Conference Session

Professional Skills and Community Building in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Betul Bilgin, The University of Illinois at Chicago; James Pellegrino, The University of Illinois at Chicago; Cody Mischel, The University of Illinois at Chicago; Lewis Wedgewood, The University of Illinois at Chicago; Vikas Berry, The University of Illinois at Chicago

theimplementation.This paper describes the integration efforts, the data sources, and results from two differentsemesters: Spring 2021 and Fall 2021. Our preliminary results suggest that the intervention hasan impact on engineering identity development and broadens students' understanding of whatchemical engineering is. The findings of this study will help to reveal effective principles ofindustrial engagement for the evolving field of chemical engineering. The results can help otherinstitutions to build and maintain industry-faculty relationships that assist in the professionalformation of engineers.IntroductionWith the broadening of the chemical engineering field, the gap between academia and practicalunderstanding of the industry has increased [1-3]. This

Conference Session

Architectural Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud, University of Waterloo; Andrea Jonahs, University of Waterloo; Vaishnavi Pasalkar, University of Waterloo

Paper ID #37719Building Science Identity Among First-Year EngineeringStudents Through a Community-Based ProjectRania Al-hammoud (Dr.) Dr. Al-Hammoud is a Faculty lecturer in the department of civil and environmental engineering at the University of Waterloo. Dr. Al-Hammoud has a passion for teaching where she continuously seeks new technologies to involve students in their learning process. She is actively involved in the Ideas Clinic, a major experiential learning initiative at the University of Waterloo. She is also responsible for developing a process and assessing graduate attributes at the department to

Conference Session

Research Frameworks for Identity and Equity: Equity, Culture & Social Justice in Education Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ingrid Scheel, Oregon State University; Gail Verdi, Kean University; Lara Letaw, Oregon State University

International Society for Optics and Photonics as a conference chair, editor, and author. She is the President of the Optical Society of America, Columbia Section, and works to forge strong connections between industry and academic research.Gail Verdi Dr. Gail Verdi is Executive Director of Kean University's School of Curriculum and Teaching, Associate Professor in the Department of Elementary, Middle, and Secondary Education, and Coordinator of Kean's Graduate TESOL Program. She currently serves on NABE’s Research and Assessment SIG as an Executive Board member; and is a member of the Advisory Board for a 2021-2022 NSF Grant: "Embedding Equitable Design through Undergraduate Computing Curriculum" awarded to Dr. Patricia

Conference Session

Aerospace Division Technical Session: Pedagogy and Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Emily Palmer, California Institute of Technology; Jacqueline Tawney, California Institute of Technology; Jennifer Weaver

Curriculum at UC Berkeley Executive Education, a division within the Haas Business School at UC Berkeley. Until the fall of 2020, she was the Associate Director for University Teaching and a Lecturer at Caltech. © American Society for Engineering Education, 2022 Powered by www.slayte.com A Model for Student-led Development and Implementation of a Required Graduate-level Course on History, Ethics, and Identity in Aerospace EngineeringAbstractEngineering is often treated as apolitical fact, removing historical context, ethical responsibility,and human subjectivity from the field. As such, engineering programs, especially at the graduatelevel

Conference Session

Civil Engineering Division - Innovative Changes to the Typical Civil Engineering Coursework.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jakob Bruhl, United States Military Academy; Andrea Surovek, South Dakota School of Mines and Technology; James Klosky, United States Military Academy

inclusion of artistic expression within the built environment creates a real and growingdemand on engineering educational systems to produce graduates who are both technicallycompetent and creative. It also emphasizes the importance of engineers who are comfortablywith the delicate balance of creativity and risk. Similar forces are at work in nearly allengineering disciplines.The tech industry, one of the largest employers of engineering graduates, is full of creativepeople and famous for underwriting innovation and even art. The implications of this forengineering education are clear; we must build communities that support those key elements ofsuccess. Lisa Su, the CEO of AMD, one of the largest semiconductor companies in the world,addressed the

