Displaying results 5491 - 5520 of 6488 in total
- Conference Session
- Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 4
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Tejita Rajbhandari, Gannon University; Mark Blair, Gannon University
- Tagged Topics
- Diversity
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering
incapable of learning or discerningfact from fiction without the assistance of an intellectually superior individual to teach them ordumb-down the material through parables or simplified rules. Patrick Quin describes Aquinas’Super de Trin.2.4 “that theological truth is best transmitted to the faithful in parabolic form… itmight, he thinks, confuse the uneducated who would misunderstand it and be ridiculed byunbelievers who detest it anyway” [10]. Aquinas states: “…it is said in Luke 8:10, ‘To you it is given to know the mystery of the kingdom of God, but to the rest in parables.’ Therefore one ought by obscurity in speech conceal the sacred truths from the multitude” (Pars 1 q. 2 a. 4 s. c. 3). “…the words of a teacher ought
- Conference Session
- Global and Intercultural Competency
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Maria Claudia Alves , Texas A&M University
- Tagged Topics
- Diversity
- Tagged Divisions
- International
].One of the conclusions from Deardorff (2006)’s study is that intercultural scholars and highereducation administrators did not define intercultural competence in relation to specificcomponents. Instead, both groups preferred definitions that were broader in nature [15].However, there was an 80% agreement on these skills. Using the items on which 80% or more ofboth the intercultural scholars and administrators agreed, Deardorff (2006) organized these itemsinto two visual ways of defining intercultural competence that could be used as a framework byadministrators and others in their work in developing and accessing intercultural competence[15]. Below I show one of them, which is in the shape of a pyramid
- Conference Session
- Identity Formation and Engineering Cultures
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Cindy Rottmann, University of Toronto; Dimpho Radebe, University of Toronto; Emily Moore P.Eng., University of Toronto; Andrea Chan, University of Toronto; Emily Macdonald-Roach, University of Toronto; Saskia van Beers, University of Toronto; Sasha-Ann Eleanor Nixon, University of Toronto
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society Division (LEES)
departments, suggests that engineering culture can shift if programs, schools, anddepartments actually enact the university’s espoused DEI values.Contrasting with the primarily descriptive approach taken by researchers cited above, Bates and hercolleagues invoke Schein’s model of culture in a more agentic manner. Their paper documents thedevelopment of two new project-based engineering programs seeking accreditation.18 Their intention to“build a more inclusive culture for tomorrow’s engineers” differs from Godfrey and Parker’s use ofculture as a vehicle for ethnographic insight about an existing institutional context.18 Bates et al.’s callfor change urges us to view engineering culture as malleable. Along the same vein, Tonso,19 Riley,20Kim et al,21
- Conference Session
- Track 6: Technical Session 6: Stewardship of the Stories: Learning from Black Engineering Students' Lived Experiences
- Collection
- 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
- Authors
- Tanya D Ennis, University of Colorado Boulder; Donna Auguste Ph.D., Auguste Research Group, LLC; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University
- Tagged Topics
- CoNECD Paper Sessions, Diversity
. González, et al noted that they attempted to “represent households in a way that isrespectful to issues of voice, representation, and authenticity” [4, p. X]. We followed that lead inreceiving and studiously responding to the nuances of markers that participants in our researchstudy shared with us, as they assessed our trustworthiness. With our focus on stewardship, werespectfully received the stories they chose to share with us, recognizing that they contributedvaluable knowledge with each story they shared.Use of markers in qualitative analysisRobert S. Weiss defined a marker, in the context of qualitative interview studies, as “a passingreference made by a respondent to an important event or feeling state.” [2] In an example, hestated that
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Danielle Vegas Lewis, SUNY Fredonia
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
- Conference Session
- Multidisciplinary Engineering Division (MULTI) Technical Session 6
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Karl D. Schubert, University of Arkansas; Lee Shoultz; Shantel Romer, University of Arkansas
