Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Catherine Mobley, Clemson University; Marisa K. Orr, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Rebecca Brent, Education Designs, Inc.

Tagged Topics

Diversity, NSF Grantees Poster Session

participants had differentperceptions about the centrality of their Black identity and mixed feelings about enacting thisidentity while attending school. That is, although all participants were Black students, theyplaced race in different places of the identity circle (or, not at all), reflecting the relative salienceof the identity for each of them.From the FIE 2020 Paper: Brawner, Catherine, Marisa Orr, Rebecca Brent, and Catherine Mobley. 2020. “Experiences of Black Persisters and Switchers in Computer, Electrical and Mechanical Engineering in the USA.” Proceedings of the IEEE/FIE Conference, October.In this paper, we begin to provide information about institutional policies that may influencestudent persistence and attrition

Conference Session

Electrical and Computer Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Pamela Leigh-Mack, Virginia State University; Craig J. Scott, Morgan State University; Mohamed F. Chouikha, Prairie View A&M University; John C. Kelly, North Carolina Agricultural and Technical State University; Miguel Velez-Reyes, University of Texas at El Paso; Shiny Abraham, Seattle University; Megan Bekolay; Otsebele E. Nare, Hampton University; Abdelnasser A. Eldek, Jackson State University; Mandoye Ndoye, Tuskegee University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

instructional settings and EE topics.The success of the HBCU ECP project led the group to consider whether or not the scope of thecollaboration could be expanded to include a broader range of topics and participants. As theECP project wound down, the group has been reflecting on what lessons there are to be learnedfrom this experience. First and foremost, the project succeeded because many schools workedtogether as one to collectively improve the learning experiences of their students.What enabled the group to succeed? 1) Experienced faculty trained faculty at schools new topersonal instrumentation at both in-person workshops and regular online meetings. Theexperienced faculty from within the project had worked together previously in the MobileStudio

Conference Session

Perspectives on Engineering Education During COVID-19

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amr Hassan, University of Pittsburgh; Ahmed Dallal, University of Pittsburgh; Mohamed A. S. Zaghloul, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

14% than its runner-up.3.2. Remote versus Traditional in-person ClassroomsThe students from summer 2020 classes were surveyed with an extra question, shown in Table 2.These students totaled 124 in four different classes, where 70 of them had the synchronous methodwithout recording, 40 of them had synchronous method with recording, and 62 had theasynchronous method. The rationale behind this question was to reflect on remote classroomexperience and indicate if it can be related to a traditional in-person experience, given that by theend of summer 2020, the students have experienced at least two semesters of fully remoteclassroom experience. Figure 5 shows a summary of the results for the four given options. Whilethe traditional in-person

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rodney Boehm, Texas A&M University College of Engineering; Michael Beyerlein, Texas A&M University; Kiersten Potter, Student Engineers' Council; Jiacheng Lu; Lori L. Moore, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

4 2.2 Total 186 100.0Individual Skill Development. Table 6 reports mean scores and their standard deviations foreach of the skills/scales assessed at the beginning (Week 1), middle (Week 6), and end (Week10) of the internship. These results reflect self-assessment by the students at the beginning,middle, and end of the summer program. Mean scores for the group increased for every skillarea. Scores for growth mindset and creative mindset remained stable. They were not explicitlytargeted by the curriculum for the program.Table 6. Individual Skills Assessments at the Beginning, Middle, and End of InternshipSurvey of Intern Team Effectiveness

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robin A. M. Hensel, West Virginia University; Joseph Dygert, West Virginia University; Melissa Lynn Morris, University of Nevada - Las Vegas

Tagged Topics

Diversity, NSF Grantees Poster Session

motivational beliefs and learningstrategies. Qualitative data collected from individual interviews and focus groups is being codedand analyzed to provide a more complete understanding of what helps students persist tograduation in an engineering major. Recommendations for future work include investigationsinto the role student mindsets (growth vs. fixed) and student workload expectations play in theirretention.The material is based upon work supported by the National Science Foundation under Grant No.1644119. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.6.0 References[1] O. Brown, M. Morris, R. Hensel, and J

