Conference Session

Problem Solving, Adaptive Expertise, and Social Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Carolyn Plumb, Montana State University; Rose M. Marra, University of Missouri; Douglas J. Hacker, University of Utah; John Dunlosky

Tagged Divisions

Educational Research and Methods

are derived primarily throughthe use think-aloud protocols, have little association with one another. Correlations between thetwo types of measure typically range from -.07 to .31 (Veenman, 2005). Several explanationshave been proposed for these low correlations: • Verbal reports obtained during task performance may lack reliability and would not validly reflect people’s cognitive or affective states; • responses to questionnaires typically reflect people’s beliefs or perceptions about their general learning and do not capture specific learning tasks; or • questionnaires and think-aloud protocols measure different kinds of metacognition.The first of these explanations has been addressed by several researchers, most

Conference Session

Tools and Techniques

Collection

2018 ASEE Annual Conference & Exposition

Authors

Karen H. Jin, University of New Hampshire; Michael Jonas, University of New Hampshire; Christopher David LeBlanc, University of New Hampshire; Theodore Sean Tavares, University of New Hampshire

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

reflecting on a Capstone experience with the purpose ofsuggestions for improving the experience. The contrast of the ACM literature and the ASEEliterature is that software projects tend to be more focused on design and verification, where theengineering papers tend to have more focus on process such as funding and project launch. Inboth the ACM and ASEE literature review it was most common for Capstone experiences tospan two semesters with some literature suggesting that going to a two-semester program wouldbe beneficial [11].In the literature, the following common question groups were observed, and informed theanalysis and narrative of the case studies in this work: • Project format: How are projects assigned? Are students working independently

Conference Session

The Best of Computers in Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

David Reeping, Virginia Tech; John K. Estell, Ohio Northern University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

coursework.ImplementationTheoretical Framework:The current version of the project was implemented as a cornerstone project (a term commonlyused to refer to a culminating first-year engineering design experience) in 2014 within the secondsemester Programming 2 course of Ohio Northern University’s first-year programmingsequence. To ground the project in a pedagogical framework, this section will outline thetheoretical underpinnings of the project design.As mentioned in the Introduction, the Kolb Cycle of Experiential Learning, illustrated inFigure 1, was used to help organize the series of cornerstone activities into a cyclic pattern ofexperiences and reflections. The cycle was augmented by Greenaway’s Active Reviewing Cycle,a model which provides a different way to examine

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University; Seda McKIlligan, Iowa State University; Kelly Guerin, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

-level electrical and computer engineering course. The primary source ofdata was 21 transcribed audio recordings of design meetings and is supplemented withinterviews, reflections, and course artifacts. Thematic analysis revealed 10 themes that representconnections and disconnections between the process used and a common five-stage designthinking process (empathize, define, ideate, prototype, and test). These themes demonstrate someof the opportunities and challenges related to design thinking within an engineering coursedesign setting. In particular, they suggest that engineering course design is a relevant context fordesign thinking, but one to which design thinking methods do not always naturally translated.Future work should focus on better

Conference Session

Undergraduate Track - Technical Session II

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Elisabeth (Lisa) Stoddard, Worcester Polytechnic Institute; Geoff Pfeifer, Worcester Polytechnic Institute

Tagged Topics

Diversity, Undergraduate Education

our institution. We have alsoanalyzed the impacts bias and stereotyping on student learning, student experience and sense ofbelonging, as well as on team productivity. Our findings, consistent with Meadows et al. (2015)and Wolfe et al. (2016), showed that women and students of color experience higher rates ofhaving their ideas ignored or shut down, having their voices silenced, being assigned work tasksdeemed less valuable, having to deal with a domineering teammate, and having their work gounacknowledged or credit stolen by another teammate (Pfeifer and Stoddard, 2018).In the quote below, a white female student at our institution reflects on what Meadows et al(2015) have identified as, ‘task assignment bias’, when students assign themselves

Conference Session

Active Learning in BME, Session I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacqueline Handley, University of Michigan; Aileen Huang-Saad, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan

Tagged Divisions

Biomedical Engineering

. Survey responses were first descriptively coded, guided bythe research question. Throughout the coding process, themes were the unit of analysis.Subsections of text within an individual response were deemed to contain essential thought, andthen coded accordingly. This process is in line with utterance coding within verbal qualitativeanalysis [30]. All coding was performed by two researchers, and the researchers reached 100%consensus after discussion in inter-rater reliability (IRR). Focused codes were developed [31], [32] to further interpret Incubator participantunderstandings of teaching and learning. In developing our codes, we asked a more specificquestion: How are BME students’ articulations of teaching and learning reflecting