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Jennifer I Clark, Montana State University - Bozeman; Bryce E. Hughes, Montana State University - Bozeman

Tagged Topics

Diversity, Works In Progress

college readiness, and fostering an inclusive academic community to inform programming and support student persistence in STEM, particularly for underrepresented and at-risk populations.Dr. Bryce E. Hughes, Montana State University - Bozeman Bryce E. Hughes is an Associate Professor in Adult and Higher Education at Montana State University, and holds a Ph.D. in Higher Education and Organizational Change from the University of California, Los Angeles, as well as an M.A. in Student Development Administration from Seattle University and a B.S. in General Engineering from Gonzaga University. His research interests include teaching and learning in engineering, STEM education policy, and diversity and equity in STEM

Conference Session

ERM: Engineering Identity: (Identity Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ciera Fluker; Lara Perez-Felkner; Kiaira McCoy, Florida A&M University - Florida State University

, peers, and community members seemed to influence their engineering identitydevelopment as well as their career and educational goals. Lastly, students’ described howtheir families—and in particular, their fathers—shaped their engineering identitydevelopment. Taken together, our study indicates the importance of students’ identities andsupports as factors shaping their pathways through undergraduate research experiences andonward towards careers in these fields. Thus, structured mentorship opportunities includingand beyond funded REU summer internship programs may encourage students to developa plan to continue to develop STEM identities by participating in meaningful experiencesand opportunities at their home institutions. Continued

Conference Session

Energy Conversion and Conservation Technical Session 2: Enhancing Energy-Related Education with Student Design Projects

Collection

2022 ASEE Annual Conference & Exposition

Authors

Leon Liebenberg, University of Illinois at Urbana - Champaign; Taylor Tucker, University of Illinois at Urbana - Champaign

Paper ID #37571WIP: Implementing Mini-Projects to Build Community andImprove Student EngagementLeon Liebenberg (Teaching Associate Professor) Leon is a Teaching Associate Professor in mechanical science and engineering at the University of Illinois at Urbana- Champaign. He is also a Fellow of the UIUC's Center for Innovation in Teaching and Learning. In the Grainger College of Engineering, Leon leads the ENGagement In eNgineering Education (ENGINE) instructional innovation team, where he and his multidisciplinary colleagues are investigating ways to promote deep learning. Before coming to UIUC, he was a professor

Conference Session

How Communities and Systems Influence Equity: Equity, Culture & Social Justice in Education Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marissa Tsugawa, Utah State University - Engineering Education; Brady Webster; Sakshi Solanki, Utah State University; Autumn Cuellar; Catherine Spence, Minnesota State University, Mankato

Paper ID #38062Examination of Ableist Educational Systems and Structuresthat Limit Access to Engineering Education throughNarrativesAutumn CuellarBrady Edward WebsterSakshi SolankiCatherine Mcgough Spence (Assistant Professor)Marissa Tsugawa Marissa Tsugawa is an assistant professor in the Department of Engineering Education at Utah State University. Their research interest is in neurodivergence and how it manifests in engineering education. Past work includes exploring motivation and identity of engineering graduate students, women of color's experiences on engineering teams, and experiences around LGBTQ+ advocacy in

Conference Session

Intersections of Identity and Student Experiences: Equity, Culture & Social Justice Technical Session 10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rachael Cate, Oregon State University; Aiden Nelson

engineering education. Not only can thesecommunities offer engagement opportunities through experiential education in the discipline,they also provide professional relationships that are key to supporting a sense of belonging inthe career among participants, such as mentorship connections that foster career developmentand peer networks within which engineering identity can be explored. In our most recent studyof the impacts of the Communities of Practice program [2], our analysis helped us todemonstrate that community participants were significantly more likely than non-participants toreach what we called a “crossroads of questioning” in their career development. This turningpoint of uncertainty and questioning aligns with critical thinking and

