Conference Session

NSF Grantees: Workforce Development (ATE)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marilyn Barger, Florida Advanced Technological Education Center; Richard Gilbert, University of South Florida

Tagged Topics

NSF Grantees Poster Session

program,curriculum, and course content alterations to assure the creation of technicians that will meet thedemands of this new work environment in the advanced technologies.Skilled technician preparation in the United States today is a broadband system that creates aworkforce with the expected characteristics specific to the technology to be serviced.Classically, these technicians are characterized by overarching labels (hydraulics, pneumatics,electronics, mechanics, computer technology) that reflect previous waves of new technologyflooding the workplace. These skill sets are still required of tomorrow’s technician with theaddition insertion of the “digital” age contributions (data knowledge and analysis, advanceddigital literacy, and to some

Conference Session

Mechanical Engineering Technical Session: Outreach and Retention

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Leigh S. McCue, George Mason University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

real-time polling software Poll Everywhere (2019) asked one quantitativeand one qualitative question regarding the qualifications reflected in the resume before them.FindingsA total of 36 students participated in this exercise. Students who received Candidate 1’s resume(first name on resume: “Julie”) were asked “You are the recruiter at a defense contractor seekingto fill an entry level structural engineering position. How likely are you to offer Candidate 1 aninterview?” Students were provided response options on a 5-point Likert-type scale, which wasdisplayed as a bar chart in real time for the class. As shown in Figure 1, no students indicated a“Very high likelihood” of offering Candidate 1 an interview and one student indicated a “Verylow

Conference Session

Biological and Agricultural Engineering Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hamidreza Sharifan, Texas A&M University; Janie M. Moore, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Biological and Agricultural Engineering

need for further analysis of the time frame that students spent during theacademic year and how much of their daily, weekly, and monthly is allocated for using sharedspaces. This information can be used for many different purposes, including the seminar or eventadvertisement, as well as providing additional supporting sources for educational purposes. 3Figure 1. The usage of the co-curricular spaces in campus climate among the underrepresentedgroupsFigure 2 is a detailed analysis of the co-curricular spaces within a time frame of daily, weekly, andmonthly uses. All the responses reflect the behavior of minority students towards using theavailable co-curricular areas. A comparison with the users

Conference Session

Minorities in Engineering Division Technical Session 9

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremi S. London, Virginia Polytechnic Institute and State University; Stephanie G. Adams, University of Texas at Dallas; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Crystal M. Pee, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

experiences in the department. Q1_7 My mentor provides me with guidance 3.2593 0.9842 0.6959 on attainable academic objectives. Q1_8 I have discussed the importance of 3.1111 0.9740 0.4739 developing a realistic view of my academic career with my mentor. Q1_9 My mentor asks me probing questions 2.6667 0.9608 0.5784 so that I can reflect on my academic career PROGRESS Q1_10 My mentor provides me with practical 3.4074 0.9711 0.5484 suggestions for improving my career performance. Q1_11 My meetings with my mentor are 2.9630 1.0554

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Saadeddine Shehab, University of Illinois at Urbana-Champaign; LuEttaMae Lawrence, University of Illinois at Urbana-Champaign; Emma Mercier, University of Illinois at Urbana-Champaign; Anthony Salvatore Margotta, University of Illinois at Urbana-Champaign; Elizabeth Renee Livingston; Mariana Silva, University of Illinois at Urbana-Champaign; Taylor Tucker, University of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods

the semester when there is more time and TAs are still stressing theimportance of collaboration. However, there were discussions that this is a more expert skill,because TAs who are new may not have the time or capacity to keep track of who is doing welland also reflect on it at the end of class.Figure 4: Guidelines of what to say and how to interact during whole class interventions.Figure 5: Guidelines of how to structure the end of class wrap up to emphasize collaboration. During both workshops there were many discussions about how these guidelines shouldbe shared with other TAs. Both TAs are graduating and will no longer be teaching these courses.A final decision was made to provide new TAs with a cheat sheet of guidelines for

Conference Session

Pre-college Engineering Education Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Reagan Curtis, West Virginia University; Darran Cairns, University of Missouri - Kansas City; Johnna Bolyard, West Virginia University

Tagged Divisions

Pre-College Engineering Education

the teacher. Teachers must shift from an evaluative to interpretiveperspective as they move away from guiding students to correct answers and towardemphasizing student exploration and engagement [15]. The teachers’ focus should targetencouragement of students’ reflections on their reasoning and interpretations of problemsituations [7]. Contrary to current practices of warning students when they take a wrong step intheir solution efforts, teachers need to encourage students to focus on their interpretation specificideas and their connections to the problem at hand [13].National standards documents have made clear that mathematics is an essential tool for scientificinquiry, and science is a critical context for developing mathematics competence

