Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yaqub Alam Mahsud, Harvey Mudd College; Alexandra Loumidis, Harvey Mudd College; Kobe Mia Rico; An Nguyen, Harvey Mudd College; Laura Palucki Blake, Harvey Mudd College; Matthew Spencer, Harvey Mudd College

Tagged Divisions

Educational Research and Methods

intellectual development, require use of institutional resourceslike machine shops or labs, and encourage networking with peers and professors. Long-termprojects particularly affect the network strand because students collaborate for a long time.Therefore, this work hypothesized that interventions that enhanced students’ experience of thenetwork strand would bolster their engineering identities. The following subsections describeliterature on factors that are salient to the network strand of engineering identity: team formingstrategies (section 2.2), goal orientation within teams (section 2.3), and positive interactionsbetween team members (section 2.4).2.1 Long-Term Group ProjectsColbeck et. al [4] interviewed students who had completed a first-year

Conference Session

STEM Issues

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Laura Kasson Fiss, Michigan Technological University; John L. Irwin, Michigan Technological University; Sarah Tan, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

-term goals in their professional career. This tool has been adapted for use in the educationalsetting in a faculty mentoring capacity. The ET program advisors assign the freshman or transferS-STEM student scholars with faculty mentors to match their area of research interest. Thefaculty mentors meet with the students a minimum of three to four times a year to review theirIDP, make suggestions, and provide input for reaching their goals. The goals of the IDP processare to; develop a deeper more meaningful relationship between advisor and student, reflect anddevelop a strategy for the scholar’s educational and career, and manage expectations and identifyopportunities. In the initial meeting there are several prompts for the student to write

Conference Session

Environmental Engineering Division Technical Session 2: Innovative Approaches for Teaching Environmental Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joe Dallas Moore, Carnegie Mellon University; Turner Cotterman, Carnegie Mellon University; James Wynn, Carnegie Mellon University

Tagged Divisions

Environmental Engineering

questions have been posted by the moderator, the participants arerequired to write a 200-250 word response on the discussion board the night before class. Theyare also tasked with responding to the post of one other participant before the start of class. The online preparation for course discussion has a couple of important functions. First, itencourages the students to read the assigned materials. Though certainly students can try toimprovise their way through readings and discussions, having to post their thoughts publicly fortheir peers typically keeps them on task. They also recognize that they will be asked to orallyshare their thoughts in group discussion which similarly keeps them engaged. The onlinepostings help students

Conference Session

Graduate Studies Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shannon Barker, University of Virginia; Amy Clobes, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

evident world problems, indicated but not well evident but do and align with alignment with program articulated, do not align with program not align with program program Writing ability Poor writing Fair writing Good writing Excellent writing skills skills skills skills Clear evidence of Not Vague details; Indicated with Indicated with applicant’s

Conference Session

Pre-College Engineering Education Division Technical Session 13

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amber Simpson, State University of New York at Binghamton; Jing Yang, Indiana University Bloomington ; Peter N. Knox, Binghamton University (State University of New York); Adam V. Maltese, Indiana University-Bloomington

Tagged Divisions

Pre-College Engineering Education

ultimately, the project. This is similar to Sadker and Zimmerman’s [8] spectrum between amentor parent and a peer parent, a caregiver that is focused on the child’s learning process to acaregiver that is motivated by the successful completion of the project, respectively. Similar to[8], we would argue that Mac’s roles were enacted in order to leverage the strengths, needs, andabilities of Walt through the different stages of the engineering design process. Through thecaregiver-child relationship, Mac has an awareness of Walt’s trigger points (e.g., spellingerrors/writing, use of the word challenge), which we acknowledge as shaping the multiple andshifting roles of Mac.In February, Mac and Walt spent their time brainstorming possible solutions, as

Conference Session

Business and Professional Literacy Within Chemical Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dayoung Kim, Purdue University at West Lafayette; Alison J. Kerr, University of Illinois Urbana Champaign

Tagged Divisions

Chemical Engineering

phrases that captured these themes.For each participant, we met and shared our individual notes and theme interpretations anddiscussed any similarities and discrepancies. Then, we took turns writing an initial rough summaryof each of the participants’ main themes. We then reviewed the other researchers’ summaries toalign our approach to the summary writing. After we had done this for all transcripts, we then tookturns with writing more thorough descriptions of experiences for each of the participants whichwe again reviewed and revised based on each other’s feedback. At times, we also discussed ourinterpretations with an additional member of our larger team. The following is the refinedsummaries and descriptions from our in-depth review of the

Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lorenzo Laxamana Ruiz, California Polytechnic University, San Luis Obispo; Dominick Trageser, California Polytechnic State University, San Luis Obispo ; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

AbstractIn this research paper, we explore student responses to Utility Value Interventions in staticscourses. Introductory engineering mechanics courses (e.g., statics, dynamics) are critical pointswithin a curriculum, and student performance in these courses can have a strong influence onfuture success. And while these courses are often thought of as “weed out” courses, the ubiquityof these courses for engineers is what makes them an important place for students to develop themotivation to persist through their engineering education. One particularly promising tool for thisdevelopment has been Utility Value Interventions (UVIs) in which students are given opportunitiesto reflect on how their coursework aligns with their lives through short writing

Collection

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

Authors

Jenna Wong P.E., San Francisco State University

Tagged Topics

Diversity

orally between students as well as with the instructor.The use of music in lectures was easy to do in overcoming the ambient silence to initiateconversation amongst peers and the instructor. However, the form of communication between thein-person and online offerings differed. While in-person initiated oral communication, the onlinecourses saw increases in chat or written communications. Although it would have been ideal toinitiate more oral communication, limitations beyond the control of the instructor and the studentparticipants restricted this option. Nevertheless, it created an opportunity for students to stillremain engaged and feel free to comment/ask questions throughout the sessions. In otherengineering courses that did not utilize

Conference Session

Design Across Curriculum 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christopher Rennick, University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Andrew Gryguć, University of Waterloo

Tagged Divisions

Design in Engineering Education

provide an environment where social modeling can take place. Similarly, the effectsof social persuasion may be attenuated in a remote setting where the connection betweenstudents and instructor is more difficult to forge; and where it is more difficult to connectstudents with their peers. Lastly, the transition to remote instruction meant a significant portionof the student body were not co-located on the university campus; many remained at home withtheir parents. While this means some have the support of their parents during the academic term,not all home environments are the same, and students who are not on campus have little access toall the supports that have been put in place to help students succeed at university. Clearly then,remote

Conference Session

Design Pedagogy 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hadi Ali, Arizona State University, Polytechnic campus; Andrew David Maynard, Arizona State University

Tagged Divisions

Design in Engineering Education

, Thames & Phelps, 2008; Gess-Newsome, 1999; Grossman, 1990). The educator’s ability to explainand show should not be tacit knowledge. According to Shulman (1986; 1987) an effective educatorshould be “held responsible for explaining what they do and why they do it, to their students, theircommunities, and their peers” (Shulman, 1987, p. 12). In design education, this involves the transitioningof the design educators from grasping the subject matter themselves so that they can elucidate it from thestudents “in new ways, reorganize and partition it, cloth it in activities and emotions, in metaphors andexercises, and in examples and demonstrations” (p. 13).The emphasis in the development of the PCK framework is on transformative comprehension

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ronald J. Bennett F.ABET, University of St. Thomas; Eugene Joseph Audette, University of St. Thomas; Elaine R. Millam, WorkWise Coaching & Consulting; Alanna K. Moravetz JD, Alanna Consulting LLC; Sheryl Niebuhr, University of St. Thomas and Sheryl Niebuhr Consulting LLC

Tagged Divisions

Engineering Leadership Development

: results will be shared in the LLL-III course 4. Share presentations and writings with peers, seeking feedback and demonstration of newly developed competencies 5. Deepen her/his understanding of the global environment on technology strategy, and 6. Develop competencies with social and ethical responsibilities.LLL III (ETLS 850) 1. Identify leadership intentions for his/her future, based on a broad understanding of leadership style, competencies and character 2. Share her/his portfolio of learning with the class, demonstrating how this will be used in his/her workplace

Collection

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

Authors

Jelena Trajkovic, CSU Long Beach

Tagged Topics

Diversity

theconcepts and each new lab assignment. We also presented strategies for approaching the labassignment and writing the report. Unfortunately, this approach does not scale well with theincreasing class size. Hence, we wanted to find a strategy for student success that scales wellwith the growing number of students, without compromising on instruction and that helps free upthe lab time that may be used to provide one-on-one time with students.1.1 Discovery of the Issues in Fall ’18 and Spring ‘19The motivation for using the flipped class delivery method for the lab instructions is based on theobservation of student performance and outcomes in Fall 2018 and Spring 2019. We analyzedthe lab assignment submission rate and earned lab grades. Figure 1 shows