Conference Session

Civil Engineering Division - Innovative Changes to the Typical Civil Engineering Coursework.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ellen Zerbe, Pennsylvania State University; Adjo Amekudzi-Kennedy, Georgia Institute of Technology; Kevin Haas, Georgia Institute of Technology; Susan Burns, Georgia Institute of Technology; Armistead Russell, Georgia Institute of Technology; Iris Tien, Georgia Institute of Technology; Kari Watkins, Georgia Institute of Technology; John Koon, Georgia Institute of Technology; Robert Simon, Georgia Institute of Technology; John Taylor, Georgia Institute of Technology; Donald Webster, Georgia Institute of Technology; Emily Grubert, Georgia Institute of Technology; Lisa Rosenstein, Georgia Institute of Technology

story-driven learning to develop their self-concept asCEEs. Subsequent courses build upon these skills through story-driven learning, problem-basedlearning, value sensitive design and team development. Coupled with a mature embeddedcommunications instruction within the curriculum, CEEs mature in their application ofengineering and computational knowledge as well as skills to address real-world problems - asthey develop their reflection and teaming skills and a nuanced understanding of stakeholder values.When they graduate, we expect them to begin their careers as holistic engineers andentrepreneurially-minded engineers – equipped to approach projects holistically and create valuewherever they go.AcknowledgementsThis material is based upon work

Conference Session

Technical Session 2 - Paper 3: Increasing Academic Success for Underrepresented Minority PhD Graduate STEM Students Through Self-Advocacy Education

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Carmen M Lilley, The University of Illinois at Chicago; Gregory V Larnell, University of Illinois at Chicago

Tagged Topics

CoNECD Paper Sessions, Diversity

Paper ID #35634Increasing Academic Success for Underrepresented Minority PhD GraduateSTEM Students Through Self-Advocacy EducationProf. Carmen M Lilley, The University of Illinois at Chicago Dr. Lilley’s research interests in engineering education focus on professional development of engineering students at the undergraduate and graduate level. In particular, she is interested in the nuances of how the intersection of race/ethnicity with gender affects professional development in the area of leadership and the long term career trajectory of an individual. Her other research interests are focused on syntheses of low

Conference Session

Cooperative and Experiential Education Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrea Castillo, University of California, Irvine; Brianna McIntyre, Purdue University at West Lafayette (PPI); Allison Godwin, Purdue University at West Lafayette (COE)

focused on building a community of educators passionate about expanding their knowledge concerning diversity, equity, and inclusion in engineering education.Allison Godwin Allison Godwin, Ph.D. is an Associate Professor of Engineering Education and of Chemical Engineering at Purdue University. She is also the Engineering Workforce Development Director for CISTAR, the Center for Innovative and Strategic Transformation of Alkane Resources, a National Science Foundation Engineering Research Center. Her research focuses on how identity, among other affective factors, influences diverse students to choose engineering and persist in engineering. She also studies how different experiences within the practice and culture of

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christine Delahanty, Bucks County Community College; Vladimir Genis, Drexel University; Susan Herring; Tracy Timby, Bucks County Community College

to require a greater business aspect. Within this restructuring, we have created courses indifferent modalities in response to the COVID-19 pandemic. We are committed to increasingawareness of STEM education to underrepresented groups through K-12 STEM-related outreachinitiatives, and are in the process of establishing a plan to recruit such groups into our technicianeducation programs. In addition to the services already in place at Bucks, development of ourrecruitment plan includes professional development sessions of faculty and staff, discussionsessions at national conferences, Professional Learning Communities, special convenings ofstudents, and outreach initiatives to school districts with a higher percentage of underrepresentedgroups

Collection

2022 ASEE Gulf Southwest Annual Conference

Authors

Le Shorn Benjamin, University of Houston; Jerrod A Henderson, University of Houston; Erik M Hines, Florida A&M University - Florida State University

Tagged Topics

Diversity

following models prove to be most worthwhile: (a) coursework within engineering and acrossother fields, (b) experiential learning opportunities, (c) stand-alone programs for engineeringstudents and/or multi-disciplinary stand-alone entrepreneurship programs25, 29. Althoughdifferences in views exist, Hagvall Svensson et al., have provided two general routes for enhancingentrepreneurial learning30. Irrespective of the instructional model, these researchers recommendmaking learning more personal and more professional as key strategies for strengtheningentrepreneurial skill development among engineering students30.The nuances of an entrepreneurial engineering identity reflect yet another emergent topic inengineering education. A key component of this