Conference Session

CoNECD Session : Day 2 Slot 2 Technical Session 3

Collection

2021 CoNECD

Authors

Brielle Nikole Johnson, Miami University; Woo J. Kim, Miami University; Jennifer Blue, Miami University; Amy Summerville, Kairos Research; Brian P. Kirkmeyer, Miami University

Tagged Topics

CoNECD Paper Submissions, Diversity

Regret Elements Scale:Distinguishing the affective and cognitive components of regret,” Judgment and DecisionMaking, 11(3), pp. 275-286, 2016.[5] C. Saffrey, A. Summerville, and N.J. Roese, “Praise for regret: People value regret aboveother negative emotions,” Motivation and Emotion, 32(1), pp. 46-54, 2008.[6] N.J. Roese, G.L. Pennington, J. Coleman, M. Janicki, N.P. Li, and D.T. Kenrick, “Sexdifferences in regret: All for love or some for lust?” Personality and Social Psychology Bulletin,32(6), pp. 770-780, 2006.[7] K.D. Markman, M.N. McMullen, and R.A. Elizaga, “Counterfactual thinking, persistence,and performance: A test of the reflection and evaluation model,” Journal of Experimental SocialPsychology, 44(2), pp. 421-428, 2008.[8] J. Reb and

Conference Session

CoNECD Session : Day 1 Slot 3 Technical Session 4

Collection

2021 CoNECD

Authors

Leisa D. Thompson, University of Virginia; Zhen Wu

Tagged Topics

CoNECD Paper Submissions, Diversity

collecting more qualitative intervention data and quantitative outcomedata to examine the Undergraduate Systemic Change Model.References[1] Wigfield, A. and Eccles, J. S. “Expectancy-Value Theory of Achievement Motivation,” Contemporary Educational Psychology, vol. 25, no 1, pp. 68-81, Jan. 2000.[2] Bandura, A. Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall, 1986.[3] Goffman, E. “On face-work: An analysis of ritual elements in social interaction,” Reflections, vol. 4, no. 3, pp. 7-13, Spring 2003.[4] Aronson, J. “The threat of stereotype,” Educational Leadership. vol. 62, no. 3, pp. 14-19, Nov. 2004.[5] Rudman, L.A., Ashmore, R.D. and Gary, M.L. “’Unlearning

Conference Session

CoNECD Session : Day 1 Slot 3 Technical Session 1

Collection

2021 CoNECD

Authors

Leila Zahedi, Florida International University; Hossein EbrahimNejad, Purdue University at West Lafayette (COE); Monique S. Ross, Florida International University; Matthew W. Ohland, Purdue University at West Lafayette (COE); Stephanie J. Lunn, Florida International University

Tagged Topics

CoNECD Paper Submissions, Diversity

minoritization offemale students and some ethnicities/races, especially Black and Hispanics, in computing fields isan important topic that has garnered attention within universities and programs (Digest ofEducation Statistics).This shortage of computing professionals and the disparities between groups has made educationresearchers more reflective about strategies to attract and retain more students in computing fields,so as to keep pace with industry demands [6]. The persistence of students who have a contact in agiven program is a promising place to consider, because it not only includes the students whomatriculated in a computing discipline, but it also includes transferred students in addition to theones who ever showed interest in that program

Conference Session

CoNECD Session : Day 1 Slot 8 Technical Session 4

Collection

2021 CoNECD

Authors

Mauro Rodriguez Jr, California Institute of Technology; Indhira María Hasbún, Florida International University; Jose Luis Estrada, University of San Diego; Dora Louise Renaud

Tagged Topics

CoNECD Paper Submissions, Diversity

given the NILA’s leadership framework and curriculum focus onthe development in these areas. The average mean for leadership self-efficacy increased from 4.0to 4.3. The increase was significant, and it shows that NILA had a measurable positive effect.Nevertheless, the effect may or may not be sustainable. Most of the change was explained by thelower values (pre-test minimum=2.6, post-test minimum=3.0), which is reflected in a smallerstandard deviation for the post-survey. This shows that the effect may be larger for those whocome in with lower self-efficacy than those who are already confident in their abilities. While thesample size was small, the EFA analysis is statistically significant to tentatively support ourhypothesis. However, this can

