Conference Session

Interest and Movitation: Formulating New Paradigms to Increase URM Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michele Yatchmeneff, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

. UAA degree and certificate awards by ethnicity, FY2011-2012. (2012).2. Frehill, L. M., Di Fabio, N. M. & Hill, S. T. Confronting the “new” American dilemma: Underrepresented minorities in engineering: A data-based look at diversity. 1–109 (2008).3. National Action Council for Minorities in Engineering. American Indians in engineering. NACME Res. Policy 2, 1–2 (2012).4. National Science Board. Science and engineering indicators 2010. (2010).5. University of Alaska Fairbanks. University of Alaska Fairbanks fall 2012 fact sheet. (2012). at 6. University of Alaska Southeast. UAS certificate, endorsement, and degree completions. (2012).7. STEM integration in K–12 education: Status, prospects, and an agenda for

Conference Session

Women in Engineering Division: Student Issues as Related to Culture

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer J. VanAntwerp, Calvin College; Denise Wilson, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Conference Session

Fundamental: Home, Parents, and Other Out-of-School Issues Related to K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Christine Andrews Paulsen, Concord Evaluation Group; Marisa Wolsky, WGBH Educational Foundation

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

study, we are defining “informal engineering programs” as activities, resources, andevents that occur outside of a school setting, which children can engage in alone or with others,on their own time outside of school. Such programs may be self-regulated, assisted by a parent,or led by an informal educator (e.g., a camp counselor).The Informal Pathways to Engineering StudyTo answer our research questions, we created a longitudinal study following 60 middle schoolstudents in two states. 10 of these students are not traditionally schooled. 8 students are currentlyhomeschooled by their parent(s) and 2 students attend virtual public schools and have instructorswho are not their parents. (We defined homeschool students as students who do not attend

Conference Session

Research on Design Learning

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Wegner, University of Michigan College of Engineering; Stefan M Turcic II, University of Michigan; Gail Hohner, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

experience,perception, cognition, and behavior.1 For this model to be successful the learner must: activelybe involved in that experience (concrete experience), reflect on that experience (reflectiveobservation), conceptualize the experience (abstract conceptualization), and apply what waslearned to new experiences (active experimentation).1Experiential learning is a component of education that “emphasize[s] the central role thatexperience play in the learning process.”1 As explained by Hey, Van Pelt, Agogino, andBeckman, some areas, such as practical and teamwork skills that are important in engineeringdesign education, are best taught through experience instead of through formal lectures.5In that regard, experiential learning has many benefits

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Nathan E Canney, Seattle University; Christopher Swan, Tufts University; Daniel Knight, University of Colorado, Boulder

Tagged Topics

Diversity, NSF Grantees Poster Session

3 11 0 Other(s) [fill in = In-class discussion; exam 3 11 0 questions on NSPE code of ethics]The next question on the curricular survey asked faculty how they assessed students’ knowledgeof ethics and/or societal impacts of engineering in the course. The survey presented nine optionsfrom which respondents could select multiple choices; results are summarized in Table 6. Foreach course, 0 to 4 of the assessment methods were indicated, with a median of two. The mostcommon assessment methods were individual reflective essays and individual assignmentsgraded with a rubric. The options that the survey provided for this

Conference Session

Instructional and Learning Assessment in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Abhaya K. Datye, University of New Mexico; Jamie R Gomez, University of New Mexico; Victor Law, Program of Organization, Information, and Learning Sciences at University of New Mexico; Sophia Bowers, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

because when an engineer frames a problem, s/he gainsownership of the problem; having such ownership affirms her/his identity as an engineer. Thus,we sought to connect student assets to problem framing as a means to support a growth mindsetwherein diverse students view themselves as already having the capabilities to participate in thedesign process.Next stepsThere have been calls for more research specifically looking at how, when and why certaingroups—including Hispanics and Native Americans—initially choose and then persist inengineering.8 This research begins to address this call. Simply identifying engineering assets andnot acting on them will do little to change student persistence. This study represents a first step ina longer research