Conference Session

Community Engagement Division Technical Session 2 - Community Engagement without Frontiers

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michelle Schwartz, The University of Texas at Arlington; Kathleen Smits, The University of Texas at Arlington; Jessica Smith, Colorado School of Mines; Thomas Phelan, United States Air Force Academy; Rosalie O'Brien

National Endowment for the Humanities, and the British Academy. In 2016 the National Academy of Engineering recognized her Corporate Social Responsibility course as a national exemplar in teaching engineering ethics. Professor Smith holds a PhD in Anthropology and a certificate in Women’s Studies from the University of Michigan and bachelor’s degrees in International Studies, Anthropology and Latin American Studies from Macalester College.Thomas J Phelan (Associate Professor)Rosalie O'Brien© American Society for Engineering Education, 2022 Powered by www.slayte.com Teaching Students to Incorporate Community Perspective into Environmental Engineering Problem Definition through Iterative

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Betsy Chesnutt, University of Tennessee at Knoxville; Courtney Faber, University of Tennessee at Knoxville; Daniel Mountain

for something they do and learn how to do it better asthey interact regularly [2, 19].” Because the pre-service teachers and engineering students whoare participating in the course have very different personal experiences and backgroundknowledge, this course will facilitate the development of a community of practice that is also ahybrid space where students can draw on their own personal experiences and backgrounds toengage in novel and creative ways with each other [20,21]. Participation in such hybridcommunities of practices has been demonstrated to facilitate identity development and self-efficacy growth [21,22]. The results of this research will provide actionable information that canbe used to create or refine engineering education

Conference Session

Two-Year College Potpourri

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cynthia Pickering, Arizona State University; Laurie MiLler McNeill, Westchester Community College; Mara Lopez, Arizona State University; Juan Rodriguez, Westchester Community College; Sarah Belknap, Westchester Community College; Elaine Craft, Florence-Darlington Technical College; Caroline Vaningen-Dunn

. WCC is pilot testing the modelusing virtual learning methods mastered through previous NSF ATE work and the COVID-19context. The model will be scaled for cost-effective implementation at 2-year HSIs.Mentor-Connect, along with CBPSTEM and participating faculty, will develop, test, and refinethe model for national use to strengthen the diversity of the STEM technician workforce and theleadership ability of community college STEM technician educators to affect change in thisarena. Over 20 WCC technician educators will benefit directly from piloting the model anddeveloping leadership skills in CRI methods, building capacity within its STEM technicianprograms to better support the diversity of students, industry demand for a diverse workforce,and

Conference Session

ERM: Identity Impacts (Identity Part 2)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jerry Yang, Stanford University; Joseph D Towles, Swarthmore College; Sheri Sheppard, Stanford University; Sara Atwood, Elizabethtown College

-generation and/or low-income (FGLI) students encounter knowledge practices that devalueand delegitimize their own experiences, financial pressures, curriculum overload, lower familysupport that may contribute to accessing engineering internships [6], [7]. This qualitative research paper seeks to investigate the role(s) engineering industryinternships play in developing engineering professional identity for FGLI students. We ask thequestion, “How do technical engineering industry internship experiences impact FGLI students’recognition and engineering professional identities?” Interviews with ten self-identifying FGLIengineering students at a mid-size private university were conducted and analyzed through thelens of recognition, and six