Conference Session

Computing and Information Technology Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bonnie Achee, Southeastern Louisiana University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

. videos, virtual tours, websites) were offered surrounding that themeand awarded badges for participation/viewing, thus adding another element of gamification.Numerous questions in the CTF reflected the content offered. The CTF opened each day uponthe completion of the synchronous component and remained open until midnight. Figure 2 Sample Capture The Flag (CTF) CluesSynchronous DeliveryThe focus of the synchronous portion of the camp was to immerse the students in a “real world”simulation of a cyber crime there by introducing the concept of cyber security and developingthe skills of research and analysis, critical thinking, teamwork and written and oralcommunication which are

Conference Session

Mechanics & Mechanics Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sudeshna Pal, University of Central Florida; Ricardo Zaurin P.E., University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

and ensure that the later value is smaller than the former value for any givensurface. The students were also asked to verify and report their obtained values against thosereported in the literature as much as possible. Additionally, the students were also asked toidentify the sources of error in their experimental model that would have resulted in deviations(if any) of their calculated friction coefficient values. Majority of the students (greater than 90%)were able to report values and reflect upon their results and the deviations they observed.Considering that this is not a controlled laboratory experiment where all the equipment andparameters are strictly controlled, the simple experimental models built by the students workedquite well to

Conference Session

Diversity, Inclusion, and Access

Collection

2021 Illinois-Indiana Regional Conference

Authors

Casey Lynn Haney, Purdue University at West Lafayette (COE); Brenden Christopher Drinkard-McFarland, Purdue University at West Lafayette; Jennifer Deboer, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity, Diversity, Inclusion, and Access

individuals was incomplete or otherwise coded in a way that led tomissing data. To account for this, several steps were taken to recode variables andimpute data. First, all data for individuals under the age of six was eliminated, for theydid not complete the numeracy test. Several variables such as grade and school typedid not account for individuals who were not in school. A grade variable for those inschool and a last grade completed variable for dropout students were combined into asingle variable that reflected the last grade completed for all students. Additionally,those individuals who had never attended school were coded as a “-1” in grade. Forschool type, those who had never enrolled or dropped out were coded into a “‘noschool’” factor. Once

Collection

2021 First-Year Engineering Experience

Authors

Charmane Caldwell, Florida A&M University - Florida State University; Roxanne Hughes, National High Magnetic Field Laboratory

Tagged Topics

Diversity

performance as the general engineering student population.Please note that the information in Table 1 is self-reported by the students, while the high schoolperformance is obtained from official reporting sources. Reflective of most engineeringdepartments, each program has a majority of males but ranges from 21% females in the ECI 6-week summer bridge to 35% in the Engineering LLC. The demographic that varies most over thefour cohorts are first-generation, for example, the ECI 5-day summer bridge has less than 10%,and the general population has almost a quarter self-reported students. More than 40% of allgroups had students on free or reduced lunch, and over 80% Black students in each cohort.Because these aspects were self-reports, some students

Collection

2021 First-Year Engineering Experience

Authors

Jill Davishahl, Western Washington University; Emilia Mediavilla, Western Washington University ; Asaki Nelson, Western Washington University

Tagged Topics

Diversity

disconnection that has occurred as a result of the pandemic.The authors share their insights and reflections on the process of adapting to online mentoringand summarize the challenges and opportunities of exploring new ways of connecting students.The new program will continue to be developed and modified as the department begins toresume in-person operations and adapts to the changing needs and expectations of incomingstudents.IntroductionIn March 2020, academic institutions all over the globe were forced to close classrooms andstudent gathering spaces, temporarily suspend programs, and move teaching and learning online,leading to significant challenges to the higher education community [1]. This sudden shift leftfaculty and students scrambling as they

Collection

2021 First-Year Engineering Experience

Authors

Carolyn Skurla, Baylor University; Joseph Anthony Donndelinger, Baylor University