Conference Session

Developing Identities for Robust Careers in Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicole M Yates, National Society of Black Engineers; Barry Nagle, Evaluation and Action Research Associates

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

Conference Session

Integrating Liberal Education and Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Diana Mitsova, Florida Atlantic University; Alka Sapat, Florida Atlantic University; David J. Terrell, Florida Atlantic University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

thinking part). Forengineering students, this will be followed by reflection on engineering solutions to improve thecase-study framework (the doing part), and making a presentation on their alternate solution(s) toa group of professional engineers (the knowing part). It is hoped that these students, when theyeventually choose a capstone design project in their senior year, will build a relevant engineeringsolution (the making part). By monitoring these various stages with rubrics, we will be able toput the process on a firmer footing to learn from and improve.Assessment Strategy:Bransford et al. (2000), a National Research Council sponsored committee on developments inthe science of learning, recommend conducting research on formative assessment

Conference Session

Minorities in Engineering Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Comas Lamar Haynes, Georgia Tech Research Institute; Rosario A. Gerhardt, Georgia Institute of Technology; Valerie Martin Conley Ph.D., University of Colorado, Colorado Springs; Sylvia L. Mendez, University of Colorado Colorado Springs

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

Conference Session

Liberal Education Division Technical Session Session 12

Collection

2019 ASEE Annual Conference & Exposition

Authors

Laura Kasson Fiss, Michigan Technological University; Lorelle A. Meadows, Michigan Technological University; Mary Raber, Michigan Technological University; Kari B. Henquinet, Michigan Technological University; Richard Jason Berkey, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

. 5Table I. Pavlis Curriculum and Reflections Curriculum Component Number/Frequency of Reflection(s) Feedback - G (graded) C (comments) D (debriefed w/ mentor) Seminar I (HON2150) Weekly G, C Academic Enhancement Proposal with justification (before) C Immersion Experience Proposal with pre-reflection (before), 5 C, D reflections over the course of the experience Seminar II (HON3150) Weekly

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jordan Orion James, University of New Mexico; Vanessa Svihla, University of New Mexico; Chen Qiu M.Sc., University of New Mexico; Christopher Riley

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

No solution or Simple Detailed solution solution(s) to the problem very vague solution solutionResponsibility Describes who is responsible for or To For With should be involved in the solution, (Government (The (Farmer or with reference to the With / For / To needs to fix the designers community framework problem) know best) member involvement in

Conference Session

2-Year College Division: Transferring and Smoothing Transitions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dan G. Dimitriu, San Antonio College; Klaus B. Bartels, San Antonio College; Charles Chris Navarro, The DoSeum

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

Course", ASEE Annual Conference, Vancouver, BC, 2011.[4]. Bringle, R. G. and Hatcher, J. A., “A service-learning curriculum for faculty,” Michigan Journal of Community Service Learning, (pp. 112-122), 1995.[5]. Peterson, S. J. and Schaffer, M. J., “Service learning: A strategy to develop group collaboration and research skills,” Journal of Nursing Education, vol. 38, no. 5, (pp. 208-214), 1999.[6]. Celio, C. I., Durlak, J., and Dymnicki, A., “A meta-analysis of the impact of service-learning on students,” Journal of Experiential Education, vol. 34, no. 2, (pp. 164-181), 2011.[7]. Gray, M. J., Ondaatje, E. H., Fricker Jr., R. D. and Geschwind, S. A., “Assessing service learning: Results from as

Conference Session

K-12 and Bridge Experiences in Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan Thomson Tripathy, University of Massachusetts, Lowell; Kavitha Chandra, University of Massachusetts, Lowell; Diane Reichlen, University of Massachusetts, Lowell