Conference Session

Inclusivity at Two Year Colleges

Collection

2022 ASEE Annual Conference & Exposition

Authors

Janet Yowell, University of Colorado Boulder; Gabe Hanzel-Sello; Gary Barnak, Saddleback College; Michael Venn, Community College of Baltimore County

focuses on providing foundational algebra skills with extracurricular supports.Also, STEM-based modules feature hands-on engineering and STEM projects to foster interest inthe field, and guest speakers from the STEM enterprise provide real-life context.The summer bridge program builds on a successful model already developed in collaboration withBaltimore City Schools, Baltimore City Community College, Lockheed Martin, and the FortMeade Alliance (an industry employer association). In Baltimore, Lockheed Martin jointlydeveloped a project with high school and college faculty in which students completed designs andprototypes for the boot component of an exoskeleton model. Through this project, student teamsexperienced the engineering design and

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Liang Wang; Wei Zhang, Zhejiang University; binbin shao, Zhejiang University

practice from ouranalysis: (a) authentic-task driven, (b) collaborative inquiry, (c) reflective-design process, (d) engineeringidentity. Future we will build on this study and develop some valid instruments to measure thesecharacteristics in order to clarify the relationship between community of practice and engineeringstudents’ learning effect.Keywords: community of practice; engineering learning; authentic-task driven; collaborative inquiry;reflective-design process; engineering identityINTRODUCTIONAs the largest developing economy in the world, China is facing a lot of challenges in terms of emergingindustries and new technologies. As a result, China is calling for increasing the quantity and quality ofengineering students to meet society’s

Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathleen Colbry, Michigan State University; Dirk Colbry, Michigan State University; Marta Dark, Spelman College; Vincent Melfi, Michigan State University; Tiffany Oliver, Spelman College

in engineering education and graduate student success, and has been recognized as a Master Facilitator by the National Research Mentor Network. She is also co-PI for two NSF-funded projects that enhance graduate student success: one is a professional development program offering training in communication, teamwork, leadership, and mentoring skills for interdisciplinary work; the other is a joint effort with Spelman College (a historically black institution serving women) to expand opportunities and increase diversity in STEM by developing a five-year BS+MS program. Dr. Luchini-Colbry also volunteers as the Director of the Engineering Futures Program of Tau Beta Pi, the Engineering Honor Society, which provides

Conference Session

International Division Technical Session 3 - Humanitarian Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Awatef Ergai, Kennesaw State University; Shane Peterson; Ginny Zhan, Kennesaw State University; Sabine Smith

Science at Kennesaw State University. She has over 20 years of teaching and research experiences. Her research interests include cross-cultural human development topics, Asian- American identities, and effective teaching modalities. In recent years she’s been working with engineering and other colleagues on how to improve engineering students’ intercultural communication skills. Dr. Zhan has published in numerous academic journals and presented papers and poster sessions at international, national, and regional conferences.Sabine H Smith Dr. Sabine H. Smith is Professor of German and German Studies Program Coordinator at Kennesaw State University in the Department of World Languages and Cultures. She has over 30 years of

Conference Session

Technical Session 1 - Paper 5: Navigating the academy in the absence of graduate disability accommodation policies

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

D. C. Beardmore, University of Colorado Boulder

Tagged Topics

CoNECD Paper Sessions, Diversity

Paper ID #35572Navigating the academy in the absence of graduate disabilityaccommodation policiesD. C. Beardmore, University of Colorado Boulder Mx. Beardmore is currently a PhD student at the University of Colorado, Boulder. They study inclusive engineering education and construction engineering risk management. Their full bio and current and historical positionality statements can be found on their website at dcbeardmore.com American c Society for Engineering Education, 2022 Navigating the academy in the absence of graduate disability

Conference Session

Civil Engineering Division - Huh? What Did You Say? What Does That Mean?

