Stroud Rossmann, Lafayette College; Mary A. Armstrong, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

” enables womento develop stronger implicit STEM identities through exposure to positive cues in theirsurroundings. The current study suggests that this valuable work within STEM may be valuablysupplemented by students’ experience in other disciplines. The WGS framework and scholarshipgave the students in our study a different, wider-lens view of engineering itself, and enhancedtheir sense of STEM identity.Pawley [42] argues that “feminist science studies are particularly relevant to engineering andengineering education, namely, for scrutinizing what ‘counts’ as engineering content and why.”Our participants felt strongly that all students should be exposed to the theory and methods ofWGS. They identified ways in which this knowledge was helpful to

Conference Session

CoNECD Session : Day 1 Slot 6 Technical Session 3

Collection

2021 CoNECD

Authors

Teirra K. Holloman, Virginia Tech Department of Engineering Education; Walter C. Lee, Virginia Polytechnic Institute and State University; Kirsten A. Davis, Purdue University at West Lafayette (COE); Jeremi S. London, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; John J. Lesko, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Submissions, Diversity

Ph.D. candidate in Engineering Education and an M.S. student in Systems Engineer- ing at Virginia Tech. She is the graduate assistant for the Rising Sophomore Abroad Program, a global engineering course and study abroad program for first year engineering students. Her primary research fo- cuses on the design and assessment of global engineering programs, but she also studies the development of systems thinking skills in engineering students.Kirsten was recently awarded the Harold Josephson award for professional promise in international education by the Association of International Education Administrators.She holds a B.S. in Engineering & Management from Clarkson University and an M.A.Ed. in Higher Education

Conference Session

Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Claussen, San Francisco State Unviersity; Janet Y Tsai, University of Colorado Boulder; Kathryn Johnson, Colorado School of Mines; Jenifer Blacklock, University of Colorado Boulder; Jon A. Leydens, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

can be challenged by threats to an imagined future, and animagined future self can also serve as a motivational resource, as a goal to keep striving towards[32].While the concept of liminal identity has been explored in conjunction with examining identitydevelopment in K-12, higher education and adults [31], discussions of liminal identity are rarewithin the engineering education literature [33]. As such, this paper marks a foray intoinvestigating the connection between liminal identity development and engineering identitydevelopment. We use liminal identity as an organizing concept and analytical tool to highlighthow the identities of engineering students are in transition, informed by their perceptions offuture selves but expressed through

Conference Session

Socially Responsible Engineering I: Context, Innovation, and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ryan C. Campbell, Texas Tech University; Ngan T.T. Nguyen, Texas Tech University; Jeong-Hee Kim, Texas Tech University; Linda Ann Duke, Kansas State University, Marianna Kistler Beach Museum of Art; Roman Taraban, Texas Tech University; Danny D. Reible P.E., Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

thetraining of their students, it has received almost no attention in engineering education to date.Although VTS might be perceived as too far removed from engineering for relevance, we havedeployed it as a core innovative pedagogical method along with several other artful methods inan experimental graduate course with promising results. The purposes of this paper are to (1)explore how VTS contributes to the development of reflective thinking skills in graduateengineering education, and (2) share insights of interest to educators considering adopting VTSin their courses and curricula.The course in which we have experimented is a 3-credit elective offered through the departmentof civil and environmental engineering. It is led by two co-instructors

Conference Session

Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jonathan Seth Krones, Boston College; Jenna A. Tonn, Boston College; Russell C. Powell, Boston College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

for MMW was informed by a number of institutional educational initiativesand programs at BC, including BC’s identity as a Jesuit, Catholic institution, its Renewed CoreProgram, and its development of a new Human-Centered Engineering Department.First, as a Jesuit, Catholic university, BC is committed to educating the “whole person” andembraces courses that advance aspects of social justice. Particularly in the Fall of 2020, whenlayered crises of COVID, racial injustice, climate disruption, and the presidential election placedhigh burdens on universities to respond, we were encouraged by the university administration toembrace these challenging topics in class. We emphasized the humanity of the engineeringdesign process and profession

Conference Session

Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Desen Sevi Ozkan, Tufts University; Kenyetta Anisah Rose Neal Akowa