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. References[1] K. Chandra and S. Tripathy, “RAMP 2018 Final Report,” Unpublished manuscript [Online]. Available: https://www.uml.edu/docs/RAMP2018-Final- Report_tcm18-309285.pdf[2] C. MacDonald, “Understanding participatory action research: A qualitative research methodology option,” Canadian Journal of Action Research, vol.13, no. 2, pp. 34-50, 2012.[3] A. McIntyre, Participatory Action Research, Qualitative Research Methods Series 52. Los Angeles: Sage Publications, 2008.[4] M.J. Amon, “Looking through the glass ceiling: A qualitative study of STEM women’s career narratives,” Frontiers in Psychology, vol. 8, no. 236, 2017 [Online]. Available: https://www.frontiersin.org/articles/10.3389/fpsyg

Conference Session

Sociotechnical Integration and Programmatic Reform

Collection

2024 ASEE Annual Conference & Exposition

Authors

Casey Gibson, National Academy of Engineering; David A. Butler, National Academy of Engineering

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

Engineering, 3) and comparing these tocontent from the new study that is publicly available. An additional aim of this article is to raiseawareness of the upcoming NAE report and encourage thought-provoking discussions about it atthe ASEE 2024 Annual Conference.IntroductionEngineering has long been characterized by the benefits it imparts on society. As early as the1800’s when American engineers began to delineate professional guidelines and codes ofconduct, engineering has been associated with “societal uplift” [1, p. 2]. Current day, theforemost engineering professional societies have similar mission and vision statements such as“advancing engineering for the benefit of humanity” [2], “engineered and natural systemswork[ing] in harmony for the

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gokce Akcayir, University of Alberta; Marnie V Jamieson, University of Alberta; Kristian Basaraba, University of Alberta; Duncan Buchanan, University of Alberta; Qingna Jin; Mijung Kim, University of Alberta; Janelle McFeetors, University of Alberta; Kerry Rose, University of Alberta

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

Conference Session

DSA Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Duncan Davis, Northeastern University; Nicole Alexandra Batrouny, Northeastern Univeristy; Adetoun Yeaman, Northeastern University

Tagged Topics

Data Science & Analytics Constituent Committee (DSA), Diversity

copy and paste the answer without understanding the learning concept, it could be affect[ing] the way they learn. If they only want to complete an assignment to get a good grade or pass the class, it could be a bad idea. So I think it depends on the way the student use[s] it.Another student connected this reasoning to the question around continuing to allow access to AIin class: “I feel that if it was not allowed, people would use it without trying to learn from it, itbeing acknowledged encourages people to use it in a learning way.” Engineering educators mayfind this perspective comforting as they make choices about acknowledging or encouraging theuse of AI in their own classrooms.Other students talked about how one’s own

Conference Session

Engineering Empowered Communities: Place-Based Community Engaged Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

Micaha Dean Hughes, North Carolina State University; Aaron Arenas, North Carolina State University; Latricia Walker Townsend, North Carolina State University; Tameshia Ballard Baldwin, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

target area by facilitating collaboration between localschools, community colleges, community-based organizations and employers. Through Connect, theproject team has been able to forge connections with six local companies including Pfizer, Cummins,Kaba Ilco Corporation, LS Cable & System, Hitachi, and Poppies International, all of which hadexisting partnerships with Connect to bring STEM opportunities to K-12 students in the county.Professional representatives from those companies have collaborated on the DeSIRE project in anumber of ways, specifically (a) providing support in the development of course content and(b)serving as guest speakers in the classroom(s) and at DeSIRE events. Input from the industryrepresentatives was sought

Conference Session

Artificial Intelligence (AI) and Case Studies in Construction Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Carmen Paz Munoz, Universidad Andres Bello, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Chile

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering Division (CONST)