Tagged Topics

Diversity

diameter of the opening during post-design reflective groupdiscussions. Failure was defined as either coins falling into the mug or falling onto the tablesurface. An example of a proof-of-concept bridge constructed by one of the authors is providedin Figure 4.Figure 4. Pilot test of design challenge constructed as a proof-of-concept by one of theauthors. Washers, nuts, and scrap steel were used as ballast.The design challenge was conducted in a 25-minute Zoom session divided into threeapproximately equal intervals. The first was used for introductions, providing directions for thedesign challenge, and addressing questions. The second was used for design-built-test. The thirdwas used for discussion of design strategies and results. After the first

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Edward Z Moore, Central Connecticut State University

Tagged Topics

Diversity

be seen as a reflection of the honest and forthrightapproach taken to explaining to students that engineering education is not an exact science andthat every class we teach is an experiment intended to make their education better.DiscussionConsidering only students who failed the pre-test, the average student score on the PSVT:R post-test was 18.6 percentage points higher, which falls in the middle of the range reported by otheruniversities [4], where reported gains ranged from 1% - 29%. The 𝑝𝑝 value for the 1-sided t-testfor the comparison of means was less than 0.001 with 𝛼𝛼 = 95%, indicating that the improvementwas statistically significant. The effect size of the training was 𝑑𝑑 = 8, which is large. Not allstudents who received

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Jennie Perey Saxe, University of Delaware

Tagged Topics

Diversity

. Engagement assignments also increased in value to contribute a greater portion of theoverall course grade. “Lost and found” engagement assignments have been used since theinception of the course; these assignments require students to reflect on course material toidentify one topic from a lecture or module which left them feeling lost and one topic that theyfound interesting. These assignments receive individualized responses to guide “lost” students toadditional resources to clarify concepts or correct misunderstandings. The instructor also gainsinsight into topics of more significant student interest.The semester project for the course is integrative, requiring a stakeholder analysis, creation of amessage map [16], and production of several written

Collection

2021 Fall ASEE Middle Atlantic Section Meeting

Authors

Ashley Lytle, Stevens Institute of Technology; Alexander John De Rosa, Stevens Institute of Technology (School of Engineering and Science); Frank T Fisher, Stevens Institute of Technology (School of Engineering and Science)

Tagged Topics

Diversity

students in pursuing their undergraduate studies.AcknowledgementsPartial support for this work was provided by the National Science Foundation Scholarships inScience, Technology, Engineering, and Mathematics (S STEM) program under Award No.2130428. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.ReferencesApriceno, M., Levy, S. R., & London, B. (2020). Mentorship during college transition predicts academic self-efficacy and sense of belonging among STEM students. Journal of College Student Development, 61(5), 643-648. https://doi.org/10.1353/csd.2020.0061Bagès, C., & Martinot, D. (2011

Conference Session

Mathematics Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tyler James Sullivan, Clemson University; Matthew K. Voigt, Clemson University; Naneh Apkarian, Arizona State University; Antonio Estevan Martinez IV, UC San Diego & San Diego State University; Jessica Ellis Hagman, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

effects with care, and the surveyasked students to reflect back to the beginning of the term.Implications and Non-Implications We end by emphasizing some implications of this work, and perhaps more importantly,some non-implications of this work. First, we see an important implication in the hiring of morediverse faculty. In order for students to experience positive MRMEs, there is a need for morefaculty that can serve as role models based on a variety of social markers and personal identities.To draw on the vaccine metaphor, we emphasize that while increasing instructor diversity amongmultiple

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jia Zhu, Florida International University; Ellen Zerbe, Pennsylvania State University; Monique S. Ross, Florida International University; Catherine G. P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

- Networking among postdocs Networking - Identifying collaborators Personal Reflection - Identifying professional interests and values - Project assignments allocation Project Management - Project financial management, funding allocation - Not just doing, but finish projects and publications - Giving guest lectures in classesTeaching and Learning - Teaching a course - Developing teaching philosophy/teaching dossier - Managing deliverables to meet the deadline Time Management - Ability to work under time pressurediscipline were generated and appended to the