Conference Session

Pre-college Engineering Education Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Claire Duggan, Northeastern University; Jennifer Ocif Love, Northeastern University; Nicolas Leo Fuchs, Northeastern University; Emily Chernich; Brittany Fung, Northeastern University

Tagged Divisions

Pre-College Engineering Education

springboardfor student interest [4] and reflection. Research suggests that a well-designed field trip experiencemay in fact be remembered by students well after the experience took place [5]. In engineeringeducation, established research on the standards for preparation and professional development forteachers of engineering recommend that teachers improve their pedagogical content knowledge byengaging in STEM field trip partner programs with engineering mentors at local companies anduniversities [6].Program DetailsNortheastern University’s Center for STEM Education offers STEM Field Trip experiences for4th to 8th grade students throughout the collegiate academic year. The program launched over 10years ago in collaboration with a National Science

Conference Session

Pre-college Engineering Education Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Miiri Kotche, University of Illinois at Chicago; Jennifer D. Olson, University of Illinois at Chicago; Darrin Collins, University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

summer BEST program was in all senses a success. Teachers reportedvery positive feedback. In addition, bioengineering faculty reported strong support for theprogram to continue. This year we have begun preparing two manuscripts to describe and reportour progress in the BEST program. In addition, we have been reflecting on ways to deepen ourunderstanding of the program impact on teachers as well as their classrooms. As we consider arenewal application, we are defining ways to strengthen and analyze the program morerigorously.CONCLUSION Reflecting on the progress made through the end of year 4 of this grant support, we areconfident that the BEST program is having a positive impact on its participants. We continue torecognize the importance

Conference Session

Pre-college Engineering Education Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kayla R. Maxey, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

acknowledged that he didn’tknow but a professional athlete may be an option.As Joseph engaged with different team members in 5 different engineering design challengesover the 10-day period his perceptions and self-efficacy began shifting. As seen in Figure 1,Joseph’s perceptions of engineering decreased in the traits initially identified. Joseph explainedthat his decreased perception was a result of a change in his perceived level of difficulty. DueJoseph becoming more confident in his abilities to engage in the skills of an engineer, by the endof camp, Joseph states “I can [become an engineer], but I just don’t want to waste time.” Thisstatement is a direct reflection of the mismatch in Joseph’s personal interests with his pre- andpost- perceptions

Conference Session

Mathematics Division Technical Session 4: Assessing Success in Mathematics Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Johannah L. Crandall, Washington State University; Kristin Lesseig, Washington State University

Tagged Divisions

Mathematics

strictly representative of all students in a given degreepath (i.e. mechanical engineering). However, because enrollment in differential equations is anearly universal requirement for those in engineering paths, and because the sample capturedstudents enrolled in differential equations at a cross-section of time-points in their degreetrajectories, the results are felt to be a fair reflection of the level of software exposure for 8multiple degree paths as they enter differential equations specifically, and upper-division mathcourses more generally.It is not possible to characterize the prior and current software exposure of students who did

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caroline Bolton, Bucknell University; Elif Miskioğlu , Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, can reflect their self-efficacy and may correlate to performance/competence with respect to their engineering identity.Attribution theory describes student perception of the cause of an outcome [4]. Attributions inacademia may include effort, knowledge, or ability and are strongly connected to emotions [4].Emotions generally influence daily choices. The way an individual reacts to the outcome of thesechoices may influence future behaviors. However, it is the student’s perception of attributionswhich emotionally influence motivation. Two students may attribute an outcome to the samecause, but view the characteristics of the cause very differently. We are particularly interested inhow these attributions may vary with strength of engineering

Conference Session

Pre-college Engineering Education Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christina Anlynette Alston, Rice University; Carolyn Nichol, Rice University; Robert Wimpelberg, University of Houston; Jean S. Larson, Arizona State University; Alison Cook-Davis, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

differences. Forexample, the understanding of mixed representation and usage of engineering standards foundwith the Next Generation Science Standards[7] was essential to validate, as well as, each teacher'spercentage of minority students in their classrooms. Each team grappled with identifyingspecificity level of criteria, ensuring that criteria reflected diversity and inclusion needs, ensuringindicators monitor learning actions and context, ensuring that indicators reflect learning that ismeaningful and engaged, creating objectives that any subject matter teacher can use, and creatingobjectives beyond the steps of the engineering design process. The different perspectivescontinue throughout the creation of the grade-level criteria, indicators

