Conference Session

Diversity and Two-year Colleges Part 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cynthia Kay Pickering, Arizona State University; Elaine L. Craft, Florence-Darlington Technical College; Caroline Vaningen-Dunn, Arizona State University; Emery DeWitt, Mentor-Connect, Florence-Darlington Technical College ; Richard H. Roberts Jr, Florence-Darlington Technical College, SCATE Center

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Diversity

Tagged Divisions

Two-Year College

Kudo Cards to praise students for their achievements, critical reflection journalingand collaborative inquiry to improve teaching practice, and formation of a cross-institutionalaffinity group among EESTEM II participants to magnify equity-mindedness by developingequity agents. A total of 72 people attended the webinar out of the 128 registered. Seventeen oftwenty responses to the post-webinar survey indicated that the webinar exceeded or mostly mettheir expectations for learning how to build equitable learning environments in CTE and STEM.Fifteen agreed that their confidence level for implementing strategies to foster an equitableSTEM/CTE learning environment improved. All participants agreed that some or many of theirquestions were answered

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Li Tan, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette

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Diversity

Tagged Divisions

Faculty Development Division

nationally representative surveyon postsecondary faculty, and thus results from our study reflect data from more contemporarycohorts of faculty. In addition, the ECDS has comprehensive data, including demographic andindividual-level factors, PhD institution and program characteristics, and measures regardinghow well PhD programs prepare students for their faculty position in terms of skill sets. Theseaforementioned variables are aligned with our adapted theoretical framework (Fig. 1). We restricted our analytical sample to individuals with a science, engineering, or socialscience PhD, and to those who hold a teaching position within the U.S. Thus, our sampleincludes tenure-track faculty, lecturers and other non-tenure track teaching personnel

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Megan Keough, University of Michigan; Laura Hirshfield, University of Michigan; Robin Fowler, University of Michigan

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Diversity

Tagged Divisions

First-Year Programs

equitably with female students.MethodsData CollectionThe study presented here is part of a larger research project, investigating what contributes todissatisfaction of female students in teams. As a part of that study, we first interviewed fifteenfemale students before interviewing five male students; prior work presents an analysis of thefemale student interviews (Hirshfield & Fowler, 2018), and this paper focuses on the findingsfrom the interviews with male students. Students were first asked to reflect on their projectexperiences, answering questions about their project, their team, how their team divided up theproject work, and if there was anything they wished they had done differently in the project.Next, students were shown a graph

Conference Session

International Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Haritha Gnanasegar, Virginia Polytechnic Institute and State University; Tawni Paradise, Virginia Polytechnic Institute and State University; Ramida Theeravachirakul, Virginia Polytechnic Institute and State University; Soumya Khanna, Virginia Polytechnic Institute and State University; Margee Pipaliya, Virginia Polytechnic Institute and State University

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Diversity

Tagged Divisions

International

offer professional development which shares and reflects on these strategies. These challenges that international students often face are important because mostacademic failures can be traced back to the first year of transition for an international student[13]. Additionally, all of these challenges can make it more difficult for students to feel a senseof belonging on campus, and this is important because this supports students' engagement andmotivation in their studies [10, 14]. While most universities offer some support to students, many large universities have onespecific international organization or center that is meant to meet the needs of all internationalstudents. These large centers focus on the broader student

Conference Session

Electrical and Computer Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Curt Schurgers, University of California, San Diego; Yousol Bae, Scripps Ranch High School; Eugene Han Lee, Canyon Crest Academy High School; Che Nevarez, Sweetwater Union High School District; Pamela Cosman, University of California, San Diego

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Diversity

Tagged Divisions

Electrical and Computer

through distance education in the time ofthe fourth industrial revolution: Reflections from three decades of peer reviewed studies",Computer Applications in Engineering Education, 2020.[8] W. Ibrahim and R. Morsi, "Online engineering education: A comprehensive review,"American Society for Engineering Education Annual Conference & Exposition, Washington, DC,2005, pp. 1–10, 2005.[9] B. Mischewski and A. Christie, "Understanding the feasibility of micro‐credentials inengineering education," 29th Australasian Association for Engineering Education Conference(AAEE 2018), Engineers Australia, p. 758, 2018.[10] C. M. Stracke, and A. Bozkurt, "Evolution of MOOC designs, providers and learners andthe related MOOC research and publications from 2008 to