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shannon Massie Chance, Dublin Institute of Technology ; Gavin Duffy, Dublin Institute of Technology

Tagged Divisions

Educational Research and Methods

participants were male, reflecting the demographics of the schoolat the time of the formal meetings.Samples of this size are commonly accepted in qualitative studies investigating social andexperiential phenomena. This size also seems appropriate because we were able to engage almosteveryone who shared the experiences in question. Even in cases where the target population islarger, scholars of qualitative and phenomenological research recommend limiting the sample size.This is done to allow the researcher to delve deeply into the phenomenon and the data. For instance,Dukes (1984) recommended a sample size of 3-10 for phenomenology (cited in Creswell, 2007).A literature review by Guest, Bunce, and Johnson (2006) identified recommendations

Conference Session

Engineering Libraries Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeff McAdams, University of North Carolina, Charlotte; Rebecca Croxton, University of North Carolina, Charlotte

Tagged Divisions

Engineering Libraries

. Student artifacts of engagement with this module included a research topic tree, a key word tree, and a written reflection. (See Appendix E.)Assessment Instruments Two assessment instruments were developed by the researches based upon the uniqueneeds of the study. The Final Course Activities Evaluation Rubric was developed to evaluate andprovide a total score relating to whether, or how well, a student could critically evaluate andselect credible and meaningful resources in their research and writing. A second rubric, the 10Supplemental Course Activities Engagement Rubric,was developed in order to better understandhow engaged

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University; William A. Kline, Rose-Hulman Institute of Technology; Cory Hixson, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation

been combined together.In addition to the survey, at four times during each semester, a full class period was used toproduce open-ended responses to a reflection prompt (n=16 for Fall 2015 and n=16 for Fall2016, a total of 126 reflections). Reflections prompts were not focused on the canvas (e.g.“Explain a struggle you have had during the design process to this point and describe the variousways you overcame that struggle. What might you abstract that you can use in other designexperiences?”). Lastly, a faculty assessment focus group met on May 21, 2015 and consideredtwo prompts: 1) “I like…” and 2) “I wish…” regarding the course as a whole.As mentioned previously and important to our assessment, Crismond and Adams (2012) proposethat students

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacqueline Ann Rohde, Purdue University; Lisa Benson, Clemson University; Geoff Potvin, Florida International University; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

” Mechanical EngineeringResearch quality was considered throughout the data collection and analysis process, based onthe Qualifying Qualitative Research Quality (Q3) framework by Walther, Sochacka, and Kellam[17]. The belongingness responses from each student were coded using in vivo codes [18]. Invivo codes brought richness to the analysis and reflected the exact words used by the students[17]. Multiple coding and theming passes, as well as a constant comparative method, were usedacross interviews to tightly link the themes to the data [19]. Authors had ongoing conversationsabout emergent results and addressed borderline cases. Memos were kept throughout theanalytical process to document and make apparent the researchers’ perspectives.The qualitative

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Darlee Gerrard, University of Toronto; Paul R. Chiarot, State University of New York at Binghamton

Tagged Divisions

Pre-College Engineering Education

content in this setting. We approached ourcollaboration by employing an apprenticeship model to inform student training and experience.This model draws on experiential approaches to teaching and learning. Kolb [4] defined learningas “the process whereby knowledge is created through the transformation of experience” andadvanced four key phases in this cycle of learning: concrete experience, reflective observation,abstract conceptualization, and active experimentation [5]. Cognitive apprenticeship models aimto “enculturate [learners] into authentic practices through activity and social interaction” [9].Brandt, Farmer and Buckmaster [7] offer an apprenticeship model that includes modeling,approximating, fading, self-directed learning, and

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Phelana Pang, Seattle Girls' School

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

 engineering devices were considered throughout the unit, and students were required to reflect on these questions as they presented their sensory substitution device to the school community.  The concepts of circuitry were introduced through hands­on experiences using Snap Circuits   Ⓡand breadboards, as well as online animations and videos.  Students learned about connecting and programming the Arduino microcontroller through a series of scaffolded activities which included some offline learning and modifying of existing code.  Students then discussed the different aspects of the engineering design process and used a design notebook to document their ideas, questions, and modifications while building a model of their sensory substitution device

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ruth A. Streveler, Purdue University, West Lafayette (College of Engineering); Gary Lichtenstein, Arizona State University, Polytechnic campus; Lisa Olcese Olcese; Samantha Ruth Brunhaver, Arizona State University, Polytechnic campus; Cheryl Carrico P.E., Virginia Tech; Helen L. Chen, Stanford University; Holly M. Matusovich, Virginia Tech; Sheri Sheppard, Stanford University

