Conference Session

Technical Session 8 - Paper 1: Combining Forces: Putting Equity to Work

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Fatima Alleyne, University of California, Berkeley; Ricky Vides, University of California, Berkeley; Grace D O'Connell, University of California, Berkeley

Tagged Topics

CoNECD Paper Sessions, Diversity

Paper ID #35557Combining Forces: Putting Equity to WorkDr. Fatima Alleyne, University of California, Berkeley Fatima Alleyne, Ph.D., is the director of Community Engagement and Inclusive Practices in the College of Engineering at UC Berkeley. She brings her passion and love for science, technology, engineering and math (STEM) and education into her work to develop programs that promote equity; foster a positive, inclusive culture; and increase access and opportunities to those who have historically been underrep- resented in STEM. She also leads a strategic planning and data-driven process to guide programs and

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 8: Assessment, Framworks, Standards, Oh My!

Collection

2023 ASEE Annual Conference & Exposition

Authors

Greg J. Strimel, Purdue University at West Lafayette (PPI); Amy Evans Sabarre; Tanner J. Huffman, The College of New Jersey

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

concept of Problem Framing which is core tothe practice of engineering design. Figure 3 also provides an explanation of each component ofthe sample EPM. All 60 of the EPMs can be accessed for free athttps://www.p12engineering.org/epm. While these EPMs can indicate how to scaffold learningacross different depths of student understanding from basic to advanced, it is important to notethat learning experiences should be shaped according to the individualities of students and theircommunities. That said, the remaining sections of this paper will further describe how the EPMscan be used to plan instructional materials and develop/align P-12 engineering programs/courses.Figure 3. Engineering Performance Matrix Example and Explanation.Developing

Conference Session

ASCE Liasion Committee Presents: All Things ASCE

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rubaya Rahat, Florida International University; Mohamed Elzomor, P.E., Florida International University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

modes, it alsoinvolves funding for more conventional infrastructures including roads, bridges, airports, ports,rail, and transportation. Additionally, it includes $1 billion to "reconnect communities,"primarily black and low-income neighborhoods that were divided by previously built highwaysand infrastructure developments, and $21 billion for the environmental cleanup of hazardouswaste sites [2]. According to Biden's plan, $20 billion would be allocated to fund neighborhood-driven initiatives to move motorways and regenerate urban cores, along with more equitableplans for multimodal infrastructure or sustainable green space [3]. Such equitable and sustainableproject plans will require the team members to be equipped with proper knowledge and

Conference Session

Computing and Information Technology Division (CIT) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Frank Kreimendahl, Wentworth Institute of Technology; Durga Suresh-Menon

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology Division (CIT)

approach to develop a bold and ambitious strategicstudents helps each member reach their greatest potential. We plan. The completed plan was unanimously endorsed by theseek to maximize the value of our graduates’ contributions to Board of Trustees in February 2020.global society and their effectiveness as future leaders. [6] The plan established four strategic focus areas – Inclusive Excellence, High Value Learning, a Transformative StudentB. Size and Programs Experience, and Next Generation Partnerships. Within each Wentworth has approximately 4000 students who are pre- of these focus areas, the

Conference Session

First-Year Programs Division (FYP) - WIPS 3: Identity & Belonging

Collection

2023 ASEE Annual Conference & Exposition

Authors

Timothy Frank, U.S. Air Force Academy; Daphne DePorres, U.S. Air Force Academy; Joel Sloan, United States Air Force Academy

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

and a registered Professional Engineer in Virginia. His research interests include geotechnical engineering, column-supported embankments, and engineering education. ©American Society for Engineering Education, 2023Work in Progress: Developing a Foundational Engineering Course to Improve Students’ Sense of Belonging and Increase DiversityAbstractThis work in progress paper addresses the national imperative to promote involvement inscience, technology, engineering, and mathematics (STEM) fields across all ethnicities, races,genders, and economic backgrounds. The United States Air Force Academy (USAFA) developeda Diversity, Equity, and Inclusion Strategic Plan in 2021, which includes an objective