Conference Session

TELPhE Division Technical Session 2: The Broadening Face of Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado Boulder

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Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

-generationstudents (FGS) Hao [66] states: “I made a conscious effort to talk to my FGS individually during office hours to discuss their progress in class and ask them if I have met their pedagogical needs. Some of the questions I asked were: Is the pace of the class working for them? How are the readings so far? Do they face significant challenges with the assignments? … there are so many unwritten rules of the academy that FGS must learn on their own without the parental or family guidance that their peers typically have, we must serve as mentors to these students.”I tried these approaches in my introductory engineering course for first-year students. The initialassignment in the course asked the students to reflect on their personal

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Chierichetti, San Jose State University; Patricia R. Backer, San Jose State University; Laura E. Sullivan-Green, San Jose State University; Liat Rosenfeld, San Jose State University

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Diversity

Tagged Divisions

Faculty Development Division

of professional valuesand attitudes). According to Eaton et al. [1], some teaching activities in the online environmenthave “the potentials to cultivate deeper learning experiences, but they can fail to do so ifactivities are not designed and implemented properly.” The rapid switch to online instruction inMarch 2020 did not allow faculty members to train, plan and reflect upon the best teachingmodes for online instruction, unless they had previously taught an online class. Therefore, aswith many other researchers, we consider the Spring semester to be an example of remotelearning rather than planned online learning [3].In October 2020, the Chronicle of Higher Education conducted a survey among faculty membersin US institutions to gain

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Dean, STEMWorks, LLC; James Van Haneghan, STEMWorks, LLC; Susan Pruet, STEMWorks, LLC; James Duke, STEMWorks, LLC.

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Diversity, NSF Grantees Poster Session

own words.This instrument was developed to measure indicators of impact on the SCCT constructs ofoutcome expectations and self-efficacy. Figure 2: Outcomes and Subscales of the Pre/Post Test. Note: * indicates significant differences favoring Academy Cadets.To supplement the pre/post assessment we collected qualitative data through interviews andstudent reflection journals. At the end of each day of the Academy, students were givenreflection prompts about the day’s activities. Students kept an electronic journal which captureda record of all their responses to each prompt. These journals were analyzed and comparedagainst the findings from the pre/post survey to better understand student attitudes towardSTEM, big ideas students took

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Daniel Almeida, California Polytechnic State University, San Luis Obispo; Dominic J. Dal Bello, Allan Hancock College; Jeff Jones P.E., Cuesta College; Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo; Eva Schiorring, StemEval; Fred W. DePiero, California Polytechnic State University, San Luis Obispo; Christina Sholars Ortiz, Cuesta College

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Diversity, NSF Grantees Poster Session

with COVID by setting up a designated study area that is only mine.” • “Adaptability, one of my strengths, has allowed me to accept the situation and work with what has happened.” • “I have adapted and modified my life to use connectedness in new ways. I am able to talk and reach out to others by other means rather than face to face during these times by the use of technology such as zoom.”Ongoing Research: Strengths, Social Identity, and Social NetworksSurveys and interviews by the external evaluator have not explicitly asked students to reflect onthe “strengths from a social justice perspective in engineering and computer science as context”model of mentoring and advising – instead, the evaluator has focused, to date

Conference Session

Pre-College Engineering Education Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan M. Letourneau, New York Hall of Science; Dorothy Bennett, New York Hall of Science; ChangChia James Liu, New York Hall of Science; Yessenia Argudo, New York Hall of Science; Kylie Peppler, University of California, Irvine; Anna Keune, Ruhr-University Bochum; Maggie Dahn, University of California, Irvine; Katherine McMillan Culp, New York Hall of Science

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Diversity

Tagged Divisions

Pre-College Engineering Education

Bennett, New York Hall of Science Ms. Bennett currently serves as Director of Creative Pedagogy at the New York Hall of Science, respon- sible for developing and implementing new initiatives that reflect NYSCI’s core pedagogical approach known as DESIGN, MAKE, PLAY —a child-centered approach to STEM learning that inspires curiosity and playful exploration, builds confidence with new skills and tools, and fosters creative problem solving and divergent thinking. Drawing on 30 years of experience in informal and formal education, she helps translate this approach into practice by creating professional development experiences for our young mu- seum facilitators and K-12 educators, developing apps to stimulate STEM