. (9) Quantity Surveying and Budgeting. (9) Ability to perform construction checklists 2 and supervision. (12) Technical Specification Analysis, Installation coordination. (10) 3 Administrative Basis, and Blueprint Reading. (9) S-Curve Analysis, Physical and Financial Capability to execute construction 4 Progress. (8) process protocols. (10) Regulatory Analysis, Zoning Plans, and Proposal of technical solutions and 5 OGUC (General Urban Construction material selection. (7) Ordinance). (8)Personal and collaborative

Conference Session

Track 6: Technical Session 2: Empowering Hispanic Engineers' Success Towards Graduate Education with Hybrid Mentorship

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Federico Cifuentes-Urtubey, University of Illinois Urbana-Champaign; Paola Alexandra Baldaguez Medina, University of Puerto Rico at Mayagüez; Julie E Lorenzo, University of Illinois at Urbana - Champaign; Natasha Mamaril, University of Illinois Urbana-Champaign

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

during her Ph.D. studies at the University of Illinois at Urbana-Champaign, fostering the next generation of Hispanic engineers.Julie E Lorenzo, University of Illinois at Urbana - ChampaignDr. Natasha Mamaril, University of Illinois Urbana-Champaign Natasha Mamaril is currently the Associate Director for Undergraduate Research in The Grainger College of Engineering at the University of Illinois at Urbana-Champaign. Her research interests include academic motivation and the assessment of student learning. She has a B. S. in Chemical Engineering and obtained her M.S. and Ph.D. degrees in Educational Psychology from the University of Kentucky. She also has nine years of industry experience

Conference Session

CANCELLED: Track 2: Technical Session 6: Exploring Gender Dynamics in Intercultural Competence Development through a Study Abroad Program

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Sakhi Aggrawal, Purdue University at West Lafayette (PPI); Vidya Reddy Madana, Purdue University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Conference Session

Track 1: Technical Session 5: Motivations for Engineering Faculty Engagement in an Inclusive Pedagogy Program

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Renee M. Desing, University of Washington; Joyce Yen, University of Washington; Karen Thomas-Brown, University of Washington

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

, “Exploring inclusive pedagogy,” Br. Educ. Res. J., vol. 37, no. 5, pp. 813–828, Oct. 2011, doi: 10.1080/01411926.2010.501096.[8] D. E. Chubin, G. S. May, and E. L. Babco, “Diversifying the engineering workforce,” J. Eng. Educ., vol. 94, no. 1, pp. 73–86, 2005, doi: 10.1002/j.2168-9830.2005.tb00830.x.[9] G. Light, S. Calkins, M. Luna, and D. Drane, “Assessing the Impact of a Year‐Long Faculty Development Program on Faculty Approaches to Teaching”.[10] R. M. Felder and R. Brent, “The National Effective Teaching Institute: Assessment of Impact and Implications for Faculty Development,” J. Eng. Educ., vol. 99, no. 2, pp. 121– 134, Apr. 2010, doi: 10.1002/j.2168-9830.2010.tb01049.x.[11] Y. Steinert et al., “A systematic review of faculty

Conference Session

Undergraduate Research and a Force and Moment Lab

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michelle Audrey Pang, Sandia National Laboratories; Carolyn Conner Seepersad, University of Texas, Austin; Sheldon Landsberger, University of Texas, Austin, Department of Mechanical Engineering

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

another and with their mentor(s). The written charter also allows teamsto agree to a code of conduct with which they are expected to adhere and also to determine teammeeting times. A signed copy of this document is submitted to the teaching staff as a reference forthe duration of the program. (iii) Research Background Presentation. Two weeks after teams are formed and students haveample time to meet with their mentors to discuss the background and project details, they providea 5 minute presentation to the class. This presentation provides background information on theresearch project, details for what they intend to accomplish during the semester, and a briefoverview of their research plan. (iv) Final Research Poster. Teams present their

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Beverly Louie, University of Colorado, Boulder; Beth A Myers, University of Colorado Boulder; Janet Y Tsai, University of Colorado Boulder; Tanya D Ennis, University of Colorado Boulder