Conference Session

Technical Session 12 - Paper 3: Increasing Minority Student Applications to STEM Graduate Programs: Lessons Learned and Outlook for a New Program

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Kingsley Nwosu Jr, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; Mandy J Wright, Fields Wright Consulting; Mike Ekoniak, Youngstown State University - Rayen School of Engineering

Tagged Topics

CoNECD Paper Sessions, Diversity

Graduate Teaching Assistant and a Graduate Research Assistant.Dr. Tremayne O’Brian Waller, Virginia Polytechnic Institute and State University Dr. Tremayne O. Waller (Ph.D., Virginia Tech) is the Director of Graduate Student Programs at Virginia Tech in the Center for the Enhancement of Engineering Diversity (CEED). Dr. Waller is responsible for developing and implementing evidence-based strategic priorities for recruiting and retention of underrep- resented students in College of Engineering graduate programs. He is working with faculty, staff and students to implement a strategic plan for graduate student success. Dr. Waller was the Interim Director for the Office of Academic Diversity Initiatives (OADI) and Director

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo; Rebecca Walton, Utah State University; Natasha N. Jones, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

, religion, and class). First, she shares thereview. Then, she offers this analysis: Y’all this is supposed to be an equity and inclusion track—that’s why we put this work in there. I know I am the one who wanted to present this work here, but honestly, I don’t know if we want to expose our participants’ stories to this kind of audience. Heck, I don’t know if I want to expose you to this kind of audience.The coalition jumps in and affirms the injustice and then comes up with a plan.Here, the first reveal becomes a reject.Reject: To agree in coalition that something needs to **change or be done differently** and tomake a plan.In this case, the coalition came up with a two-prong plan: (1) Reveal – Since the

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bekir Mugayitoglu, University of Wyoming ; Mike Borowczak, University of Wyoming; Andrea Carneal Burrows Borowczak, University of Wyoming

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

less concerned about personally working toimprove how computer science is taught. On the post-post-survey (n=11), a minority (36%) ofthe K-12 teachers’ responses ‘strongly agree’ or ‘agree’ that they were concerned to improvehow to teach computer science.Figure 5Teacher responses on survey question #9: “I am concerned about working to improve how CS istaught.” Each set of 3 bars from left to right represent pre, post, and post-post survey responsesrespectively.Both question items indicate that K-12 teachers tend to be concerned, at least to some degree,about teaching computer science. Potentially because of the micro-credential PD which includedsample resources such as lesson plans, flashcards, and unplugged activities these concernsdecreased

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Victor Hugo Minces, University of California, San Diego

Tagged Topics

Diversity, NSF Grantees Poster Session

a program uses to popularize its product, its plan will fail if the productdoes not connect with the stakeholders’ interests and needs. By creating tools to explore thescience of music, LTW connects with the children and educators' innate interest in music, andthe schools’ need for hands-on, engaging science activities. There are several other reportedexperiences connecting music with STEM. Most of them have required heavy support fromSTEM professionals [1]–[6] and consequently have not gone beyond a few implementations,whereas some others requiring less training have become more popular [7], [8]. Given theinherent interest in music on the part of both educators and students, I think it is possible toenvision a much larger and broader

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Indhira María Hasbún, Florida International University; Alexandra Coso Strong, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

and college levels: Institution and college normative documents.Our selection of normative documents at the institutional and college-level is adapted fromWilliam (2013), who argues that diversity planning initiatives tend to take on a normative roleand are regarded as a change-making tool. William (2013) suggests that mission and visionstatements, diversity plans, diversity reports, and academic and strategic plans can provide aholistic representation of the normative values, beliefs, and ideologies espoused by an institutionof higher education, in addition to also delineating strategies for achieving them [19]. Withinengineering education, Cross, Lee, Gaskins, and Jones (2018) have taken a similar approach foranalyzing diversity initiatives