Tagged Topics

NSF Grantees Poster Session

current research interests include: 1) engineering and entrepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) reimagining the traditional academic transcript.Dr. Holly M. Matusovich, Virginia Tech c American Society for Engineering Education, 2018 Paper ID #22016 Dr. Matusovich is an Associate Professor in Virginia Tech’s Department of Engineering Education. She has her doctorate in Engineering Education and her strengths include qualitative and mixed methods research study design and implementation. She is/was PI/Co-PI on 10 funded research

Conference Session

Civil Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, The Citadel

Tagged Divisions

Civil Engineering

Fall 2015 65.6 93.1 6.76 Spring 2016 87.6 100 13.0 Fall 2016 85.2 100 47.0ConclusionThere are experimental results noting the fact that many engineering students are visual (versusverbal), sensory (versus intuitive) and active (versus reflective) learners (Figure 8).6,7 Felder’sresearch notes the importance of ensuring all students study at least some time in a preferredlearning style. Using physical models and demonstrations are crucial to improve learning andunderstanding of concepts when students are visual, active, and sensory learners. Of course,many students have loaded structures before (intuitive), the content on

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gloria J. Kim, Northwestern University; Robert A Linsenmeier, Northwestern University; Timothy Reissman, University of Dayton; Mary Beth Finch, Northwestern University

Tagged Topics

NSF Grantees Poster Session

the learning objectives of the courses have been accomplished, theirconfidence in taking on new challenges in these domains, and the degree to which they feel thatthe HPL centers entered into the course. This last topic was addressed by a series of elements notdirectly asking about HPL, but framed to reveal this. For example, to understand whether thecourse was assessment-centered we asked their level of agreement with the statements, “Ireceived adequate feedback on my work,” and “I was able to obtain enough practice onimportant topics.”Another part of the quantitative study was gauging to what extent the teaching reflects HPL. Weexpected simply by using the laboratory kits and employing active learning, these courses will beassessment and

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Micah Lande, Arizona State University

Tagged Topics

NSF Grantees Poster Session

designerly epis- temic identities and vocational pathways. Dr. Lande received his B.S in Engineering (Product Design), M.A. in Education (Learning, Design and Technology) and Ph.D. in Mechanical Engineering (Design Education) from Stanford University. c American Society for Engineering Education, 2018 Student Learning Trajectories from Making and Engineering ActivitiesIntroductionThe research objective of this NSF-funded EAGER: MAKER: Student Learning Trajectoriesfrom Making Activities Learning Trajectories project is to explore and understand how open-ended, hands-on Making work and activities can reflect student learning trajectories and learninggains in

Conference Session

Technical Session VI

Collection

2018 FYEE Conference

Authors

Michelle E Jarvie-Eggart P.E., Michigan Technological University; Laura Kasson Fiss, Michigan Technological University

Tagged Topics

FYEE Conference Sessions

Kasson Fiss is a Research Assistant Professor in the Pavlis Honors College at Michigan Techno- logical University. She holds a PhD from Indiana University in English (2013). Her work has appeared in Victorian Periodicals Review, The Lion and the Unicorn, and The Cambridge Companion to Gilbert and Sullivan. In addition to her research on Victorian humor, she conducts higher education research and scholarship on issues of inclusion, reflection, and innovation. 2018 FYEE Conference: Glassboro, New Jersey Jul 25 Work-in-Progress -- Comparing First YearEngineering Students’ Math and Verbal ACT scores and Performance in Introductory Engineering and Composition Courses

Conference Session

Technical Session IV

Collection

2018 FYEE Conference

Authors

Roger J Marino P.E., Drexel University; Rosie Sullivan, Drexel University; Alison Stoute, Drexel University

Tagged Topics

FYEE Conference Sessions

classroom).The results of the Policy change are presented herein. As was anticipated, the students (57%responding) reported an overall positive experience, and the Advisors reported fewer requiredtransactional meetings with the students because their general questions were answered in theclassroom. As a result, those transactional meetings between students and Advisors shiftedtowards more conversations in alignment with the Advising Center’s developmental philosophywhich is focused on behaviors and long-term planning.Ten to fifteen deliverables were required of the students during the quarter to assure that theywere retaining the information presented. Additionally, students were asked to perform anexercise in reflection at the end of the quarter

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christopher Rennick, University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Derek Wright P.Eng., University of Waterloo; Andrew J. B. Milne, University of Waterloo, Mechanical and Mechatronics Engineering; Eugene Li, University of Waterloo; Sanjeev Bedi P.Eng., University of Waterloo