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering Division (MULTI)
Continuous ImprovementContinuous improvement should be a part of every program and course and having the benefit ofdesigning the program with a clean sheet gave us the opportunity to integrate continuousimprovement from the start, beginning with our courses. To assist, we created a slide format tosummarize what we learned and that we also use to discuss our new insights with our DataScience Advisory Council. For example, Figure 1, below, is an example for the course forstudents not ready for Calculus I. Our faculty completes them every year for their course, andwe use the feedback to improve the course and the student experience. DASC 1011 – Success in Data Science Studies Instructor(s): Ms. Lee Shoultz, Dr. Karl Schubert What
- Conference Session
- Systems Engineering Division (SYS) Technical Session 1
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Amy Thompson, University of Connecticut; Matthew D. Stuber, University of Connecticut; Song Han, University of Connecticut; Abhishek Dutta, University of Connecticut; Hongyi Xu, University of Connecticut; Shengli Zhou, University of Connecticut; Qian Yang, University of Connecticut; Fei Miao, University of Connecticut; George M. Bollas, University of Connecticut
- Tagged Topics
- Diversity
- Tagged Divisions
- Systems Engineering Division (SYS)
- Conference Session
- Development Around Diversity
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Daniel Erian Armanios; Sarah Jane Christian P.E., Carnegie Mellon University; Andrea Francioni Rooney, Carnegie Mellon University; Millard L. McElwee, Exponent; Joe Dallas Moore, Carnegie Mellon University; Destenie Nock, Carnegie Mellon University; Constantine Samaras, Carnegie Mellon University; Gerald J. Wang, Carnegie Mellon University
- Tagged Topics
- Diversity
- Tagged Divisions
- Civil Engineering
- Conference Session
- Innovative and Impactful Engineering Leadership Pedagogy
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jena Shafai Asgarpoor, University of Nebraska, Lincoln; Meg Handley, Pennsylvania State University; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; John Brooks Slaughter P.E., University of Southern California; Meagan C. Pollock, Engineer Inclusion; Homero Murzi, Virginia Polytechnic Institute and State University; Monica Farmer Cox, Ohio State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Leadership Development
- Conference Session
- Liberal Education/Engineering & Society Division Technical Session 6
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Mitch Cieminski, Rensselaer Polytechnic Institute
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
- Conference Session
- Research on Design Learning
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Cynthia J. Atman, University of Washington; Janet McDonnell, Central Saint Martins, University of the Arts London; Ryan C. Campbell, University of Washington; Jim L Borgford-Parnell, University of Washington; Jennifer A Turns, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
- Conference Session
- ECCD International Outreach
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Mary Slowinski, M.Ed., CREATE NSF-ATE Center; Kathleen Alfano, College of the Canyons
- Tagged Topics
- Diversity
- Tagged Divisions
- Energy Conversion and Conservation
their practice as an educator or renewable energy expert. Thesequestions guided the participants’ informal research while traveling and resulted in short reportsafter travel.Site visit reports: Participants completed reports for each site visited. These forms consisted offive questions prompts and resulted in formative, reflective reports that captured theirexperiences at each visit and also acted as informal journals that they could use in the future toidentify trends, concepts and/or innovations that they found notable. The reports also served as arecord for their continued investigation into their individual inquiry question(s).Sector Reports: Upon return, participants were paired up on teams based on their specific area ofrenewable energy
- Conference Session
- Pedagogies of Making and Design
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Geetanjali R. Date, Tata Institute of Fundamental Research; Sanjay Chandrasekharan, Tata Institute of Fundamental Research
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
- Conference Session
- Women in Engineering Division Technical Session - Retention Programs for Diverse Students
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Jennifer L. Groh, Purdue University, West Lafayette
- Tagged Topics
- ASEE Diversity Committee, Diversity
- Tagged Divisions
- Minorities in Engineering, Women in Engineering