Conference Session

Pre-college Engineering Education Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristin Maria Repchick, Industrial/Organizational Psychology Consultant; Lauren Q. DiBianca Frye, Forsyth Country Day School; Elise Barrella P.E., Wake Forest University

Tagged Divisions

Pre-College Engineering Education

tool exposes students to the five steps of the designprocess: empathize, define, iterate, prototype, validate. In design-thinking based project courses,students participate in activities where they have the opportunity to 1) empathize with others, 2)try multiple ideas, 3) work with others, 4) receive constructive feedback, 5) reflect on what theyhave learned and 6) revise their solutions in order to improve their problem-solving approach.Each of these elements prioritizes adaptive skills over factual knowledge, and 2, 4, 5, and 6 inparticular relate to aspects of resilience.By learning a process that prioritizes listening, research, and learning through failure, students ofdesign thinking build leadership capacity by collecting proven tools

Conference Session

Women in Engineering Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maureen C Smith, San Jose State University; Jinny Rhee, San Jose State University; Belle Wei, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

betweenunderrepresented minority (URM) and non-URM students with respect to engineering identity.Understanding these differences is important in developing programs that target a particulargroup. For example, one key programming component for URM students may be providing themwith opportunities to join organizations that reflect their cultural and ethnic identities. Toillustrate, Revelo interviewed 20 LatinX engineering students who attended the Society forHispanic Professional Engineers (SHPE) conference [11]. The interviews indicated that studentsfelt they developed professional and leadership skills through their membership in SHPE, withworkshops and the conference itself playing a significant role in that development. Additionally,a key component for these

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian D. Storey, Franklin W. Olin College of Engineering; Bradley A. Minch, Franklin W. Olin College of Engineering; Linda Vanasupa, Franklin W. Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

college. There was no statistically significantdifference in the responses by groups of female (40/74), male (29/74) or transgender/non-identified (5/74) student groups. This paper describes the design elements of the course andmodules and a data set that illustrates the design supports students’ use of multiple learningresources.IntroductionA course on electronic circuits is common in engineering programs. It is often a challenging onefor novices because it relies on the abstract ideas of electron motion, charge build-up reflected involtage, and time-dependent responses. While sensing, instrumentation, and measurement arecommon activities in engineering, introductory circuits courses often focus on concepts andanalytical approaches to circuit

Conference Session

Women in Engineering Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

M. Teresa Cardador, University of Illinois at Urbana-Champaign; Karin Jensen, University of Illinois at Urbana - Champaign; Kelly J Cross, University of Nevada, Reno; Grisel Lopez-Alvarez, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

engineering majors –Bioengineering, Computer Science, and Electrical Engineering. These three majors were selectedbased on the gender balance in each major – high (Bioengineering; 51.4% female), medium(Computer science; 27.5% female) and low (Electrical Engineering; 14.2% female) at the focalinstitution.Qualitative Interview DesignThe interview protocol included three main sections. In the first section, students were askedabout their major selection and influences on deciding on that major. For example, “In thinkingabout how you selected your major, who, if anyone, contributed to your choice? What courses, ifany, prepared you for your major?” Participants were also asked to reflect on factors orcharacteristics that are required for success in the

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mirna Mattjik, Colorado School of Mines; Megan Sanders, Colorado School of Mines

Tagged Divisions

First-Year Programs

tool developed by Edmonson (1999) was consideredfor the next research stage to analyze the team as a whole entity (for insights on internalization);focusing on a research framework that will potentially be bi-modal for courses online and in-person will take precedence.Online team building will require modifications and presumably a different approach than in-person team building; hence this is a relevant area to be explored. To better understand therobustness of the “Psych Safe” modules, the purpose of the modules will be better aligned witharticulation of autonomy, competence and relatedness; which will be reflected in the qualitativesurvey questions. We also look forward to results from Spring 2020, that includes the controlgroup comparison

Conference Session

Team Facilitation and Effectiveness

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Benjamin Emery Mertz, Rose-Hulman Institute of Technology; Ashley Bernal, Rose-Hulman Institute of Technology; Patrick Cunningham, Rose-Hulman Institute of Technology; Shraddha Sangelkar, Rose-Hulman Institute of Technology

Tagged Divisions

Educational Research and Methods

, formal instruction on teamwork may be limited.As part of a curriculum improvement process within the Mechanical Engineering department atRose-Hulman Institute of Technology, we are working to coordinate “threads” that cut acrosscourses in the curriculum, e.g., student teaming, technical communication, business acumen,ethics, and ill-structured problems. Each active thread is championed by a small facultycommittee, charged with prompting and analyzing department reflections, moderating anddocumenting departmental discussions of results, and collecting and sharing evidence-basedpractices relevant to the thread. Each thread is following coordinated change processes acrossdimensions presented by Borrego and Henderson [2] in order to have a greater