Tagged Divisions

Liberal Education/Engineering & Society

] ratherthan their intergenerational wealth [19] and privilege [20]. Students learn these cultural cueseither through overt or implicit messages passed onto them by faculty, the curriculum,institutional cues, or other forms of professional identity socialization [21].Engineering education reinforces the dualism between the social and technical dimensions ofengineering. The social dimensions, partly required by ABET accreditation through engineeringethics, remain segregated from 'real' engineering [22]. In many of these standalone ethicsmodules or courses, students internalize their 'dis(integration)' from engineering and have ratedethics as "the least interesting, the least useful, and the most trivial" part of their engineeringcurriculum [7], [23. p

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie M. Gillespie, University of New Haven; Onyinyechi Nwadiuto Agu, University of New Haven; Erica Maggiore, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

Research Assistants. American c Society for Engineering Education, 2021 How well can Makerspaces build an Entrepreneurial Mindset?1. IntroductionIn this paper, we explore if makerspaces can contribute to student development of anentrepreneurial mindset. Makerspaces take prior implementations of hands-on engineering, suchas machine and wood shops, and push a step further to have complete digital tools available toassist with the common goal of creating a final product or solving problems. Often integratedthrough coursework, students usually have access to tools and a maker community both in andout of the classroom. They also allows students to unleash creative potential and

Conference Session

Graduate Studies Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kate Caroline Batson, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

personaldevelopment through collaboration, knowledge sharing, and analysis. I will briefly introduceexamples of learning communities developed within Colleges of Engineering—including that ofNew Mexico Tech and the École de Technologie Supérieure in Montreal, Canada—that havereported both success and challenges.STEM FellowsSimpson et al. (2015) sought to address the lack of graduate level-writing support of engineeringstudents at their institution, New Mexico Tech, a university who has strong specialized programsin areas such as mechanical engineering, atmospheric and astrophysics, earth sciences, andpetroleum engineering. Simpson and colleagues developed a graduate STEM CommunicationFellows program aimed at “creating opportunities to develop organic

Conference Session

Multidisciplinary Learning and Teaching Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan J. Ely, University of Southern Indiana; Jotam E. Chen, University of Southern Indiana

Tagged Divisions

Multidisciplinary Engineering

Paper ID #33673Educational Opportunities for Technical Writing in Engineering EducationDr. Susan J. Ely, University of Southern Indiana Dr. Ely began her academic career at the community college level, after having worked as an engineer in areas of manufacturing, distribution, logistics and supply chain. Her research interests in Supply Chain Management include optimization through resiliency, lean supply chain practices and effective instruction in supply chain for career development, professional development of educators and online practices.Mr. Jotam E. Chen, University of Southern Indiana Jotam Chen is currently

Conference Session

Computers in Education 3 - Modulus I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Roxanne Moore, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Sabrina Grossman, Georgia Institute of Technology; Jason Freeman, Georgia Institute of Technology; Jason Brent Smith, Georgia Institute of Technology; Tom Berry, Amazon Future Engineer

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

during their primary and secondary education—especially students who are traditionally underrepresented in technology fields or come from underserved communities. American c Society for Engineering Education, 2021 Engaging High School Students in Computer Science Through Music Remixing: An EarSketch-based Pilot Competition & EvaluationAbstract:There is a strong demand for diverse computer scientists in the United States. In order to buildinterest and excitement around computing, there is a need for free, accessible computingexperiences for K-12 students. As part of broader efforts to build a pipeline into computerscience, scholars at Georgia Institute of

Conference Session

Biological and Agricultural Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John J. Classen, North Carolina State University at Raleigh; Alison V. Deviney, Biological and Agricultural Department, North Carolina State University

Tagged Divisions

Biological and Agricultural Engineering

Engineering Education, 2021Systems Thinking Tools in a Graduate Biological Engineering Class - A Work in Progress Author and AffiliationsAbstractWhen technological challenges involve complex systems that include interactions with othercomponents or agents, the system can exhibit unexpected and counterintuitive behavior. Systemsthinking is useful in such cases but is rarely taught in engineering courses that do not explicitlyinclude ‘systems’ or ‘systems dynamics’ in the syllabus. This work-in-progress describes anapplication of systems thinking concepts in an undergraduate and a graduate course inAgricultural Waste Management at North Carolina State University. Two specific systemsthinking tools were introduced to help