Tagged Divisions

Educational Research and Methods

test their solution to the event’s problem. The last half-dayconsists of demonstrations and presentations of their design to their classmates and the teachingteam. In most implementations, these final presentations are also assessed, often forcommunication, to decouple the success of the physical prototype from the presentation andcourse grade. In several implementations, students have also completed some preparatory workin advance, and reflections on their experience afterwards. See Appendix A for full schedules ofMech, Tron, and ECE Days.While many of the Engineering Design Days implementations have some competitive aspect, theprizes are often merely bragging rights. The problems posed to students are carefullyconstructed to ensure most

Conference Session

ChemE Curriculum: Junior, Senior, and Graduate

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Madeline Polmear, University of Colorado, Boulder; Chris Swan, Tufts University; Daniel Knight, University of Colorado, Boulder; Nathan E. Canney

Tagged Divisions

Chemical Engineering

numberof identified settings for ESI varied among the raters from two to six. In fact, at fourteeninstitutions where multiple chemical engineering faculty indicated the settings where theybelieved undergraduate students in their program learned about ESI, there were only twoinstitutions where there was complete agreement on the course types where ESI educationoccurred. Thus, individuals may have differing levels of knowledge on how students in theirprograms are educated on ESI. This may reflect a lack of coordination within programs onteaching ESI. The highest levels of agreement on the course settings for ESI education wereamong capstone design (86% institutions full agreement on ESI inclusion) and a full course onethics (86% institutions full

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

George D. Ricco, University of Kentucky; Janet K. Lumpp, University of Kentucky; Joshua Parsons; Shannon Lee Sampson; Brad A. Hubbard, University of Kentucky

Tagged Divisions

First-Year Programs

presentation as well. These included: information sessions; parity of teammembers; construction of learning objectives; differing pedagogies; adopting and adaptingmaterials from major courses; administrative; and housing members within departments. Wemade a number of initial conclusions, including that students were acutely aware of the novelnature of the course, and forgiving of issues surrounding them. Also, the themes of the courseoutlined in the learning objectives and outcomes were reflected in student responses, and theywere aware of the importance of the new FYE program in the context of a larger college mission.Methodology The current mode of analysis is a thematic one, consistent with methods of thematicanalysis (Braun & Clarke

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vladimir I. Prodanov, California Polytechnic State University, San Luis Obispo; John Greene, Maxim Integrated

Tagged Divisions

College Industry Partnerships

University’s ‘learn-by-doing’ philosophy. The samephilosophy also extends to most of the digital systems and computer design courses in thecurriculum which are taught in a ‘studio’ classroom format.In the following, we will briefly review the current role of alumni in aligning educationaloutcomes with industry needs. While the discussion is concerned with the current practices in theelectrical engineering department at Cal Poly, the literature suggests they also reflect thepractices of other similar programs.Within the context of program accreditation by The Accreditation Board for Engineering andTechnology (ABET), alumni contribute in two important ways:  By serving on Industrial Advisory Boards (IAB);  By responding to alumni surveys;While AIB

Conference Session

College Industry Partnerships Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lori M Houghtalen, Abilene Christian University; Timothy Kennedy P.E., Abilene Christian University; Raymond Earl Smith, Abilene Christian University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

. Entering the 2015-2016 academic year,program faculty envisioned a capstone design experience that would engage student teams in ayear-long, professional level design project sponsored by an industry client. The first two yearsof the capstone design program have been inarguably successful, and in this paper we identifyand reflect on the keys to our success. The intention for writing this paper is to ensure thesuccess of the program is repeatable, and to assist other programs, especially those residing insmall liberal arts universities, in starting or revising their own senior design experience.Our key factors in assembling a successful industry-sponsored capstone design program havebeen: (1) faculty buy-in and involvement, (2) engaged industry

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela Minichiello P.E., Utah State University; Matthew Paul Jouffray

Tagged Topics

NSF Grantees Poster Session

Develop usage model template to combine outcomes of UCD tools4. Reflect on Lessons Compare ad-hoc personas and scenarios with • Compare ad-hoc and data driven personas/scenarioLearned data-driven usage model templates • Ask “what similarities/differences are present between the two sets of personas?” • Ask “what do these differences tell you generally about students behaviors, goals, needs, and actions