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney Hollar, Boise State University; Sondra M Miller, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

that was required to correctly assemble a cookiesandwich that would meet all of the quality control requirements. In other cases, the approachesused to teach the volunteers (lecture v. demonstration) during the training period would cause thevolunteers to be confused or forget information about each person’s role. Throughout the project,communication topics such as learning styles and intercultural communication were discussed inclass to prepare students for the training period and assembly test. The goal of this project wasfor students to experience the importance of effective communication. A final presentation andreport provided an opportunity for the teams to reflect what went differently than they hadanticipated in the Cookie Sandwich

Conference Session

Care and Inclusive Teaching

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Memoria Matters, Purdue University at West Lafayette; Carla B. Zoltowski, Purdue University at West Lafayette; Patrice Marie Buzzanell, Purdue University at West Lafayette; Andrew O. Brightman, Purdue University at West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Then for each factor participants will be asked how theyhave been influenced by their experiences in the ECE department. At this point, participants mayspeak on recent diversity and inclusion initiatives in the department, including the tip sheet anddiversity and inclusion design sessions put on by our larger NSF-funded study. Finally,participants will be asked how each factor could be improved for themselves or other ECEfaculty.It is possible that reflection during the interview itself will have some effect on participants’intention toward inclusive teaching. To observe this effect, participants will be asked to completean open-ended electronic survey question once before and once after the interview. Before theinterview, we will ask directly

Conference Session

Creating a Supportive and Nurturing Academic Culture

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph Francis Mirabelli, University of Illinois at Urbana-Champaign; Andrea J. Kunze, University of Illinois at Urbana-Champaign; Julianna Ge, Purdue University, West Lafayette; Kelly J. Cross, University of Nevada, Reno; Karin Jensen, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

documented stressors for engineering undergraduates [8, 18], theassociation of stress as part of engineering culture and how stress becomes normalized inengineering programs is understudied.The preliminary interview results suggest that engineering students are undereducated in terms ofmental health and available individual and institutional resources. Specifically, some participantscould not identify mental health and academic counseling resources readily available in theirengineering programs, suggesting a lack of accessibility. Participant responses also suggeststudents possess broad conceptualizations of stress, anxiety, and depression, as well as the effectsof each. Conceptualizations were nuanced and reflective of clinical definitions of these

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martínez, University of Puerto Rico, Mayaguez Campus; Anidza Valentin, University of Puerto Rico, Mayaguez Campus

Tagged Divisions

First-Year Programs

students (92.8%). Persistence for years two and threeis also high, but indices beyond the 3rd year deteriorate. Institutional data shows an on-timegraduation rate of less than 10% and a graduation rate of roughly 50%. At UPRM, graduationrates show a decline of more than fifteen perceptual points across the years as denoted in Figure1. A snapshot of similar indicators in function of family income reveals that trends are markedlylower for students from low-income families, as seen in Figure 2 for data from 2016. AcknowledgmentThis research was supported by the National Science Foundation under Award No. 1833869.Any opinions, findings, conclusions or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the

Conference Session

Design Across Curriculum 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Victoria Bill, NYU Tandon School of Engineering; Ariane Schoenwiesner, New York University

Tagged Divisions

Design in Engineering Education

the impact ofthe makerspace training and course integration. The responses reflect the familiarity withmakerspace equipment and learning process allowing completion of both coursework andextracurricular and personal projects.BackgroundProject-based courses and learning continue to increase in engineering programs and degrees, asuniversities seek to overhaul their curriculum, support different methods of teaching andlearning, and satisfy new ABET criteria [2]. To support these courses, new curricular programshave been developed such as the service design program, EPICS, at Purdue, and the VerticallyIntegrated Projects (VIP) program, started at Georgia Tech [3, 4]. These programs seek tosupport project-based learning from the cornerstone, first

Conference Session

International Research Experiences Intl Div Tech Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gloria J. Kim, University of Florida; Yong Kyu Yoon, University of Florida ; Jin-woo Choi, Louisiana State University