Conference Session

First-Year Programs: Sunday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan Arnold-Christian, Virginia Tech; Walter C. Lee, Virginia Tech; Adrien DeLoach, Virginia Polytechnic Institute and State University; Ashley R. Taylor, Virginia Polytechnic Institute and State University; Christian Matheis, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

-learning communities for engineeringundergraduates at Virginia Tech. These living-learning communities were created to providesocial and academic support for first-year female and male engineering students. Combined,these learning communities now support over 600 students, the majority of whom are enrolled intheir first-year of college. This also includes a large support team of upperclassmen students (i.e.,sophomores, juniors, and seniors) who serve as mentors and committee members.PurposeThe work presented here is part of a multi-year plan to impact every student involved in either ofthe living-learning communities. In this paper, we describe the work to date, which includes ourcollaboration with faculty in the field of sociology to develop the

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary R. Anderson-Rowland, Arizona State University; Armando A. Rodriguez, Arizona State University

Tagged Topics

Diversity, NSF Grantees Poster Session

obtained through focus groups and surveys. These findings are noteworthybecause scholarship students in this program are graduated at a 95% rate and 50% of themcontinue right on to graduate school. These rates are much higher than the usual 70% graduaterate for upper division transfer students and the less than 15% who go right on to graduateschool.Sustainability is also addressed, including how the academic and professional developmentcourse is now offered to all transfer students through the Dean’s Office. Future plans for theprogram as the grant monies come to a close are addressed.IntroductionIn 2002, Arizona State University (ASU) was awarded a National Science Foundation (NSF) S-STEM scholarship award (# 0123146) for upper division

Conference Session

Research to Practice: STRAND 2- Engineering Across the Curriculum: Integration with the Arts, Social Studies, Science, and the Common Core

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jay B. Brockman, University of Notre Dame; Douglas C. Hall, University of Notre Dame; Sean Patrick Martin, University of Notre Dame's DeBartolo Performing Arts Center; L. Arielle Phillips, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

event, werecritical to its design and implementation. A one-credit, pass/fail course withapproximately 40 students from a wide variety of majors focused on the design andconstruction of the musical instruments. Students in this class were also required todevelop lesson plans for the small group sessions. Students in a senior-level ElectricalEngineering audio technology course developed, together with the faculty member, aseries of demonstrations for the museum-like portion of the event.There is currently a growing interest in K-12 programs that integrate STEM educationwith the Arts, commonly known by the acronym STEAM.1, 2, 6, 9, 10 Even as the nationadvocates for advances in K-12 STEM education to spur greater employment andeconomic

Conference Session

Architectural Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Charlie Setterfield, Sinclair Community College; Chad R. Bridgman, Sinclair Community College

Tagged Topics

Diversity

Tagged Divisions

Architectural

Paper ID #19543Student Interns Work to Activate First Floor SpacesProf. Charlie Setterfield, Sinclair Community College Charlie Setterfield is a Professor of Architectural Technology at Sinclair Community College in Dayton, Ohio. With more than 20 years experience in the architectural and construction industries, including responsibilities in all aspects of architectural project delivery and construction management, Setterfield brings real-world experience to the classroom. Setterfield’s courses focus on BIM, IPD, materials and means of construction, ”green building”, professional practice and building codes. As a Plans

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 10

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brian E. Moyer, University of Pittsburgh - Johnstown

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

semester-long data collectionand analysis project which included a fun laboratory experiment to motivate students. Mini-companies of two students each were asked to treat the project as if they had been hired toperform a consulting job for a customer – their professor. The project provided context for theproduction of a series of typical engineering consulting documents: a formal introductory email,a follow-up cover letter, a meeting summary memo, a project specification document includingan estimate/quote, project planning documentation, an interim technical progress report andfinancial summary, and a final technical report were woven through the fabric of the course.Three iterations later, with minor continuous improvement modification based on

Conference Session

Tricks of the Trade - Reflections and Advice on the Educational Process

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rebecca M. Reck, Kettering University