Conference Session

Personnel Development & Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yun Dong, Iowa State University; Subhanwit Roy, Iowa State University; Lorenzo D. Baber, Loyola University, Chicago ; Benjamin Ahn, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Aerospace

' proactivity in socialization (e.g., [20], [23]), theresearch in the context of engineering organizations was largely untouched. Morespecifically, there is rare research about newly hired engineers' proactivity in the aerospace &defense (A&D) industry. A&D organizations employ engineering graduates from multipleengineering majors and offer a wide variety of positions [20]. In particular, A&Dorganizations recruit electrical, mechanical, manufacturing, computer-related engineers,along with recruiting graduates with explicit aerospace engineering degrees. Therefore,organizations in the A&D industry reflect the features that many organizations may haveacross different engineering disciplines. Hence, to address the above-mentioned gaps

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

]. Collectively, our findings are in line with caring pedagogy research [39] thatreports increased motivation and learning outcomes on the part of students when they perceivefaculty as caring about them by getting to know students and providing constructive feedback[40]. This line of work suggests that part of why learner-centered instruction is effective is thatstudents increase in their engagement and see more opportunities to learn, such as from feedbackand from peers. Faculty who care and hold high-but-reachable expectations for students may seesimilar expectations and behaviors reflected by students.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.1623105. Any opinions, findings, and

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea T. Kwaczala, Western New England University; Robert Gettens, Western New England University; Denine A Northrup, Western New England University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

chance to reflect on their improvements and progressand realize where designs might fail. This is a critical piece in the engineering self-efficacy development[13]. Second, it allowed the professor the opportunity to understand which students required moreindividual support and design coaching in the classroom. Those that were independently problem solvingand constructing could be left to their own devices. Those that were stuck were offered more guidance andprompting to help move the activity along. If the activity were done in teams, those that struggled to getstarted might not get the opportunity to independently construct limited fidelity prototypes due to the natureof team dynamics and would miss this critical part of the design realization

Conference Session

Mathematics Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Allen J. Antoine Jr, Rice University Office of STEM Engagement; Carrie A. Obenland, Rice University; Roger Ramirez, Rice University; Christopher Barr, Office of Research, Rice University; Matthew Cushing, Rice University; Carolyn Aitken Nichol, Rice University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

workshop but rather a year-long teacherprofessional development program that provides teachers with 100 contact hours to acquire andapply new knowledge and reflect on their teaching practices. Several studies emphasizecontinuous PD that occurs periodically throughout the school year to best support teachers asthey make adjustments to their lessons and teaching practices. [17,18,19,20]. In addition to PDduration, teachers in AMP! learn how to shift their current lessons to include more effectivestrategies such as inquiry-based and team based lessons [21,22]. Inquiry based teaching can bedescribed as an open communication between teachers and students to freely ask questions topromote conceptual understanding and puts an emphasis on lesson

Conference Session

Governance, Diplomacy, and International Comparisons in Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yi Cao, Virginia Polytechnic Institute and State University; Xiaoye Ma, Tsinghua University; Jennifer M. Case, Virginia Polytechnic Institute and State University; Brent K. Jesiek, Purdue University at West Lafayette ; David B. Knight, Virginia Polytechnic Institute and State University; William C. Oakes, Purdue University at West Lafayette; Marie C. Paretti, Virginia Polytechnic Institute and State University; Xiaofeng Tang, Tsinghua University; Zheping Xie, Tsinghua University; Haiyan Zhao

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

characteristicsof engineers in the future. Writing in the year of 2020, when engineering education yet againfaces looming paradigm shift driven in part by a global pandemic and major powers’ adjustmentin attitudes and strategies to globalization, we attempt to reassess visions of “engineers for thefuture,” as reflected through policy discourses in the United States and China, two major playersin global engineering education. For this purpose, we present a careful reading of recent policydocuments published by the US National Academy of Engineering (NAE) and the ChineseMinistry of Education (MoE).The NAE (2018) report Understanding the Educational and Career Pathways of Engineersresulted from a study commissioned by the Academy to “understand