- Conference Session
- Program-Level Assessments for Multidisciplinary Areas
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Mary Katherine Watson, The Citadel; Elise Barrella P.E., James Madison University
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
Scoring Records within Rubric(s) Category Knowledge Assessments 13, 15, 22, 23 Short answer questions (n = 8) 4 50.0 10, 11, 20 Concept Maps (n = 3) 3 100 14 Essays/Reports (n = 2) 1 50.0 Skills Assessments
- Conference Session
- Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 3
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Shenghua Wu, University of South Alabama; Basant Bhatt, University of South Alabama
- Tagged Topics
- Diversity
- Tagged Divisions
- Civil Engineering Division (CIVIL)
- Conference Session
- Women in Engineering Division (WIED) Technical Session 8
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering Division (WIED)
surveyinstruments. Through analysis, patterns and themes emerged that the researchers positionedwithin the theoretical concepts of sense of belonging and academic self-concept. Given the smallnumber of women in the computing programs and the number of those students who participatedin the initiatives, the number of potential respondents was low. Future work includes addingqualitative analysis to the research considering the small number of participants in the study.Additionally, this study did not look to identify the impact of each initiative individually, andthereby can be a limitation. However, this study investigated the initiatives in aggregate. Theresults of this study support [12]’s assertion for the need of multi-pronged institutionalapproaches to
- Conference Session
- Women in Engineering Division (WIED) Technical Session 1
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Saiyn Kurmankulov, Nazarbayev University, Kazakhstan; Dinara Dikhanbayeva; Asma Perveen; Mariza Tsakalerou, Nazarbayev University, Kazakhstan
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering Division (WIED)
/docs/WEF_GGGR_2022.pdf[6] OECD, “Programme for International Student Assessment (PISA) Results from PISA 2018, Kazakhstan country note,” 2019. [Online]. Available: https://www.oecd.org/pisa/publications/PISA2018_CN_KAZ.pdf[7] Eurostat, “Graduates by education level, programme orientation, sex and field of education,” European Comission, 2022. https://ec.europa.eu/eurostat/web/products- datasets/product?code=educ_uoe_grad02[8] C. L. Hoyt and S. E. Murphy, “Managing to clear the air: Stereotype threat, women, and leadership,” The leadership quarterly, vol. 27, no. 3, pp. 387–399, 2016.[9] M. Cadinu, A. Maass, A. Rosabianca, and J. Kiesner, “Why do women underperform under stereotype threat? Evidence for the role of
- Conference Session
- Diversity Trainings, Inclusive Learning, and Distance Learning
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Sujit Varadhan, University of Illinois, Urbana-Champaign; Xiuhao Ding, University of Illinois, Urbana-Champaign; Delu Louis Zhao; Ananya Agarwal, University of Illinois, Urbana-Champaign; David Dalpiaz, University of Illinois, Urbana-Champaign; Chrysafis Vogiatzis, University of Illinois, Urbana-Champaign; Yun Huang; Lawrence Angrave, University of Illinois, Urbana-Champaign; Hongye Liu, University of Illinois, Urbana-Champaign
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering Division(MIND)
instructors’ experiences and perspectives on implementing UDLframework tools in the classroom. Questions are broken down into the two categories of teachingprofile and opinions on UDL features.Teaching profiles were constructed from the following question topics: primary subject area,primary format of course(s), level of students taught, average course enrollment sizes, andexperience in developing digital learning material.Similar to the student survey, instructors’ opinions on UDL features were collected throughLikert-type scale questions. For each UDL feature, instructors rated their experience (novice toexpert) on the feature and the usefulness of the feature for their students. However, unlike thestudent survey, instructors were additionally
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Sunni Haag Newton, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology ; Meltem Alemdar, Georgia Institute of Technology; Joycelyn Wilson, Georgia Institute of Technology; Sabrina Grossman, Georgia Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