Conference Session

Poster Session - Engineering Leadership Development Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peter Golding, University of Texas, El Paso; Mike Thomas Pitcher, University of Texas, El Paso; Celena Arreola, American Society for Engineering Education; Crystal Fernandez-Pena, University of Texas, El Paso; Helen Elizabeth Geller, University of Texas at El Paso; Diane Elisa Golding, University of Texas, El Paso; Melissa Stearns; Daniel Santiago Torres, University of Texas, El Paso; Alejandro Rodriguez, UTEP Academic Technologies; Fernando Monroy, The University of Texas at El Paso; Sabastian Moncayo

Tagged Divisions

Engineering Leadership Development

: Reflections on two of the eight high-impact practices Attendance at six professional preparation workshops Résumé or curriculum vitae Cover letter Professionally Prepared Reflective Essay: a signature piece in the portfolio, describing how the integration of student assets with in-class, among-classes, and beyond-class experiences applies to their graduate school or employment goals. Presentation of portfolio in a campus forum showcasing student achievement (p. 24)UTEP Edge Experiences include:O Capstone Experiences O#84EA?8L!E<7:8F"4A74L8>!'<86

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Nichole Ramirez, Purdue University, West Lafayette (College of Engineering); Corey T Schimpf, The Concord Consoritum

Tagged Topics

NSF Grantees Poster Session

, students must assume new roles and acquire new skills, as well asadapt to social norms regarding how they should conduct themselves. Acting the part hasimportant consequences for students’ longer term career trajectories and ability to pursue theengineering profession through economic shifts. Understanding the decision-making process bywhich engineering students determine whether to pursue undergraduate work experiences, orcooperative education (co-op) programs, is critical in identifying how students envision, develop,and form their professional engineering selves. This article is a qualitative study of engineeringsophomore undergraduates—both co-op participants and non-participants—reflecting on whythey decided to pursue co-op experiences and

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Adam Stark Masters, Virginia Tech; Lisa D. McNair, Virginia Tech; Donna M. Riley, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity, NSF Grantees Poster Session

Lisa D. McNair is a Professor of Engineering Education at Virginia Tech, where she also serves as Director of the Center for Research in SEAD Education at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.Dr. Donna M. Riley, Purdue University, West Lafayette (College of Engineering) Donna Riley is Kamyar Haghighi Head of the School of Engineering Education and

Conference Session

Military and Veterans Division Technical Session 1: Academic Transition

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janet C. Ford, Western Carolina University; George D. Ford, Western Carolina University

Tagged Divisions

Military and Veterans

population trends, economic shifts, and increasedaccessibility [3][4][5]. Military students and veterans currently comprise 4% of Americancollege students [6]. ACE credit recommendations have changed to reflect these shifts inmilitary training and academic content. This paper discusses the extent to which changes inmilitary training, specifically that provided by the United States Army, have affected ACE’scredit recommendations at the undergraduate level.IntroductionThe American Council on Education (ACE) is based in Washington, DC. A contractor for theDepartment of Defense, ACE oversees academic evaluation of military courses. According totheir website: “ACE has provided a critical link between the U. S. Department of Defense and higher

Conference Session

Works in Progress I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dong San Choi, University of Illinois, Urbana-Champaign; Michael C. Loui, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

forPerformance-Approach (Revised) (5 items), Performance-Avoidance (Revised) (4 items), andMastery Goal Orientations (Revised) (5 items) from the Patterns of Adaptive Learning Scales(PALS) [10]. To measure self-regulation, we used the Metacognitive Self-Regulation scale (12items) and the Time and Environment scale (8 items) from the Motivated Strategies andLearning Questionnaire (MSLQ) [11].For qualitative data, we collected all course assignments: Reaction Papers, Reflection Papers,Strategy Documents, and Final Papers. Students wrote Reaction Papers to document theirthoughts on TEDTalks and readings that were assigned as homework. Students wrote ReflectionPapers to document their thoughts after in-class discussions and after reflecting on the

Conference Session

Undergraduate Track - Technical Session II

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Asha Godbole, Oregon State University; Beverly Miller, University of Virginia; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Susannah C. Davis, Oregon State University

Tagged Topics

Diversity, Undergraduate Education

: “You just got [the scholarship] becausethey’re looking for girl engineers.” She responded: “I thought it was my hard work that got methe scholarship. I never thought that it was because I was female until he made that comment. Ithought it was just because ‘oh hey, look at me’ and then he said that and it made me feel badabout it.” While these types of responses were rare for soon-to-be graduating students, they weremore common in focus groups of students entering our programs.High sense of belonging, acknowledgment of privilege, power and oppression. The other half ofresponses from students who identify along social identity categories that are centered in USculture also reflected a strong sense of belonging in CBEE, but this group