Tagged Topics

Diversity

Tagged Divisions

Student

-term. You can set goals for your personal andprofessional life. Your goals can have varying complexity and time frames as well. Take sometime to think about your professional and personal goals; they will serve as a guide throughoutyour time in graduate school. Tracy 1 provides seven steps that are helpful for setting andachieving goals: 1. “Decide exactly what you want” 2. “Write it down” 3. “Set a deadline on your goal; set subdeadlines if necessary” 4. “Make a list of everything that you can think of that you are going to have to do to achieve your goal” 5. “Organize the list into a plan” 6. “Take action on your plan immediately” 7. “Resolve to do something every single day that moves you toward your major goal”As an

Conference Session

International Division Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Noe Vargas Hernandez, Carnegie Mellon University; Heidi A. Taboada, University of Texas, El Paso; Jose F. Espiritu, University of Texas, El Paso; Connie Gomez, Galveston College; Isaac Andres Azuz, CETYS University

Tagged Topics

Diversity

Tagged Divisions

International

course credit recognition, resolvinginstitutional and federal travel risk issues, recruitment and selection of students, travel andhousing logistics, local contacts involved in community projects, and follow up of the projectsafter program completion.1. IntroductionBackgroundThe objective of this paper is to provide useful recommendations for planning and executingfaculty-led study abroad programs based on the authors’ experience. In the summer of 2015,UTEP and CETYS conducted a study abroad program funded by the 100,000 Strong in theAmericas Innovation Fund. The program was a real success, but the planning and executionpresented continuous challenges that required quick thinking and adaptability from theorganizers. These lessons are captured in

Conference Session

Technology-Related Educational Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ting-Ting Wu, Graduate School of Technological and Vocational Education, National Yunlin University of Science and Technology; Yueh-Min (Ray) Huang, Cheng-Kung University; Rustam Shadiev, Department of Engineering Science, National Cheng Kung University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

teaching strategies of engineering project course. Students participated inlearning activities following the instructor's planning and guidance and their learningbehaviors to use a learning system were recorded in the database. Those attributes, such asfrequency, sequence, and association of learning behavior were identified through astructured arrangement and statistical analysis. In addition, those key learning activities thatinspire the students' creativity along with the creativity assessment results were discovered.According to our findings, high creativity students proceeded with active exploration duringlearning more frequently compared to low creativity students. The data analysis also showedmore instances of independent thinking created

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University; Matthew K. Miller, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

what they wanted to happen on their first round of exams, (2) a traditional examwrapper activity recounting their preparatory behaviors and learning strategies and the results oftheir exams, and (3) a reflection on what was learned from the experience, and (4) a plan forimprovement for each of their STEM courses. This process is repeated following the secondround of exams.One modification of the exam wrapper between its first and second implementation was theintroduction of the after-action review terminology. In order to emphasize the students’professional development as engineers, the experience with exam wrappers was framed as afour-stage after-action review. After-action reviews are used to debrief the process andperformance on a training

Conference Session

Engineering Libraries Division (ELD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Paul McMonigle, Pennsylvania State University; Denise Amanda Wetzel, Pennsylvania State University; Sara C. Kern, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries Division (ELD)

STEMClassroomEngineering First-Year Seminar Library Session (In-Person, online, or hybrid)This lesson plan is for first year students and is applicable to both in person, online, and hybridclasses. At the end of the session, students will be able to identify resources offered by thelibrary, use beginner database search strategies to find articles and ebooks, and know how toaccess additional library support. The lesson emphasizes the following aspects of theINCLUSIVE ADDIE framework: • Needs - models and encourages discovery, student led-learning, and communicating findings. • Context - when used by the authors of this paper, the students have an upcoming assignment in their class where they need to find an article. • Lessons – lesson uses

Collection

2024 ASEE North Central Section Conference

Authors

Chan-Jin Chung, Lawrence Technological University; Joshua E Siegel, Michigan State University; Mark Wilson, Michigan State University