Mechanical Engineering and the Center for Education Integrating Mathematics, Science, and Computing (CEISMC). She is involved with engineering education innoDr. Meltem Alemdar, Georgia Institute of Technology Dr. Meltem Alemdar is s Associate Director and Principal Research Scientist at Georgia Institute of Technologyˆa C™s Center for Education Integrating Science, Mathematics and Computing (CEISMC). Her research focuses on improving K-12 STEM education throughJoycelyn Wilson, Georgia Institute of Technology Joycelyn Wilson is an educational anthropologist and assistant professor of Black media studies in the School of Literature, Media, and Communication (LMC) at Georgia Tech. Her current area of inquiry focuses on hip
- Conference Session
- Equity and Ethics in Engineering-II
- Collection
- 2022 ASEE Zone IV Conference
- Authors
- James Gordon Walker, Seattle Pacific University, College of Arts and Sciences, Engineering Department; Gina Howe P.E., Seattle Pacific University; Melani Plett, Seattle Pacific University
- Tagged Topics
- Conference Submission, Diversity
. Steinlicht and B.G. Garry, “Capstone project challenges: How industry sponsored projects offer new learning experiences,” in Proceedings of the ASEE Annual Conference and Exposition, June 15-18, 2014, Indianapolis, IN.[4] B. Allison, S. Ludwick, and W. Birmingham, “A mechatronics capstone project with an interdisciplinary team and an industrial partner,” in Proceedings of the ASEE Annual Conference and Exposition, San Antonio, TX, June 10-13, 2012.[5] P.K. Sheridan, G. Evans, and D. Reeve, “A proposed framework for teaching team-effectiveness in
- Conference Session
- Session 5 - Track 2: Community College Computing Programs' Unique Contexts for Promoting Gender Equity
- Collection
- 2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)
- Authors
- Erin Carll, University of Washington; Elizabeth Litzler, University of Washington; Gretchen Achenbach, University of Virginia; Nancy Binowski, County College of Morris; Catherine E. Brawner, Research Triangle Educational Consultants; Jamie Lee Huber Ward, WEPAN, Inc.; Sherri L Sanders; Melissa C Stange, Laurel Ridge Community College; Zhen Wu
- Tagged Topics
- CoNECD Paper Sessions, Diversity
- Collection
- 2022 ASEE Illinois-Indiana Section Conference
- Authors
- Marcelo Caplan, Columbia College
- Tagged Topics
- Diversity
any comments – only the information of the instruments – the operator activatesthe independent variable and collects the information of the dependent variable(s). in the spirit tomake the process INTERACTIVE, the video is, in reality, a Video Quiz. The Video Quizincludes questions during the implementation of the experiment to ensure students' knowledgeand understanding of what they are doing.Given that the implementation of the experiment is remote, all the questions are multiple-choicequestions. Any time a question is presented, the video stops, and the students need to answer. Ifthe answer provided is the correct answer, the video continues. If the answer is wrong, thestudents need to rewind the video, observe the phenomenon again, and
- Conference Session
- Technical Session 2 - Paper 2: Lessons Learned from Conducting a Diversity-Focused Faculty Cluster Hire at a Predominantly White Institution
- Collection
- 2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)
- Authors
- Robyn Sandekian, University of Colorado Boulder; Dana Francesca Stamo, University of Colorado Boulder; Clayton Lewis, University of Colorado Boulder
- Tagged Topics
- CoNECD Paper Sessions, Diversity
- Conference Session
- First-year Programs: Focus on Student Success 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Abigail T. Stephan, Clemson University; Jon Harcum, Clemson University; Laurel Whisler, Bristol Community College; Elizabeth Anne Stephan, Clemson University
- Tagged Topics
- Diversity
- Tagged Divisions
- First-Year Programs
qualitative data using various coding methods. Two research team members readthe reflections and compared results. One researcher read reflections sequentially by student bycategory and identified salient patterns across participants. For example, Reflection 1 fromStudent 1 in the top 10% increase category was read first, followed by Student 1’s Reflections 2and 3. Then, Reflection 1 from Student 2 in the top 10% increase category was read, and so on.A second researcher read each reflection to determine similarities and differences incharacteristics and analyze patterns across reflections. This research team member readreflections as they were written chronologically within each category. All Reflection 1 samplesin the 10% increase category were read
- Conference Session
- Educational and Professional Issues of Strategic Importance to the Civil Engineering Profession and ASCE
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Camilla M. Saviz P.E., University of the Pacific; Audra N. Morse, Michigan Technological University; Brock E. Barry P.E., United States Military Academy; Nathan M. Kathir P.E., George Mason University; Norb Delatte P.E., Oklahoma State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Civil Engineering