Tagged Topics

ASEE Diversity Committee, Diversity

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mark V. Huerta, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

Conference Session

Internship, Co-Op, and Professional Development Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Austin Barnes, Institute for Scientist and Engineer Educators; Tamara Ball, University of California, Santa Cruz; Christine R. Starr, University of California, Santa Cruz; Scott Seagroves, The College of Saint Scholastica; Kauahi Perez, University of Hawaii, Manoa; Lisa Hunter, University of California, Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

formalized as part of communitybenefit packages agreed to by advocates of proposed telescopes and representatives from thelocal community [1]. Opposition to the observatories has existed since the 1960’s when thegovernor and legislature, enthusiastic about development, set aside land for construction.Protests, demonstrations and litigation challenging previous and proposed construction of newtelescopes in Hawai‘i have focused on environmental protection and the sites selected as beingsacred to natives. For example, controversy over choosing Maunakea for the site location of anew Thirty Meter Telescope emphasizes that this is considered the most sacred mountain of theNative Hawai‘ian religion and culture. Yet a local workforce is also highly desired

Conference Session

CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole Bowers, Arizona State University; Michelle Jordan, Arizona State University; Kate Fisher; Zachary Holman, Arizona State University; Mathew D. Evans, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

Conference Session

Communication in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Christine M. Cunningham, Pennsylvania State University, University Park; Gregory John Kelly, Pennsylvania State University ; Natacha Meyer

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

equitable opportunities by allowing the students who are English learners toenvision futures for themselves as engineers. [S]tarting early allows the students to bridge the opportunity gap by having shared experiences and picturing themselves and as engineers and problem solversAffordance 7: Engineering activities provide unique opportunities for English learners to applytheir science content knowledge in meaningful ways, even if they learned that science content inanother language.Engineering activities can invite or require students to draw upon science content knowledge, inwhatever language they learned it. They can demonstrate their understandings through artifactsor multiple modes of communication. Applying the concepts in an engineering

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Veena Jayasree Krishnan, NYU Tandon School of Engineering; Sheila Borges Rajguru, NYU Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

effective in building and honing students’ leadership and teamwork skills.Finally, robotics activities were not deemed to be universally applicable for all science and mathconcepts. Additional methods that teachers used to identify the suitability of robotics lesson aresummarized in Table 3.Table 3: Methods used to identify the suitability of robotics lessons. S. No. Methods used to identify the suitability of robotics lesson Analyze various aspects of a lesson to establish if a robot can perform a role to effectively 1. contribute to the lesson’s objective. Assess and ensure that the robotics activity is appropriate for the grade level and aligns 2. with the learning

Conference Session

Women in Engineering Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Ohanian Perez, California State Polytechnic University, Pomona

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Conference Session

Energy Conversion, Conservation and Nuclear Engineering Division (ECCNE) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Huiye Yu, UNSW Sydney; Hua Chai, University of New South Wales; Jayashri Ravishankar, University of New South Wales

Tagged Topics

Diversity

Tagged Divisions

Conservation and Nuclear Engineering Division (ECCNE), Energy Conversion

: https://aemo.com.au/-/media/files/major-publications/isp/2022/2022- documents/2022-integrated-system-plan-isp.pdf?la=en[4] C. Council, "Renewable energy jobs: Future growth in Australia," 2016.[5] C. Briggs, J. Rutovitz, E. Dominish, and K. Nagrath, "Renewable energy jobs in Australia: stage one," ed: Institute for Sustainable Futures, University of Technology Sydney, 2020.[6] J. Rutovitz et al., "E3 opportunity assessment: developing the future energy workforce: final report 2021," 2021.[7] H. Chai, J. Ravishankar, S. Krishnan, and M. Priestley, "Work-in-Progress: A Holistic Approach to Bridging the Gap between Power Engineering Education and Electric Power Industry," in 2022 IEEE Global