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kalynda Chivon Smith, North Carolina A&T State University; Cristina Poleacovschi, Iowa State University of Science and Technology; Scott Grant Feinstein; Stephanie Luster-Teasley, North Carolina Agricultural and Technical State University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

programs.Limitations and Future Research The findings of this study are compelling, but are limited in their scope. The number ofparticipants recruited for the current study was appropriate for a qualitative study [18], but therewere much fewer women than men and much fewer students attending the HBCU than the PWI.These numbers reflect the larger population of males and students attending the PWI; however,the lack of female students and students attending the HBCU may suggest differences in theirexperiences that are an artifact of this study rather than a reflection of Latinx students’ livedexperiences. In addition to the differences in gender and institution participation, there were alsodisparities in representation across race and national origin

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Oludare Adegbola Owolabi P.E., Morgan State University; Oludayo Samuel Alamu, Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; LaDawn E. Partlow, Morgan State University; Mehdi Shokouhian, Morgan State University; Kathy Ann Gullie, Gullie Consultant Services LLC; Krishna Bista; Sotonye Ikiriko, Morgan State University; Mulugeta T. Dugda, Morgan State University

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Diversity

Tagged Divisions

Continuing Professional Development

] investigated the relationship between learning settings (classroom,laboratory/home) and instructional use of the Analog Discovery Board on potential studentoutcomes. Their study noted that faculty and students benefited from the use of the AD Boardsand there were increases in constructs reflecting required affective pre-requisites to learning,including interest in content, motivation to learn, and confidence in ability to learn.Fowler and Schmalzel [8] stressed the importance of measurements in the STEM field asmeasurements are precursor to control, management, and improvement of engineering systems.They also noted that instrumentation is needed to perform the measurements. Hence, for effectiveinstrumentation, sensors must reliably and accurately

Conference Session

Diversity and Two-year Colleges Part 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Miguel Velez-Reyes P.E., University of Texas at El Paso; Ivonne Santiago P.E., University of Texas at El Paso; Victor Manuel Garcia Jr., The University of Texas at El Paso; Irma Y. Torres-Catanach, The University of Texas at El Paso; Dawn M. Horton, University of Massachusetts, Amherst; Yajaira Mejia, The City College of New York; Dugwon Seo, Queensborough Community College; Jorge E. Gonzalez, City University of New York, City College; Joseph Barba, City University of New York, City College; Fenot Aklog, Teachers College Columbia University; Fred Moshary, City University of New York, City College; Jeff Sivils, El Paso Community College; Yasser Hassebo, The City University of New York, LaGuardia CC

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Diversity

Tagged Divisions

Two-Year College

of academic careers for fellows across theintersectional identities of race/ethnicity, gender, first-generation status, personal experience as acommunity college student, and Pell Grant status as an undergraduate. Given the need forcommunity colleges to hire faculty in STEM fields that are reflective of their racially and ethnicallydiverse student population, the research findings will serve to offer recommendations for futurework that is geared towards effectively preparing Hispanic STEM doctoral students to consideracademic careers at teaching-intensive institutions such as community colleges.To achieve the above-referenced goals in this grant, three research tasks are being pursued. Theprimary, and most labor intensive, is conducting semi

Conference Session

Women in Engineering Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gretchen A. Dietz, University of Florida; Kayla Julianna Kummerlen, The University of Florida; Elliot P. Douglas, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

, similar to Martin and Garza [39]. This approach allows us to centerKayla’s experiences, and dismantle the “researcher-participant hierarchy” [37, p.1]. As Kaylajourneyed through her undergraduate career, she journaled her experiences in a shared document.Gretchen went through the entries probing for deeper reflections, finding underlying themes, andraising new questions. Over the course of a year, Kayla and Gretchen met bi-weekly to go overKayla’s experiences and discuss things such as the impact of gender, impacts on her engineeringexperience, interactions with classmates, and interactions within work settings.Specific to this paper, we focused on Kayla’s experiences with her internship over the summer of2020. Kayla journaled her experiences and