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Neha Kardam, University of Washington; Shruti Misra, University of Washington; Morgan Anderson, University of Washington; Ziyan Bai, University of Washington; Denise Wilson, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

groups (SA4)When students reflected on what they needed from their study groups, some trends were similarto those of lab groups. For example, 21.3% of students prioritized individual accountability intraditional learning while only 14.1% did so in remote learning. This downward trend is similarto what students said about their lab groups. With regard to individual accountability, whilestudents made more frequent comments about interpersonal and social skills in remote learningwith regard to their lab groups, the increase in these types of comments in their study groups wasmuch larger. Students in remote learning mentioned interpersonal and social skills with respectto their peer groups at over twice the frequency (22.7%) of students in

Conference Session

Remote Physical Laboratories: Experimentation and Laboratory-oriented Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Oludare Adegbola Owolabi P.E., Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; Mehdi Shokouhian, Morgan State University; Oludayo Samuel Alamu, Morgan State University; Seong W. Lee, Morgan State University; Gbekeloluwa B. Oguntimein P.E., Morgan State University; Adedayo Ariyibi, Morgan State University; Hye Jeong Lee, Morgan State University; Krishna Bista, Morgan State University; Mulugeta T. Dugda, Morgan State University; Sotonye Ikiriko, Morgan State University; Celeste Chavis P.E., Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

and Physiology I 25 Heart rate Measurement CEGR 324 Structural Analysis and Lab (Sec 1) 9 Stresses and Strains CEGR 324 Structural Analysis and Lab (Sec 2) 6 Stresses and Strains IEGR 305 Engineering Thermodynamics (Sec 1) 10 Specific Heat Capacity IEGR 305 Engineering Thermodynamics (Sec 2) 23 Specific Heat Capacity PHYS 206 University Physics II 23 Sound/Reflection and Refraction of Light TRSS 414 Traffic Engineering 30 SoundMSLQ AnalysisThe Motivated Strategies for

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Arielle Marie Rainey, Colorado School of Mines; Dina Verdin, Arizona State University, Polytechnic campus; Jessica Mary Smith, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

respect. The significance of faculty being available to meet may reflect the significantdemands that especially minoritized women face in managing multiple priorities on their time.One ethnographic study recounts how Inez, a minoritized multiethnic female student, felt hinderedacademically by her professors’ lack of availability outside of office hours [11]. Anotherminoritized female student, Kitatoi, expressed her frustration with attempting to receive help fromher instructors outside of office hours [39]. As a single mother, Kitatoi had competing prioritiesand a more flexible instructor could have better assisted her learning alongside her continued focuson other important obligations. Cole [41] also found that minoritized students believe

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

ofengineering, and a time for students to reflect upon and decide the majors and specialties theywill pursue thereon (Ngambeki, 2009). It is also a time when students’ beliefs of engineering andits education are reinforced (Hutchison et al., 2006). The content and experiences offered aspart of these courses present an opportunity to support students in developing their beliefs andattitudes towards engineering. We teach students that engineers design, apply math andscience to solve problems, program, make decisions, have different areas of specialty, but oftenmiss or convey only implicitly that engineering at its core is a human endeavor, one that ispracticed for people, with people, and as people (Fila et al., 2014). To engineer better meansengineering

Conference Session

Perspectives on Engineering Education During COVID-19

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ziyan Bai, University of Washington; Denise Wilson, University of Washington; Shruti Misra, University of Washington; Morgan Anderson, University of Washington, Seattle; Neha Kardam, University of Washington

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

between higher educationinstitutions and governments in securing their repatriation. Back in their home countries, manyinternational students faced issues with unstable internet access, limited space to work and studyin their own homes, and time zone differences which made it difficult to adapt to and learn in theremote setting. These difficulties were compounded for Asian international students by a rise inanti-Asian sentiment and hate crimes in the wake of the COVID-19 pandemic. Significantincreases in Sinophobic slurs on Twitter, social media, message boards, and other platforms ofAmerican culture reflected a shift toward blaming the Chinese for the COVID-19 pandemic andamplified negative bias against both international and U.S. Asian students