hasdecided to conduct all 2021-2022 reviews virtually and it expects to review over 1080 programsacross all four commissions during the accreditation cycle. Over 730 of these programs will beevaluated by EAC.The objectives of this study were to: • gather input on best practices and opportunities for improvement in all elements of the virtual review, including pre-visit preparation, virtual “on-site” operations, team dynamics, communication and training, and • provide recommendations for future virtual reviewsResults of surveys, author(s)’ observations, and recommendations to improve future reviews -whether in-person or virtual - are presented in this paper. Lessons learned address suggestionsfor improvement for future virtual reviews
- Conference Session
- Governance, Diplomacy, and International Comparisons in Engineering Education
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Yi Cao, Virginia Polytechnic Institute and State University; Xiaoye Ma, Tsinghua University; Jennifer M. Case, Virginia Polytechnic Institute and State University; Brent K. Jesiek, Purdue University at West Lafayette ; David B. Knight, Virginia Polytechnic Institute and State University; William C. Oakes, Purdue University at West Lafayette; Marie C. Paretti, Virginia Polytechnic Institute and State University; Xiaofeng Tang, Tsinghua University; Zheping Xie, Tsinghua University; Haiyan Zhao
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
- Conference Session
- Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Daiki Hiramori, University of Washington; Emily Knaphus-Soran, University of Washington; Elizabeth Litzler, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
/indicator_reg.asp (accessed Mar. 07, 2021).[8] C. Riegle-Crumb, B. King, and Y. Irizarry, “Does STEM Stand Out? Examining Racial/Ethnic Gaps in Persistence Across Postsecondary Fields,” Educational Researcher, vol. 48, no. 3, pp. 133–144, Apr. 2019, doi: 10.3102/0013189X19831006.[9] J. Rothwell, “The Hidden STEM Economy,” Brookings, Jun. 10, 2013. https://www.brookings.edu/research/the-hidden-stem-economy/ (accessed Mar. 07, 2021).[10] S. M. Pennell, “Queer cultural capital: implications for education,” Race Ethnicity and Education, vol. 19, no. 2, pp. 324–338, Mar. 2016, doi: 10.1080/13613324.2015.1013462.[11] R. Straubhaar, “Student Use of Aspirational and Linguistic Social Capital in an Urban Immigrant-Centered English Immersion
- Conference Session
- Moral Development and Ethics Assessment in Engineering
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Angela R. Bielefeldt, University of Colorado Boulder; Jake Walker Lewis, University of Colorado Boulder; Madeline Polmear, University of Florida; Daniel Knight, University of Colorado Boulder; Chris Swan, Tufts University
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Ethics
impact your ethical knowledge, reasoning, or behavior?” Alumni rated sixengineering related activities, three non-engineering related, and could add other(s). Theresponse options provided were: did not participate, involved but no impact (0), small impact (1),moderate impact (2), large impact (3). Near the end of the survey, individuals were askedwhether they might be willing to participate in an interview about how their ethics instruction asa student impacted them after graduation. The survey concluded with demographic questions:year they had taken the targeted course, year they had earned their Bachelor’s degree, open-ended line to fill in the major of their Bachelor’s degree, whether or not they had earned graduatedegrees, types of
- Conference Session
- CoNECD Session : Day 4 Slot 1 Technical Session 3
- Collection
- 2021 CoNECD
- Authors
- Danyelle Tauryce Ireland, University of Maryland, Baltimore County; Cindy Greenwood, University of Maryland, Baltimore County ; Erica L D'Eramo, University of Maryland, Baltimore County; Katherine Bell O'Keefe
- Tagged Topics
- CoNECD Paper Submissions, Diversity
ensure qualityCommittee Size: Depending on the program, the committee consists of anywherefrom 6 students to 20 students. These numbers do not include additional volunteersthat may be recruited closer to the actual event.Recruitment/Membership: For BEST of CWIT and Cyber 101 Program, thecommittees are led by a staff member, as well as the Student Lead(s) for thatparticular program. Student Lead(s) apply for their positions each spring for thefollowing academic year. Bits & Bytes is led by a staff member. Recruitment for theplanning committees is done through email to current scholars and affiliates, andstudents apply by completing a Google Form. Student Lead(s) and staff select theplanning committees. The students on the planning committees