Conference Session

Community Engagement Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathalie Al Kakoun, Swansea University; Frederic Boy, Swansea University; Patricia Xavier, Swansea University

Tagged Divisions

Community Engagement Division

predicted interestin STEM careers, even when controlling for past experience and self-efficacy in science andmathematics”.This concept was further supported by Ramsey [20] when she took on the case study ofstudents and faculty members of a university science department and found that “both facultyand students, regardless of gender, perceived agentic traits as more important for success inscience than communal traits”.To ‘tie’ value systems together, Trapnell and Paulhus [21], conducted a study and found thatagentic values are more corelated to Self Enhancing values, and similarly, communal valuesto those of Self Transcending and Conservation values, of the Schwartz’s Personal Valuesystem. These findings were obtained during their development of the

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda Gonczi, Michigan Technological University; Whitney Nicole McCoy, University of Virginia; Robert M. Handler; Jennifer L. Maeng, University of Virginia

Tagged Topics

NSF Grantees Poster Session

of Virginia. Whitney earned her Ph.D. in Teacher Education and Learning Sciences with a concentration in Educational Psychology from North Carolina State University. She holds a Master of Arts in Teaching from the University of North Carolina at Charlotte and received her Bachelor of Science in Biology from Winston-Salem State University. McCoy’s research explores identity development for Black girls in educational settings. Her research interests include critical race theory, racial identity devel- opment, self-efficacy, and STEM education. Her dissertation, Black Girls Accepting the Grand Challenge: A Qualitative Exploration of a Summer Engineering Program’s Influence on Black Girls’ Racial Identity, Engineering

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mary K. Nyaema, The University of Illinois at Chicago; David G. Rethwisch, The University of Iowa; Mark Andrew McDermott

Tagged Divisions

Pre-College Engineering Education

ensuring thatteachers implement new approaches as intended. [16], [17], [18].More studies have shown that teacher beliefs tend to influence how the enacted curriculum differsfrom the intended curriculum [19], [20]. It is also important to investigate curriculumimplementation beyond teachers’ self-report measures because what is reported tends to differ fromwhat is observed in the classroom [20]. To avoid the repeated pattern of instructional practices thatdo not align with what was intended in the curriculum, it is important to consider teacher beliefs asthey enact the curriculum. The study that is described in this article was designed to potentiallygather support for this claim.Research QuestionThere are many factors that can lead to the

Conference Session

Electrical and Computer Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rania Hussein, University of Washington; Denise Wilson, University of Washington

Tagged Divisions

Electrical and Computer

from a dis- tance. She is a senior member of the Institute of Electrical and Electronics Engineers IEEE and a member of the International Association of Online Engineering IAOE. Her research interests focus on Internet of Things, embedded systems, and engineering education.Dr. Denise Wilson, University of Washington Denise Wilson is a professor of electrical engineering at the University of Washington, Seattle. Her research interests in engineering education focus on the role of self-efficacy, belonging, and other non- cognitive aspects of the student experience on engagement, success, and persistence and on effective methods for teaching global issues such as those pertaining to sustainability

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Chrysochoou, University of Connecticut; Arash E. Zaghi, University of Connecticut; Connie Mosher Syharat, University of Connecticut; Sarira Motaref P.E., University of Connecticut; Shinae Jang P.E., University of Connecticut; Amvrossios Bagtzoglou, University of Connecticut; Caressa Adalia Wakeman, University of Connecticut

Tagged Topics

Diversity, NSF Grantees Poster Session

inclusion of neurodivergent students requiresus to move beyond the implementation of accessibility measures and adopt a strengths-basedapproach to acknowledge and cultivate the unique abilities and diverse thinking styles that thesestudents possess. While there is scant literature on the implementation of a strengths-basedapproach toward neurodiversity in the context of engineering or other STEM fields, a review ofthe existing literature finds that this approach is promising to enhance the wellbeing andacademic outcomes of neurodivergent students. One study found that a neurodiversity view wasassociated with expressions of greater career ambition and academic self-esteem [10], while thepost-program survey responses of participants in a strengths