Tagged Topics

Diversity

-wire vehicles include developing intelligent ground vehicle systems funded by US Army/GVSC and providing research oppor- tunities in evaluating self-drive algorithms for undergraduates, funded by National Science Foundation (NSF).Prof. Joshua E Siegel, Michigan State UniversityMark Wilson, Michigan State University ©American Society for Engineering Education, 2024 Undergraduate Research Experiences for Automated and Connected Vehicle Algorithm Development using Real Vehicles Chan-Jin Chung Joshua Siegel Mark Wilson Department of Math and Department of Computer School of Planning, Design Computer Science

Conference Session

Technical Session 11 - Paper 4: Living, Learning & Growing Together: Engineering Your World

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Ana M Dison, University of Texas at Austin

Tagged Topics

CoNECD Paper Sessions, Diversity

= January-April before May 1 Deposit Deadline▪Emails, targeted newsletters, student written postcards, student phone calls, info sessions, campus visits▪YouTube channel playlist Application▪Online via Qualtrics▪Short answer or video uploads to ‘essay’ type questions 1)Tell us why you feel you are a good candidate for membership into the LLC 2)Talk about your commitment to diversity, equity and inclusion and what you can bring to the community 3)Describe your current academic interests and how you plan to explore those interests at the university next year Selection▪Application review & selection happens after the enrollment deposit deadline (May 2-15)▪Inform students before New Student

Conference Session

NOTE NEW TIMESLOT: Technical Session 7 - Paper 1: Auto-ethnographic Reflections : Lessons from Leading a STEM Initiative for Girls in School While We Ourselves Were in School

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Kayli Heather Battel, Tufts University; Kritin Mandala, Saguaro High School; Sreyoshi Bhaduri, Society of Women Engineers; Natalie Anna Foster, Sisters in STEM - Saguaro High School; Lilianny Virguez, University of Florida; Lissa Erickson, Battel Engineering; Krishna Pakala, Boise State University

Tagged Topics

CoNECD Paper Sessions, Diversity

and part of Sisters in STEM. Finally, we willend the paper with a set of recommendations for future leaders and young STEMinists looking tomake a difference.So let’s get started and learn more about the initiative we founded, ran, and learned from –Sisters in STEM. The Sisters in STEM (SIS) program was launched in fall of 2018 as a response to theunexpected cancellation of an annual Girl Power event hosted by a local community college.Three young women leaders in FRC Robotics approached Saguaro High School’s leadershipwith a plan: Create a separate event, encompassing all STEM disciplines, to provide an outreachvenue for young girls in the Scottsdale and surrounding regions. With 3 weeks to plan, thefounders developed a suite of age

Conference Session

Technical Session 7 - Paper 2: Retaining a diverse group of undergraduate students in Engineering Technology Majors

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Melanie Villatoro, New York City College of Technology

Tagged Topics

CoNECD Paper Sessions, Diversity

STEM outreach project at Daniel Hale Elementary School which provides civil engineering lesson plans, afterschool programs, family work- shops and field trips. Prof. Villatoro is the Project Director for the Peer Advisement program sponsored by Perkins and designed to increase retention of females across the School of Technology and Design. American c Society for Engineering Education, 202212PPA is a grant funded program at New York City College of Technology (City Tech)committed to increasing enrollment and retention of female and nontraditionalstudents in engineering technology programs. PPA provides a successful model formentoring, recruiting and retaining a diverse

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Xinyu Zhang, West Virginia University; Lizzie Santiago, West Virginia University; Stefanie Paige Hines, West Virginia University

Tagged Topics

Diversity, Works In Progress

University (WVU) is a cohort-based integrated Engineering Bridge Program designed for non-calculus ready first-yearengineering students. During COVID times, AcES encountered challenges in recruitingunderrepresented students. We realized that the recruitment method needed to be modified toattract them. After applying new recruitment methods for 3 weeks, AcES participants werediversified, resulting in 30% female, 20% underrepresented minorities, 30% low-income, and20% first-generation in the cohort. Our research aims to (1) analyze AcES enrollment data beforeand after applying the new recruitment strategy, (2) conduct surveys to understand theeffectiveness of different recruitment methods in diversifying the cohort, and (3) devise a plan toimprove