Tagged Topics

Diversity

Tagged Divisions

International

leadersin the tech industry such as Samsung, LG, and Hyundai and engage in cultural experiences.IRiKA includes a series of professional development sessions on research mentorship andscience communication for both US participants and Korean partners.In this Work-in-Progress paper, the three US-based lead investigators report and reflect on thefirst year of the IRiKA program, which ran from June 2019 to August 2019. The investigatorsare currently analyzing data collected from the Summer 2019 cohort. In response to thepreliminary findings, adjustments have been made for the Summer 2020 program. Summer 2020applicant data collection has been completed. Due to the coronavirus pandemic, Summer 2020program was cancelled.IRiKA ProgramThe objectives of this

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellise M. LaMotte, Tufts University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

goals, and the academic work they will accomplish during their timeat Tufts. They have the opportunity to reflect and discuss topics including, but not limited todiscerning their major, exploring Study Abroad program options and applying for internships.They also spend time discovering different forms of research and talking with faculty about theirexperiences with research. Additionally, the scholars hone their writing, producing a personalstatement, updating & polishing their resume and cover letters, as well as perfecting the mannerin which they verbally express their goals and accomplishments.Since its inception, the RISE cohort has grown as the Center for STEM Diversity works withAdmissions to determine which students will be invited

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ben Ralph Bernard, North Dakota State University; Jeremy Straub, North Dakota State University; Pranay Kumar Marella, Mississippi State University

Tagged Divisions

Community Engagement Division

process that begins with concrete experience to reflective observation, then toabstract conceptualization to active experimentation [8]. More simply, the learner experiences,reflects on the experience, learns from the experience, and finally has the opportunity to directlytest the new skills and/or knowledge firsthand. The summer camp activity model provides manyopportunities for facilitated experiential education activities in an informal and fun environmentwith a peer group which shares the experience together.Project-based learning is a model that organizes learning around complex tasks based onchallenging problems or questions that directly involve learners in problem-solving, decision-making, investigation, and design and culminating in

Conference Session

Student Approaches to Problem Solving

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marah B. Berry, University of Florida; Elliot P. Douglas, University of Florida; David J. Therriault, University of Florida; Jeremy A. Magruder Waisome, University of Florida

Tagged Divisions

Educational Research and Methods

. call uncertainty. More generally,ambiguity by the students over the desired outcome reflects the ill-structuredness of theproblems.However, students also perceived a number of contextual factors as contributing to ambiguity. Ageneral lack of knowledge on their part was seen as creating ambiguity as to how to solve theproblem. From this perspective, ambiguity would decrease with experience, as noted by Dave. Ifgeneral knowledge is an aspect of ambiguity, then the differences between novices and expertsnoted in the literature could be taken as indications of more or less ambiguity in the problem-solving process. Another contextual factor was group problem-solving. The dynamics of groupinteractions can lead to ambiguity, when group members are

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Isabella Stuopis, Tufts University; Kristen B. Wendell, Tufts University; Melissa R. Mazan, Tufts University

Tagged Divisions

Educational Research and Methods

here and you just like push it until it forms to the shape of whatever you're molding. Um so the like thicker ones would slip out of the seal. So they weren't like sealing fully, they weren't making this like cone shape. Um and then the fitter- thinner ones were ripping before it got there. Um, so the polypropylene was actually the only one that created the shape that I was looking for.”Category 2. Practical knowledge. Below we describe three aspects of the ways students gainedpractical knowledge about equipment and experimentation.Engineering experimentation. Coming into the project, the students were unfamiliar withdesigning their own experiments. For example, in his interview Noah reflected on the challengeof

Conference Session

K-12 and Bridge Experiences in Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabina Anne Schill, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

]). TABLE I. LITERATURE DEFINITIONS OF MENTORING Definition Source “a collaborative process in which mentees and mentors take part in reciprocal and dynamic activities [7, p. 35] such as planning, acting, reflecting, questioning, and problem-solving” “a form of teaching where faculty members provide advice, guidance, and counsel in the areas of academic, career, and personal (psycho-social) development, which can occur either individually or [11, p. 48] in small groups” “a dyadic, hierarchical

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katie Evans, Louisiana Tech University; Mitzi Desselles Ph.D., Louisiana Tech University; Marisa K. Orr, Clemson University

Tagged Topics

NSF Grantees Poster Session

also reported that they wanted to see more time in the professionaldevelopment course focused on the professional side of engineering and integrating theseprofessional skills and reflections with the industry trips.Program feedback from the eighteen scholarship recipients in 2017 led to significant changes inthe professional development course in 2018. We selected industry trips with the mostengineering emphasis, increased emphasis on professional identity development, replacedLandis’ Studying Engineering [2] content with career development topics guided byCliftonStrengths assessment [3], added a hands-on team-building activity, increased mentoringopportunities between the project faculty and students, and increased integration of the