Conference Session

Teamwork: Priming, Empathy, and Metacognition

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathalie Al Kakoun, Swansea University; Frederic Boy, Swansea University; Catherine Groves; Patricia Xavier, Swansea University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Diekman et al. [77], “STEM careers are perceived as less likely than careers inother fields to fulfil communal goals (e.g., Working with or helping other people)” andindeed, found that “STEM careers, relative to other careers, were perceived to impedecommunal goals” and that “communal-goal endorsement negatively predicted interest inSTEM careers, even when controlling for past experience and self-efficacy in science andmathematics”; pointing out the agentic (as opposed to the communal) value of STEM.Ramsey [78] took on a study to test for the value systems of students and faculty staffmembers of a science department in a university, and found that all participants involved(students and faculty) “perceived agentic traits as more important for

Conference Session

Social Justice: Pedagogy, Curricular Reform, and Activism

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rachel Koh, Smith College; Jenn Stroud Rossmann, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

] analyzed the “low-choice culture” of engineering curricula, particularly incontrast to other fields of study. In the context of new research demonstrating the value of selfdetermination or autonomy for students in motivating learning, enhancing self-efficacy, andsupporting persistence, the relative inflexibility of engineering curricula stood out starkly. Withinindividual courses, studies have shown the “power of choice” to positively influence studentoutcomes, for example, when students may choose from among a menu of design projects[45, 46], and recommendations have been made for the design of self-determination supportiveengineering-student learning experiences [47, 48]. However, Forbes, et al.,’s statistical analysis ofthe curricula at 46

Conference Session

Design Methodologies 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Yan Chen, University of New Mexico; Eva Chi, University of New Mexico; Abhaya K. Datye, University of New Mexico; Sang M. Han, University of New Mexico; Jamie Gomez, University of New Mexico; Andrew Olewnik, University at Buffalo, The State University of New York

Tagged Divisions

Design in Engineering Education

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Courtney Janaye Wright, University of Kentucky; Lucy Elizabeth Hargis, University of Kentucky; Ellen L. Usher, University of Kentucky; Joseph H. Hammer, University of Kentucky; Sarah A. Wilson, University of Kentucky; Melanie E. Miller, University of Kentucky

Tagged Divisions

Culture & Social Justice in Education, Equity

context of the IBM and help-seeking, personal agency is driven bybeliefs about barriers and facilitators to seeking help and self-efficacy beliefs (e.g., confidence inability to seek help). Personal agency beliefs are influenced by background variables such asdemographic characteristics, culture, socioeconomic status, personality, and environmentalstressors. IBM provides researchers with a qualitative protocol for identifying key backgroundvariables and personal agency beliefs.In this study, we use an integrative approach to investigate students’ beliefs by combiningqualitative research methods with the Integrated Behavioral Model. As we seek to understandwhat beliefs drive help-seeking behavior, it is also important to understand the unique

Conference Session

Business and Professional Literacy Within Chemical Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Ferris, University of New Mexico; Pil Kang, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Vanessa Svihla, University of New Mexico; Eva Chi, University of New Mexico; Jamie Gomez, University of New Mexico; Yan Chen, University of New Mexico; Susannah C. Davis, University of New Mexico; Sang M. Han, University of New Mexico; Abhaya K. Datye, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

communicate to students that accuracy and efficiency are valued over meaning-making. This can serve as an incentive to high-performing students and a disincentive to lower performing students and students with lower self-efficacy. In displaying content-centered courtesy and civic virtue, faculty prepare resources and provide feedback on progress; with few truly low-stakes opportunities for feedback, these reinforce the primacy of accurate and efficient knowledge acquisition. Ruinous Faculty display short-sighted learner-centered altruism and courtesy behaviors, empathy expressing care for students in ways that lower their expectations out of concern