Conference Session

Design Methodologies 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hannah D. Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona

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Diversity

Tagged Divisions

Design in Engineering Education

. Figure 1. Flow Diagram for Study SelectionWhat types of assets do students bring into engineering programs? What are implications ofasset-based approaches to engineering, engineering design process, and design pedagogy?Different student groups hold different assets in the form of cultural wealth and/or funds ofknowledge. Here, we summarize (see Table 1) assets by student subpopulations and theirimplications to engineering and engineering design education. Neither the student subgroups northeir corresponding assets and asset categories are meant to be exhaustive in nature. Thesummary in Table 1 reflects evidence found in the literature and are only meant to be illustrativeand of practical value to engineering educators.Table 1. Summary of assets

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Samuel Enrique Blair, Texas A&M University; Henry David Banks, Georgia Institute of Technology; Julie S Linsey, Georgia Institute of Technology; Astrid Layton, Texas A&M University

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Diversity, NSF Grantees Poster Session

learned certain tools, or whichtools they had used prior to this semester and their college entry. Given the time between whentools were used and when students completed the surveys in question, their answers may nothave perfectly reflected their experiences. This difficulty in recalling the timeline of tool usageand when tools were learned is compounded particularly with simple tools and features of themakerspace, such as hand tools, whiteboards, or even a desk. Given that such tools and featureshave particularly interesting ramifications for makerspaces efficacy and their outcomes, theinformation lost from this could be considerable.While the information gathered does not perfectly capture how makerspaces are being used andthe motivations

Conference Session

Engineering Technology Capstone Projects

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jorge Antonio Tito P.E., University of Houston

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Diversity

Tagged Divisions

Engineering Technology

the project, and to obtain more technical conclusions. Also, the theory ofmatrix analysis will be implemented in courses of structural analysis including more applicationof advanced software.The surveys about team working shows that the students expressed interest in the topics, mainlybecause of the practical applications and importance for society. Also, students show highperformance working in teams, which is reflected in the quality and timing to complete thecapstone projects. The capstone related with the coliseum was done during the Covid-19pandemic and students used different online tools to permit a successful coordination of theirtasks, which also reflected their high team working skills.This type of project permitted the application

Conference Session

Teaching Methodology & Assessment 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mary E. Johnson, Purdue University at West Lafayette ; Yilin Feng, California State University, Los Angeles

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Diversity

Tagged Divisions

Aerospace

the HODA and practice the systems tools they learn from CST course byexplaining their experience and observations. The original debriefing has four steps [10]: “tellthe story; graph the variables; make the system visible; and identify the lessons” (pp.7-9). Anadditional step, which is to explore the connection between the HODA and the aviation industry,is included in the CST course by the instructor. In the CST course, the debriefing includes in-class debriefing and an after-class full report.In-class debriefingThe in-class debriefing led by the team leaders is conducted immediately after the HODA. Theleaders guide students to discuss their observations and reflections on the system structureexisting in the HODA using a series of steps.Step 1

Conference Session

Women in Engineering Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kaitlyn Anne Thomas, University of Nevada, Reno; Whitney Gaskins, University of Cincinnati; Kelly J. Cross, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

. After the first read-through, we assigned one or more codes to specific lines of text in the transcripts andsupplemented the codes with comments. The comments included further detail explaining whythe codes were used, the feelings of the coder at the time of coding, or possible links to previousliterature or concepts. This thematic analysis led to the four emergent themes based on the datafrom the six interviews. These four themes reflected trends in the experiences of these women.The codes “Confidence/Pride and Empowerment” and “Moment of Pride” were present in theoriginal codebook, but their definitions leaned toward circumstances that did not match thesenew code definitions. Instead, lack of confidence or valuing one’s own achievement