Conference Session

Design Across the Curriculum 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Caroline Grace Sawatzki, Saginaw Valley State University; Rajani Muraleedharan, Saginaw Valley State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Paper ID #34313Work in Progress: Using Cost-effective Educational Robotics Kits inEngineering EducationMs. Caroline Grace Sawatzki, Saginaw Valley State University Caroline Sawatzki is a senior in the Electrical & Computer Engineering program at Saginaw Valley State University (SVSU), and has adopted a double minor in Mathematics and Japanese. Caroline expresses her love for helping her peers succeed academically through her employment at the SVSU Writing Center, where she assists students in the development of their professional and research writing skills. During her undergraduate education, Caroline has visited

Conference Session

MASS: Mastery, Assessment and Success of Students

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brad Gregory Davis, United States Military Academy; Kevin Francis McMullen, United States Military Academy; J. Adam Pegues, United States Military Academy at West Point

Tagged Divisions

Mechanics

and representative example problems would be a valuable learning tool. In a recentcourse assessment, students highlighted the necessity of frequent assessment: “I felt that my class should have allotted more time to complete individual board problems. We did complete a board problem as a class each lesson, but I felt that I was lost when it came time to complete lessons on my own” “I learned the most during the beam lab when [the instructor] had us go to the boards in groups and went to help each group work through the problems to completion. I learned a lot from my peers that way. Going to board by myself doesn't help at all if I don't know what I'm doing”Students also struggled differentiating

Conference Session

Capstone Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jamie Gravell, University of Texas at Dallas; Robert Hart P.E., University of Texas at Dallas; Todd W. Polk, University of Texas at Dallas

Tagged Divisions

Design in Engineering Education

(FDP) showing their approved final designs to their peers. The FDP is done toprovide students with experience presenting formally to a large audience. It is not intended to bean opportunity for in-depth critical evaluation of designs; however, students are provided withinstructor and peer feedback on the quality and content of their presentation. The next keydeliverable in the second semester is the Acceptance Test Plan. Teams are expected to validatethe performance of their prototype against the project requirements and this is formalized in awritten test plan that is reviewed and approved by the Client.The latter half of the second semester includes the second and third internal design reviews, theProject Readiness Review (PRR) and the

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

difficulties with online writing tools” [7, p. 3].Computer Science faculty were surveyed in June 2020 by Bizot et al [8]. 450 faculty respondedto the survey which had been distributed to the Computing Research Association (CRA) and theACM Special Interest Group on Computer Science Education (SIGCSE) mailing lists. Thefaculty reported that they changed their pedagogical techniques after the move online. Beforemoving online, 250 faculty had used active learning in their classes. After moving online, 34.9%discontinued active learning, 43.4% made minor changes and 21.3% made significant changes.Collaborative projects and labs were also impacted by the move online. Of the 180 faculty whoused collaborative projects, 13.9% discontinued them, 71.7% made

Conference Session

Pre-College Engineering Education Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kai Jun Chew, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Cheryl Carrico P.E., E4S, LLC

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

develop the skills and writing habits to complete doctorate degrees in engineering. Across all of her research avenues, Dr. Matusovich has been a PI/Co-PI on 12 funded research projects including the NSF CAREER Award with her share of funding be ingnearly $2.3 million. She has co-authored 2 book chapters, 21 journal publications and more than 70 conference papers. She has won several Virginia Tech awards including a Dean’s Award for Outstanding New Faculty, an Outstanding Teacher Award and a Faculty Fellow Award. She holds a B.S. in Chemical Engineering from Cornell University, an M.S. in Materials Science from the University of Connecticut and a Ph.D. in Engineering Education from Purdue University.Dr. Cheryl Carrico

Conference Session

Design Mental Frameworks

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Devanshi Shah, University of Georgia; Elisabeth Kames, Florida Polytechnic University; Beshoy Morkos, University of Georgia

Tagged Divisions

Design in Engineering Education

skills to succeed in the workplace. Senior capstone design courses provide an opportunity for undergraduate engineering studentsto participate in project-based learning, a unique learning experience requiring hard skills and softskills [15]. Research has identified the importance of senior capstone design on student successentering an industry, rendering it a critical course in the engineering curriculum [16,17]. In priorresearch, motivation was observed to be one of the constructs contributing to student’s overallsuccess as measured by factors such as project performance, peer evaluations, and courseperformance [18,19]. 1.1 Prior Research A recent study in student retention in engineering [4] suggests retention rates between 40-60