Conference Session

2-Year College Division: Workforce Pathways and ATE

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alicia Boudreaux Kiremire PE, PMP, FlowStream Management LLC; Michael K. Swanbom PE, Louisiana Tech University; Gerry Caskey, Louisiana Delta Community College; Barton Crum, Applied Research for Organizational Solutions (AROS); Juliette Pate, Louisiana Delta Community College

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

. The five main goals in this collaborative infrastructure wereestablishing (1) a management structure, (2) one primary high school partner, (3) two academictransfer agreements, (4) an Industrial Advisory Board of three members, and (5) seven additionalhigh school partners to scale future implementation.Three of these goals were fully accomplished within the planned timeline, and the two otherswere partially accomplished. This paper discusses detailed achievements in each area along withthe project’s external evaluation results and the project leadership team’s lessons learned. Thepartnership infrastructure that has been built will be used to build the skilled technical workforcein North Louisiana through increasing high school students

Conference Session

Multidisciplinary Curriculum and Course Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sebastian Dziallas, Fulbright University Vietnam; Naoko Ellis P.Eng., University of British Columbia; David Robert Bruce P.E., Fulbright University Vietnam

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

efforts have aimed to provide a holistic engineering education [1], producing T-shaped engineers [2] who possess broad knowledge across disciplines with deep expertise intheir domain. We have seen many pedagogical advances, such as team-based learning, problem-based learning, experiential learning, and creative learning using virtual reality, to name a few.The core driver for this change stems from the need for engineering education to prepareengineers to stay relevant and to contribute to society in the face of rapid global change andadvancement in information and technology.These trends have been the main motivator for integrating liberal studies and engineering.Bucciarelli and Drew laid out a “design plan” for liberal studies in engineering

Conference Session

Elementary Students: Computational Thinking, Reasoning, and Troubleshooting

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emilie A. Siverling, Purdue University, West Lafayette; Elizabeth Suazo-Flores; Tamara J. Moore, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

including standards, assessments, and curricula[27]. The curricular unit used in this study was designed and developed with guidance from boththe STEM integration framework [24] and The Framework for Quality K-12 EngineeringEducation [27]. The latter framework identifies nine key characteristics of quality pre-collegeengineering; the first of these characteristics, the Process of Design (POD), is most pertinent tothis study. POD has six sub-indicators which represent the fundamental characteristics of designprocesses: problem, background, plan, implement, test, and evaluate. POD can be broken intotwo stages: problem scoping and solution generation. The problem scoping stage is composed ofidentifying the problem, criteria, and constraints and

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Melissa Danforth, California State University, Bakersfield; Charles Lam, California State University, Bakersfield; Ronald Hughes, California State University, Bakersfield; Stephanie Salomon, California State University, Bakersfield

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

questions about what they learned from the program, if the programchanged their goals/plans, and their satisfaction with the program. The pre-survey also gathereddemographic information and background academic information.Table 2: Questions from the pre-survey administered at the start of each summer program. Pre-Survey Question Question Type Participant identification (Student ID Number, Year, Faculty Text boxes and Lists Mentor) Participant background academic information (Major, GPA, etc.) Text boxes and Lists Participant demographic information (Gender, Race and Ethnicity) Select from lists Q: What interested you about this summer program? Open-ended comment Q

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, Ohio State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University; Abigail Clark, Ohio State University; Soundouss Sassi, Mississippi State University; Jane Petrie

Tagged Topics

Diversity, NSF Grantees Poster Session

experiences that contribute to their individual views of themselves asengineers. Currently, we plan conduct our Phase 3 interviews in Spring 2020 which willcomplete our developmental investigation.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantNos. 1664264 and 1664266. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] E. Wenger, Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press, 1998.[2] B. D. Jones, M. C. Paretti, S. F. Hein, and T. W. Knott, “An analysis of motivation constructs with first‐year