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zahrasadat Alavi, California State University, Chico; Kevin Buffardi, California State University, Chico; Kun Zhang P.E., California State University, Chico; Kathleen Meehan, California State University, Chico; Webster R. Johnson, California State University, Chico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

● I am confident with Calculus ● I enjoy math ● I can apply my math skills to computing and engineering projectsThe pre- and post-bootcamp survey included the same ratings. Ten (n=10) out of seventeenstudents (59%) participated in the survey. The participation in surveys decreased 23 percentagepoints compared to the 2019 bootcamp which was held face-to-face. Table 2 shows the mean(M) and standard deviation (sd) for each item’s rating.By looking at Delta we observe that the average change in attitude represents mostly small-to-moderate increases in students’ ratings of their self-efficacy from before (pre-) to after (post-) thebootcamp. Deltas are greatest for students’ confidence with trigonometry (M = 1.05, sd = 0.21

Conference Session

Supporting Biomedical Engineering Students in Holistic Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cassandra Sue Ellen Jamison, University of Michigan; Annie AnMeng Wang, University of Michigan; Aileen Huang-Saad, Northeastern University; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan

Tagged Divisions

Biomedical Engineering

, vol. 2018- Octob, no. 1428689, 2019.[16] W. H. Guilford, “Clinician-engineer career bias and its relationship to engineering design self-efficacy among Biomedical Engineering undergraduates,” in ASEE Annual Conference and Exposition, Conference Proceedings, 2020, vol. 2020-June.[17] G. Potvin et al., “Gendered interests in electrical, computer, and biomedical engineering: Intersections with career outcome expectations,” IEEE Trans. Educ., vol. 61, no. 4, pp. 298–304, 2018.[18] J. Rohde, J. France, B. Benedict, and A. Godwin, “Exploring the early career pathways of degree holders from biomedical, environmental, and interdisciplinary/multidisciplinary engineering,” in ASEE Annual Conference and

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Desen Sevi Ozkan, Tufts University; Avneet Hira, Boston College

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

Conference Session

Engineering Communication I: History and Praxis

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kathryn A. Neeley, University of Virginia; Michael Alley, Pennsylvania State University

Tagged Divisions

Liberal Education/Engineering & Society

andOrganizational Foundations of Integration In 2010, although the total number of papers that fell into our categories did not increasesignificantly (17 in 2010 vs. 14 in 2000), awareness of published research did increase. In 2000,the average number of references was 6.4, but in 2010, the average number was 13.6, which ismore than a 100 percent increase. Whereas the median number of references in 2000 was 4.5 andthe mode was 1, the median number of references for 2010 was 10 and the mode was 7. Inessence, almost every paper in 2010 attempted to bring in a range of sources, whereas almosthalf of the papers in 2000 had only one to three citations. The number of references is, of course,only a crude measure of awareness of published research. That

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenn Stroud Rossmann, Lafayette College; Kristen L. Sanford P.E., Lafayette College; Benjamin Cohen, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

an energy audit of [our] campus, working on a bookabout sustainable agriculture in the Lehigh valley, working on a traffic calming solution for [local]street. All within arms length with measurable and visible impact on student life (especially if youwere a student who volunteered at [campus organic farm], like I did!)” Another respondent invokedsustainability as a way of explaining the program to others: “I try to explain that it is a degreefocused on policy and critical thinking in engineering and sustainability with a technicalbackground.”Responses about the perceived strengths of the program also surfaced an emergent theme of“professional preparation” (8 responses). While this theme was not unexpected as a response tosurvey questions