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kanembe Shanachilubwa, Pennsylvania State University; Megan Ellery; Gabriella M. Sallai, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

desire increased guidance on how their graduateprograms were structured and a greater understanding of how to develop and maintain functionalcommunication with their advisors. These findings will allow the engineering education researchand practice communities to understand better how students conceptualize graduate school andprovide adequate guidance and support. This study will contribute to the small body of literatureconcerning graduate engineering attrition and holds implications for the future of engineeringgraduate programs and departments in their ongoing efforts to promote their students' well-beingamid the growing crisis relating to student well-being.Introduction and Literature ReviewWhen observing the statistics for attrition from

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chrysafis Vogiatzis, University of Illinois at Urbana-Champaign; Stephanie Marie Teixeira-Poit, North Carolina A&T State University; Tobin N. Walton, North Carolina A&T State University; Grace Gowdy, North Carolina A&T State University ; Bala Ram P.E., North Carolina A&T State University

Tagged Topics

NSF Grantees Poster Session

, D.H., and Jetten, J. (2015). Bridging and bonding interactions in higher education: social capital and students’ academic and professional identity formation. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2015.00126Kraska, M. (Fall 2008). Retention of graduate students through learning communities. Retrieved March 4, 2021, from http://scholar.lib.vt.edu/ejournals/JITE/v452/kraska.html.Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.Lin, N. (1999). Building a network theory of social capital. Connections 22:28-51.Mayring, P. (2010). Qualitative content analysis. In U. Flick, E. von Kardoff, & I. Steinke (Eds.), A Companion to

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather Dillon, University of Washington Tacoma; Tammy VanDeGrift, University of Portland

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

the USA,women represent only 19.7% of engineering graduates and 18.7% of computer sciencegraduates, lagging behind the 35.5% of women in all STEM fields [2]. The goal of this projectwas to understand student thinking about diversity and inclusion with the long-term aim ofimproving culture for females and under-represented groups. The engineering workforce andengineered products, infrastructure, and services can certainly benefit from designs created bydiverse teams. Prior researchers have linked diversity to increased creativity in teams andwork-groups [3, 4].Building an inclusive culture is challenging but very important. A negative campus climate canaffect students’ self-efficacy. A campus with a lack of diverse students can create a

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

James Larson, Arizona State University; Wendy M. Barnard, Arizona State University; Adam R. Carberry, Arizona State University; Darshan Karwat, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

School. He earned a B.S. in Materials Science Engineering from Alfred Univer- sity, and received his M.S. and Ph.D., both from Tufts University, in Chemistry and Engineering Education respectively. His research investigates the development of new classroom innovations, assessment tech- niques, and identifying new ways to empirically understand how engineering students and educators learn. He currently serves as the Graduate Program Chair for the Engineering Education Systems and Design Ph.D. program. He is also the immediate past chair of the Research in Engineering Education Network (REEN) and an associate editor for the Journal of Engineering Education (JEE). Prior to joining ASU he was a graduate student research

Collection

2021 Fall ASEE Middle Atlantic Section Meeting

Authors

Beth (Ann Elizabeth) Wittig, City University of New York, City College; Alison Conway, City University of New York, City College; Naresh Devineni, The City College of New York

development, and the application of both in local communities. She also serves as Chair of her department and in this capacity prioritizes strategic planning, consensus building, curricular innovation, extracurricular student development, and stakeholder engagement.Dr. Alison Conway, City University of New York, City College Alison Conway is an Associate Professor of Civil Engineering at the City College of New York. At CCNY, Dr. Conway teaches an introductory course in civil engineering, as well as courses is transportation planning, transportation systems engineering, urban freight and city logistics, and urban street design. Dr. Conway conducts research primarily in the areas of urban freight and city logistics, freight

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joseph Valle, University of Michigan, Ann Arbor; Corin L. Bowen, California State University, Los Angeles; Donna M. Riley, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

helpengineers and their communities meet their needs, and clarifies that engineering does notinherently require technocratic solutions to communal problems and needs.PositionalityThe primary and secondary authors are both engineers, labor organizers with the AmericanFederation of Teachers (AFT) local GEO-3550, and children of union members fromworking-class backgrounds. Both were participants in the 2020 GEO-3550 abolitionist strike fora safe and just campus for all [29]. The first author was also taking graduate coursework inintroducing the concepts of engineering education research during the writing of this paper,which provided a critical reflective space for learning and grappling with theoretical frameworksand their applications. We reached out to