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Steven Santana, Harvey Mudd College

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

○ I can communicate design work in writing. ○ I can communicate design work verbally. ○ I can communicate design work graphically. ● Management and Planning ○ I can monitor progress toward team goals. ○ I can divide a project into manageable components or tasks.Table 4: Engineering Identity and Belonging Survey Category Survey Item Definition ● I understand what it means to be an engineer. Interest ● I enjoy learning engineering. ● I am interested in learning more about engineering. ● I find fulfillment in doing engineering. Recognition

Conference Session

Teaching Professional Skills in Chemical Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jake Patrick Stengel, Rowan University; Swapana Subbarao Jerpoth, Rowan University; Kirti M. Yenkie, Rowan University

Tagged Divisions

Chemical Engineering

). At present, she has one peer-reviewed publication and has presented her work at three international con- ferences. Her computational skills include Ansys Fluent, GAMS, MATLAB, and Polymath. Her hobbies and interests are singing, cooking, and painting.Dr. Kirti M. Yenkie, Rowan University Dr. Kirti M. Yenkie is an Assistant Professor of Chemical Engineering at Rowan University with 10+ years of experience working in the Process Systems Engineering (PSE) area with applications focusing on Sustainability and Environmental Resource Management. She is leading the Sustainable Design and Systems Medicine Lab (https://yenkiekm.com/), which has capabilities to work with major programming and simulation tools. She holds a

Conference Session

Adaptation of Laboratory-based Courses During a Pandemic: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jason Yao, East Carolina University; Ricky T. Castles, East Carolina University; Chris Venters, East Carolina University; Nic Herndon; Melinda T. Doty, East Carolina University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

trying to learn online using new technology. In some cases, students lived in areas withlimited bandwidth. Some students lacked the use of laptops or other computing resources and oftenattended classes via mobile phones.While working in an office environment was risky and discouraged, the lack of faculty interaction withpeers left many faculty feeling a sense of isolation. Normal hallway discussions were restricted, makingcollaboration such as co-teaching multiple sections of the same course much harder. Similarly, notbeing able to come to campus not only limited faculty-student interactions (office hours, recitations,etc.), it also inhibited student-peer interaction (group projects, teamwork, etc.) and stopped most ofextracurricular experience

Conference Session

Cooperative and Experiential Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patricia Caratozzolo P.E., Tecnológico de Monterrey; Anna Friesel, Technical University of Denmark; Peter Jan Randewijk, Technical University of Denmark; David Navarro-Duran, Tecnológico de Monterrey

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

February 2020 the World Economic Forum published its report on the characteristics ofEducation in the Fourth Industrial Revolution, of which several stand out for their relevantimpact on engineering programs. These are: (i) Global citizenship, building awareness aboutthe wider world and playing an active role in the global community; (ii) Collaborativelearning, requiring peer collaboration and a move to project- and problem-based content thatmore closely mirrors their future work; (iii) Innovation and creativity skills, includingcomplex problem-solving and analytical thinking.In March 2020, the emergence of COVID-19 forced educational institutions to abruptly adoptsocial distancing and quarantine measures, making compliance with the

Conference Session

Women in Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marcela Alejandra Silva, Universidad Andres Bello, Santiago, Chile; Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico and Universidad Andres Bello, Santiago, Chile

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

dropout rates can be achieved and thus achieve good academic behavior. However, thecommitment of the Faculty of Engineering at the university, through its mission, is to incorporatethose who aspire to progress [3].ReflectionConsidering students' interests, the Construction Engineering program is developing an electivecourse based on talks by successful women engineers in working life. The program is interestedin coordinating gender and self-esteem workshops focused on career women to learn to faceconflicts in predominantly male workspaces. The program supports students to form a newstudent center, providing facilities to encourage their peers to participate in the elections. It isessential to have a student center so that the students of the

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

it became evident that she felt encouraged, a sense ofbelonging, and supported. Stemming from this, Kayla and Gretchen had a collaborativeconversation that was recorded over Zoom at the end of Kayla’s internship in order to understandhow her experiences were influenced by gender and how they impacted her engineering identity.The conversation also brought up memories as well as other journal entries. The frameworks ofin/authenticity and engineering identity were chosen for this paper because of their relatedness tothe research in the form of assets. When writing her narrative, we aimed to use it as a means of“gaining cultural understanding” [5, p. 125]. This helped to ensure that Kayla was not merelydescribing her life and experiences but