Conference Session

Pre-College Engineering Education Division Technical Session 11

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mehmet Emre Bahadir, Southeastern Louisiana University; Ahmad Fayed, Southeastern Louisiana University; Deborah Athas Dardis, Southeastern Louisiana University; Bonnie Achee, Southeastern Louisiana University; Troy Williams, Southeastern Louisiana University; Wendy J. Conarro, Southeastern Louisiana University; Tireka Cobb Ph.D., Louisiana Office of Student Financial Assistance; Mohammad Saadeh, Southeastern Louisiana University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

results indicate that enrichment programs increase student awareness of and interest inSTEM careers. (Kwon, 2017) STEM focused summer camps have also demonstratedsignificant increases in student’s attitudes towards mathematics. (Wang & Frye, 2019) TheBroadening Access to Science Education Camp conducted a four-year investigation of theimpact of summer STEM camp on the interest in the pursuit of STEM careers. (Phelan, Harding,& Harper-Leatherman, 2017) Their findings state that 95% of participants applied to college, ofwhich 87% intended to pursue a career in a STEM related field. They also report increasedscience self-efficacy and understanding of science related careers. The STEM identities ofunderrepresented students grew positively

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Deborah Athas Dardis, Southeastern Louisiana University; Ahmad Fayed, Southeastern Louisiana University; Bonnie Achee, Southeastern Louisiana University; Mehmet Emre Bahadir, Southeastern Louisiana University; Wendy J. Conarro, Southeastern Louisiana University; Troy Williams, Southeastern Louisiana University; Mohammad Saadeh, Southeastern Louisiana University; Tireka Cobb, Louisiana Office of Student Financial Assistance

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

increased during the last decade.The results indicate that enrichment programs increase student awareness of and interest inSTEM careers. (Kwon, 2017) STEM focused summer camps have also demonstratedsignificant increases in student’s attitudes towards mathematics. (Wang & Frye, 2019) TheBroadening Access to Science Education Camp conducted a four-year investigation of theimpact of summer STEM camp on the interest in the pursuit of STEM careers. (Phelan, Harding,& Harper-Leatherman, 2017) Their findings state that 95% of participants applied to college, ofwhich 87% intended to pursue a career in a STEM related field. They also report increasedscience self-efficacy and understanding of science related careers. The STEM identities

Conference Session

Computing and Information Technology Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie J. Lunn, Florida International University; Monique S. Ross, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

, and/orthe National Society of Black Engineers Convention [11, 46, 70, 76].In addition, it is important that hiring managers are aware of the gender-bias that pervades manyof the online communities used for recruitment. Stack Overflow is one notable example, wherewomen are often underrepresented [124, 125]. As demonstrated by Vasilescu et al. [124], womenare less likely to become involved for many reasons, among which are fear of unfriendly or hostilereactions to their posts, a lack of self-efficacy, and finding the community to be intimidating.However, having even one female active in a thread makes a female more likely to participate[125]. Also, although GitHub does not explicitly request information about gender, research byTerrell et al

Conference Session

Innovative and Impactful Engineering Leadership Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jena Shafai Asgarpoor, University of Nebraska, Lincoln; Meg Handley, Pennsylvania State University; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; John Brooks Slaughter P.E., University of Southern California; Meagan C. Pollock, Engineer Inclusion; Homero Murzi, Virginia Polytechnic Institute and State University; Monica Farmer Cox, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

Conference Session

CoNECD Session: Day 3 Slot 2 - Technical Session 4

Collection

2021 CoNECD

Authors

Agnieszka Miguel, Seattle University; J. McLean Sloughter, Seattle University; Jennifer M. Dorsey, University of Texas at Austin; Rebecca Hartley, Seattle University; Frank J. Shih, Seattle University; Joy Crevier, Seattle University

Tagged Topics

CoNECD Paper Submissions, Diversity

, and achievement. They study stereotypes, biases, campusculture, classroom experiences, identity, and sense of belonging. They identify challenges andstrategies for persistence and give recommendations on how to create interventions that supportwomen of color. The authors call on institutions to generate a sense of belonging and providesocial and structural support that increase self-efficacy. While studying experiences of women ofcolor engineering students, Tate and Linn [12] found that students formulate multiple identitiesto help them persist in engineering studies. Three identities were most prevalent: academic,social, and intellectual. Academic identity is associated with being a student and success isrepresented through grades. Social