Conference Session

Computation Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Muzammil Arshad, Texas A&M University; Rebecca R. Romatoski, St. Ambrose University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

studentlearning and success in engineering courses for all modes of learning including the traditionalFace-to-Face, hybrid and online modes of learning. It can further be concluded that the samecourse structure can be confidently used for all engineering courses as well as science courses,thereby, helpful for all STEM related courses.At St. Ambrose, both self-reflection of instructor and student feedback mid-course and end ofcourse evaluations were very positive. Additionally, the grades of students were high andmeasured effort and understanding.The instructor solicited formal anonymous feedback in the middle of the semester in addition tothe required end of course evaluations. The mid-course feedback from electronics students wasthe best out of the last

Conference Session

Pre-College Engineering Education Division Technical Session 13

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marcelo Caplan, Columbia College

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

https://www.facebook.com/EducacionMML/videos/674893209771107 b) Live broadcast. The Live broadcast is done through the social networks of the Municipality of Lima-Peru. While the facilitator presents the activity, the group members read the chat and comment/respond /interact with the participants (Figure 2). Figure 2. Live transmission example https://www.facebook.com/EducacionMML/videos/253309426000090c) Closure of activity. After participating in the activity, the group members share their reflections and attend to the participants' questions and communications through the Facebook Live chat (Figure 3). Figure 3. Close of the live transmission with the members of the

Conference Session

CoNECD Session : Day 1 Slot 4 Technical Session 1

Collection

2021 CoNECD

Authors

Niesha C. Douglas, Educate, Activate, Transform; Cathy Howell, University of North Carolina at Charlotte; Lisa R. Merriweather, University of North Carolina at Charlotte; Anna Sanczyk, University of North Carolina at Charlotte

Tagged Topics

CoNECD Paper Submissions, Diversity

able to see their future selves as scientists. If there is a gap between the perception ofself and one's' imagined future self, identity incongruence will occur. Alston [30] states “Identitycongruence speaks to the space between how black men see themselves and how they see otherscientists” (p. 50). Identityy incongruence can be problematic for URM students and can serveas a deterrent for those students seeking graduate degrees in STEM. Guy [20] further explainsthat “pathways to science learning” (p. 23) are in part determined by how they understand whoand what a scientist looks like. To the extent that students do not see themselves reflected in thetraditional image of scientist, they might be best steered toward an “everyday

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 1

Collection

2021 CoNECD

Authors

Taylor Lightner, Virginia Polytechnic Institute and State University; Monica E. Cardella, Purdue University at West Lafayette; Natali Huggins, Virginia Polytechnic Institute and State University; Cynthia Hampton, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University

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CoNECD Paper Submissions, Diversity

of SEEK was displayed on the whiteboard or posters on the wall. Asnoted earlier in the paper, the SEEK mission is "To increase elementary school students' aptitudein math and science and their interest in pursuing STEM (science, technology, engineering,math) career fields, by having them engage in interactive, team-based engineering projects."Along with the children's drawings, this mission statement does not mention participants' race.Other images and messages in the classroom did not mention or show race, although this variedfrom site to site. Desai (2010) states, “the avoidance of racial terms not just in the discourse butin images reflects color blindness approaches.” These drawings reveal how SEEK’s visualculture approach can sometimes

Conference Session

CoNECD Session : Day 2 Slot 7 Technical Session 4

Collection

2021 CoNECD

Authors

Luke Alao P.E., Swinburne University of Technology

Tagged Topics

CoNECD Paper Submissions, Diversity

[3], [4], instead of theme categories.Defending a career in engineeringFor an academic engineering director, collecting student’s personal experience stories and reflection is thepinnacle of raw data narrative data required for research investigation. One of these unique stories came fromone of the Australian veterans. Here is Lane’s story, one of the personal accounts that we currently use toencourage voices of marginalised and minority groups to tell their academic story and to encourage others to doengineering. In engineering education research, this would include women, LGTBIQ and indigenous people toexplore alternative career by becoming a professional engineer. Here is Lane’s narrative through the eye of thenarrator. During service in

Conference Session

Enacting Culturally Relevant Pedagogy for Underrepresented Minorities in STEM Classrooms: Challenges and Opportunities

Collection

2021 CoNECD

Authors

Moses Olayemi, Purdue University; Jennifer Deboer, Purdue University at West Lafayette (COE)