Conference Session

Design Mental Frameworks

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea MacGregor, James Madison University; Shraddha Joshi, James Madison University

Tagged Divisions

Design in Engineering Education

order for theanalysis of the sketches to be consistent. Along with the design problem, the participants weregiven sketching paper, with a section to name their concept, a section to provide a sketch, and asection to elaborate on their sketch in writing. Each participant was given ten sheets of sketchingpages and were informed before starting that extra sheets were available if needed.The design problem used mimics industry-level design challenges [27]. It is unlikely that theparticipants had any prior experience with this particular design problem, but it is a problem thatcan be easily understood without prior knowledge or given context. “Design a machine that registers a bottle to a capping station, caps it, and allows somebody to retrieve

Conference Session

Bringing a Different Perspective

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eli Broemer, Michigan State University; Geoffrey Recktenwald, Michigan State University

Tagged Divisions

Mechanics

important, individual instructors are not without tools, Anderman andKoenka suggest five things instructors can do to reduce cheating in their classes [2]. 1. “Emphasize mastery”, including retaking exams in order to improve. 2. “Don’t stress students out about grades”, don’t call exams ‘big’. 3. “Clearly communicate expectations”, and make grades fixed rather than relative to peers. 4. “Don’t publicize student grades”, even if anonymously. 5. “Talk about cheating”, define it, be clear on consequences, and talk about how it detracts from learning goals.Beyond the immediate objective of stopping cheating, professors should consider tackling thecheating problem as an educational one. College is a time when many students are

Conference Session

Pre-College Engineering Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elena Nicolescu Veety, North Carolina State University at Raleigh; James Edward Lamberth III, Enloe High School; Evelyn L. Baldwin, Wake STEM Early College High School

Tagged Divisions

Pre-College Engineering Education

protocols and guidelines for students working athome. During in-person instruction, it is straightforward to model proper safety protocols andmonitor students to ensure compliance. For example, reminding students to wear safety glasseswhen soldering, or to disconnect a circuit from the power source when changing components.Several adjustments had to be made to minimize risk for at-home electronics work. First, weremoved the requirement of soldering from the projects. Students were provided with “plug-and-play” solutions such as solderless breadboards and jumper wires. Circuit safety instructions wereprovided to participants in writing, and students were asked not to begin working with their kitmaterials until proper technique was taught and modeled

Conference Session

Computing and Information Technology Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Leslie Harvey III, University of Florida; Ashish Aggarwal, University of Florida

Tagged Divisions

Computing and Information Technology

assigned lecturesout of class, it is important to know what kind of impact this has on a student’s learning experience[6, 13]. By students managing their own time, some students will submit the required quiz morethan a day earlier than some of their peers. With the submission time of quizzes varying betweeneach student, it is important to be able to identify if this impacts a student’s overall performancein the course. A starting point for understanding student behaviors is their approach towards self-scheduling the commitments required for a flipped course. Although all students have differentschedules impacting when assignments are completed, alongside other factors, this paper strives tounderstand more about how a student’s approach towards 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

students in doctoral STEM programs is a recalcitrant issue that hasbeen taken up by scholars and government agencies with great vigor. Sowell, Bell, Kirby, andNaftel [5] found that financial support, mentoring and advising, family non-financial support,and social environmental/peer group support were among the top things that impactedattrition. Okahana, Allum, Felder, and Tull [6] further reported that institutional levelinterventions for URM STEM doctoral students were scant and limited in intervention focuswith most providing additional financial resources as the means to reduce attrition. Beyondthat, institutional-based support existed in the forms of peer support groups and mentoring.Mentoring in particular has been noted as a key intervention

Conference Session

CoNECD Session : Day 1 Slot 5 Technical Session 2

Collection

2021 CoNECD

Authors

Tojan Rahhal, University of Missouri; Miguel Elias Ayllon, University of Missouri

Tagged Topics

CoNECD Paper Submissions, Diversity

Leadership by Jo Ann Ross and Willa Zakin Hallowell  “Leadership for Engineers: The Magic of Mindset” by Ronald Bennett & Elaine Milliam Book Excerpts 9The EDGEs program included ten 1.5 hour sessions. Each week a topic was covered utilizingan array of readings, articles, videos, and activities. The course starts with an overview ofdiversity, inclusion, and equity- understanding the terminology and diving into eachperson’s individual identity as it relates to their peers in the classroom and internationally.Then students took on understanding bias, stereotypes and even imposter syndrome. Next,we dived into privilege, what it is, and