Collection

2022 ASEE Annual Conference & Exposition

Authors

Karin Becker, United States Air Force Academy; Timothy Frank, United States Air Force Academy; Joel Sloan, United States Air Force Academy

States Air Force Academy. In this role, he develops leaders of character for the Air Force and Space Force by advising, teaching, and mentoring cadets. He received his B.S. and M.S. in Civil Engineering from the University of Illinois, and Ph.D. from Stanford. Lt Col Frank is a registered Professional Engineer in New Hampshire. Courses taught include statics, structural analysis, steel design, concrete design, and engineering in the developing world. Research interests include fiber reinforced cement composites, community resiliency following climate and weather disasters, and engineering education. © American Society for Engineering Education, 2022 Powered

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Carmen Lilley, The University of Illinois at Chicago; Gregory Larnell

Education, 2022 Powered by www.slayte.comWork in Progress: Self-Advocacy as a Framework for Supporting Academic Success ofMinoritized Graduate StudentsIntroduction This work in progress paper outlines the initial evaluation results for a professionaldevelopment program that is focused on strengthening self-advocacy among historicallyminoritized graduate students in science, engineering, technology and math (STEM). Theprogram’s framework for self-advocacy is adapted from existing frameworks developed by theAmerican Counseling Association and the Learning Disabilities communities to educate studentson skills that support academic success. The American Counseling Association (ACA) publishedthe Advocacy

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amy Walker, University of Texas at Dallas; Laura Gelles, University of Texas at Dallas

, students who do not embody these traits areoften isolated [38]–[40], made to feel invisible [41], [42], tokenized [43], [44], experiencestereotype threat [45]–[47], denigrated [48], and/or harassed [49]. They often lack faculty rolemodels and mentors who share their experiences unique to their identities [6], [50]. As a result,they do not see themselves represented at higher levels such as faculty or graduate students. Theyalso may have trouble finding community and creating social connections that help inoculatethem against other challenging issues within engineering education.Faculty play a critical role in influencing students’ sense of belonging [31], [52], [53]. By beingapproachable and accessible, offering support and guidance, and providing

Conference Session

Faculty Development Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Victoria Matthew, VentureWell; Surbhi Lipkin-Moore; Pedro Arce, Tennessee Technological University; Andrea Arce-Trigatti, Tallahassee Community College; Nathalie Lavoine, North Carolina State University at Raleigh; Lucian Lucia, North Carolina State University at Raleigh; Emre Selvi, Jacksonville University; Marjan Eggermont, University of Calgary; Murat Tiryakioglu, Jacksonville University; Justin Hall, Jacksonville University; Ron Edelen, Jacksonville University; Jeffery Plumblee, VentureWell

our research activitiesnot only lead to fundamental discoveries, but also product & technology development throughindustrial partnerships. Hence, our main goal has been to reshape our graduate program to giveour students tools to develop and pursue scalable solutions for real-world needs by advancinginnovation and entrepreneurial mindsets.The strong support and expertise of the VentureWell team within the frameworks ofsustainability, and innovation and entrepreneurship, was boosted with the implementation of CoPfor Faculty Development. Our participation in the CoP benefited our project and our ownprofessional development. First, we were given the opportunity to join a community of facultyfellows who were pursuing similar educational goals

Conference Session

Intersections of Identity and Student Experiences: Equity, Culture & Social Justice Technical Session 10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jerry Yang, Stanford University; Crystal Nattoo

prescribed what a PhD degree in electrical engineeringdemanded from its candidates and therefore regulated one’s work. But I, an individual withaspirations to reconceptualize the structure of the engineering education institution to upliftmarginalized communities, wanted to take a different path, one that was far less traveled, onethat would take me through both personal and intellectual fulfillment while furthering my career.By bargaining my time and prioritization of scientific projects over education ones, I was able tocarve a path for me to achieve all of my goals and set myself up for a multidisciplinary educationin graduate school. In doing so, I get the opportunity to produce rigorous, personally fulfillingsocial justice-oriented research

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rick Hill, University of Detroit Mercy; Jocelyn Bennett Garraway, University of Detroit Mercy

year ofcollege. Some of the positions allow the students to apply technical skills they have learned inthe program, such as computer programming, but all provide the students exposure to aprofessional work environment and help the students to develop their identity as a professional.These experiences are especially valuable for underrepresented students who have little exposureto such environments from parents and relatives, or from within their communities. Theexperience of performing a job and observing professionals who look like them and come fromsimilar backgrounds as them can help an underrepresented student build confidence leading themto envision themselves in such a role while motivating them to work through barriers to reachsuch