Tagged Topics

CoNECD Paper Submissions, Diversity

time’: A model of culturally and linguistically supportive professional development for -12 STEM educators,” Cult. Stud. Sci. Educ., vol. 12, no. 3, pp. 637–660, 2017.[15] H. R. Milner, “Where’s the race in culturally relevant pedagogy?,” Teach. Coll. Rec., vol. 119, no. 1, pp. 1–32, 2017.[16] J. L. Young, J. R. Young, and D. Y. Ford, “Culturally relevant STEM out-of-school time: A rationale to support gifted girls of color,” Roeper Rev., vol. 41, no. 1, pp. 8–19, 2019, [Online]. Available: http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=134540367&site=ehost- live.[17] T. C. Howard, “Culturally relevant pedagogy: Ingredients for critical teacher reflection,” Theory Pract., vol. 42, no. 3

Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

Margarita Otero-Diaz, Humboldt State University; Melissa Salazar, ESCALA Educational Services

Tagged Topics

Diversity

while Synchronous Individualistic and students worked on completing assignments within groups in breakout Collectivistic For several assignments, students had to create videos explaining specific Asynchronous Individualistic content, experimental design, results, etc. For several assignments, students had to peer review and provide feedback Asynchronous Collectivistic on other students/group assignments (depending on the class and assignment this had a different structure). Corrected errors on problem sets. Asynchronous Individualistic Corrected errors and reflected on midterm score (had opportunity to work Both

Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

Harly Ramsey, University of Southern California

Tagged Topics

Diversity

skills and tasks being achievable. Thenegative comment expressed to an unmet need for competence, reflecting frustration that taskswere unachievable because unclear. As noted in Figure 5 above, these three comments reflectbest practices of online teaching (or their absence), in particular the practices of communication,clarity, and repetition of information. The third most frequent comment addressed instructorhelpfulness and caring, which could also be connected to frequent communication, a bestpractice of online teaching. Notably, comments about the instructor being “helpful” (meetingoutside of class, for instance) are categorized differently than comments about instructorfeedback being “helpful” in the learning process: while both comments

Conference Session

Environmental Engineering Technical Session 4: Environmental Issues and the Impacts of Intersectionality

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shannon Katherine Gilmartin, Stanford University; Angela Harris, North Carolina State University; Christina Martin-Ebosele, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering, Women in Engineering

students’ labor market outcomes. Whether macro or microscale, however, these examples reflect educational practice firmly anchored to the experiences ofstudents journeying through the real problem spaces of our time.In this paper, we take the school-to-work pathways view one step further and place ourinvestigation in a specific real world context: the pathways of environmental engineeringundergraduate students within a time of environmental decline and climate crisis. We see thistime as a revealing societal moment in which beliefs, decisions, and leadership about ourenvironment move us towards sustainable solutions or away from them. We considerenvironmental engineering students as designers and agents of these sustainable solutions, aswell as

Conference Session

Engineering Technology Potpourri

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gregory Lyman, Central Washington University; Rowdy A. Sanford, University of Idaho; Jeff R. Wilcox, Central Washington University; Timothy L. Sorey, Central Washington University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

% of the students believing they already had at least some or good competencyaround robotics topics [7]. Although post-survey results for the ETSC 277 course shows a dropin confidence, as students performed our inquiry-based engineering lesson, we view this as arecalibration of their personal reality as they were ultimately able to make positive learning gainstoward our robotics lesson. This was reflected in learning assessments throughout the quarter. Infact, student frustration with inquiry-based lab curricula is well documented in science education,where lab students valued more authentic scientific exposure. In general, experiencing thecomplexity and frustrations faced by practicing scientists is challenging and may explain thewidespread

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

for Engineering Education, 2021Seeing the invisible: The year this white woman spent learning at an HSIIntroductionI have spent over 40 years in engineering. When I first attended the university to learnengineering, I was full of the messages of the 1970’s: Women can do anything men can do(better), I can have it all, the doors to access professional success are wide open. However, littledid I know that while this may be true, the cost to anyone not a tall white male from a privilegedbackground was great. It took me years to interpret what I experienced through the lens of thewhite patriarchy, but for the last 20 years, I have studied and reflected on how we in Engineeringand Education have participated in the inequities we see all around us