Collection

2000 Annual Conference

Authors

Robert K. Christianson; Jeffrey F. McCauley; Denny Davis; Michael S. Trevisan; Kenneth L. Gentili

assessed. Learning outcomes related to theengineering design process, teamwork, and design communication are established over a rangeof performance levels. Tables of performance descriptions define engineering designperformance along a continuum of proficiencies from the beginner to the practicing professional.Along this continuum, learning outcomes are proposed for graduating engineers and forengineering students mid-way through their programs of study. Assessment instruments andscoring scales are developed around these learning outcomes. These scoring definitions andassessments provide bases for benchmarking student performance, for developing and scoringassessments of design and for communicating graduates’ capabilities to employers and

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Kevin O'Connor, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

: Specialization vs. Standardization in the Factory Model of Engineering EducationAbstractThis research paper employs data from the study of a novel next-tier broadening participationaccess program to illustrate the challenge of maintaining awareness and understanding of ourstudents as individuals within institutional systems of assessment and record-keeping that treatall students as the same in the interests of standardization. These standardized practices areintended to aid in the production of high numbers of engineering graduates—not unlike a factorythat takes in raw materials in the form of students and outputs finished goods in the shape ofengineering graduates. This factory model of engineering education, like any high

Conference Session

Engineering Collaboration: Faculty and Student Involvement in K-12 Programs

Collection

2009 Annual Conference & Exposition

Authors

Elizabeth Eschenbach, Humboldt State University; Mary Virnoche, Humboldt State University; Lonny Grafman, Humboldt State University; Forrest Stamper, Hoopa Valley High School; Laura Atkins, Humboldt State University; Rebecca Raymond, Humboldt State University; Katie Mills, Humboldt State University

Tagged Divisions

K-12 & Pre-College Engineering

promote distribution of resources to the underprivileged portions of the community as well as increasing awareness of inequality through teaching.Katie Mills, Humboldt State University Katie Mills is currently on the staff at Humboldt State University, working with Academic Programs and Undergraduate Studies. Katie is a graduate of Humboldt State University, having completed a BS in Interdisciplinary Physics and Chemistry and a BA in Sociology. Her academic interests include the retention of underrepresented students in science and engineering. Page 14.705.2© American Society for Engineering

Conference Session

ERM Technical Session: Developing Engineering Competencies I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Renee M Clark, University of Pittsburgh; Samuel J Dickerson, University of Pittsburgh; Andreea Toader, University of Pittsburgh

Tagged Divisions

Educational Research and Methods Division (ERM)

industrystakeholders. Both quantitative and qualitative responses were collected from the panelistsduring three rounds of the Delphi study and used to develop a visual framework for the processof engineering judgment. The framework was also translated to a written definition.The preliminary framework is being pilot tested in the spring 2025 semester in design and dataanalysis courses. Specifically, the framework is being used to develop educational materials fordirect instruction on engineering judgment as well as tools to assess the presence and nature ofengineering judgment in the students’ work products and perspectives. The framework andexpanded definition will be re-circulated to the Delphi panel following the pilot testing. Thiswill be done to establish

Conference Session

First-Year Programs Division (FPD) Technical Session 10: Learning to Learn - Metacognition and Self-Regulated Strategies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York; Umar Bin Asad, University at Buffalo, The State University of New York; Jasmine Epps, University at Buffalo, The State University of New York; Jennifer L Zirnheld, University at Buffalo, The State University of New York; Kevin M Burke

Tagged Divisions

First-Year Programs Division (FPD)

of wellness practices. The pilot study of the intervention showed promising results asthe students reported its effectiveness. It is important to note that these interventions are mostefficient when tailored to the unique needs and challenges of first-year students. Our study aims to bridge critical gaps in the existing literature by exploring theinterconnected roles of metacognition, time management, and wellbeing in first-year engineeringstudents. The study also focuses on the evolving characteristics and unique challenges ofGeneration Z students, particularly within the context of first-year engineering education.Building on the work of [17], [21], [25], we propose targeted interventions, aimed at fostering asense of agency among

Conference Session

Multidisciplinary Capstone Design

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael P. Frank, FAMU-FSU College of Engineering; Kamal E. Amin, Florida A&M University/Florida State University; Okenwa I. Okoli, Florida A&M University/Florida State University; Sungmoon Jung Ph.D., FAMU-FSU College of Engineering; Robert A. Van Engelen, Florida State University; Chiang Shih, Florida A&M University/Florida State University

Tagged Divisions

Multidisciplinary Engineering

. First of all, starting in the 2006-2007 academic year, the ECE department adopted a newtwo-semester, six-hour capstone design sequence for both its electrical engineering and computerengineering Bachelors’ programs. This new structure for the ECE senior design sequence made itpossible for all projects involving ECE students to be coordinated by a single faculty coordinatorwho was could ensure that all design projects included realistic design constraints and sufficientdepth for a capstone design experience, and that when possible, the design projects could also bemade multidisciplinary in nature. After a few pilot projects, a sustainable, collaborative modelbegan to take shape. Further improving the opportunities for interdepartmental

Conference Session

Faculty Development: Round Table Discussions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pheather R Harris, University of California, Irvine; Tayloria N.G. Adams, University of California, Irvine; Star Lee, University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

interested in investigating the effectiveness of teaching professional development programs for STEM graduate students and faculty, and receives support from the National Science Foundation. ©American Society for Engineering Education, 2025WIP Engaging Every Student: Understanding Faculty Perceptions of Access,Diversity, Equity, and Inclusion in a 2 Year Professional Development SeriesAbstractThis work in progress (WIP) describes a grant funded by the National Science Foundation toexamine how a 2-year access, diversity, equity, and inclusion professional development seriesimpacts inclusive pedagogical practices by faculty, both tenured and non-tenured, at a HispanicServing Institution, and at a community

Conference Session

Women in Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christine Delahanty, Bucks County Community College ; Jason Silverman, Drexel University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

better understanding of therelationship between CSE, beliefs about creativity, and the lived experiences of undergraduatewomen engineering majors will lead to strategies for educational reform that will benefit allstudents, increase pathways for female students into the engineering major, and contribute to thesuccess of women engineering. Methodology and Instrument A sequential explanatory mixed methods design was used for this study [30]. This two-phase methodology was best suited to this research because synthesis of the quantitative surveywith the themes discovered from the qualitative data analysis lead to answers to the researchquestions. In this sequential explanatory design, the quantitative survey

Conference Session

Sustainability in Civil Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marisa Swift, Purdue University, West Lafayette; Allison Godwin, Purdue University-Main Campus, West Lafayette; Tripp Shealy, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning, to understand engineering students’ identity devel- opment. She is the recipient of a 2014 American Society for Engineering Education (ASEE) Educational Research and Methods Division Apprentice Faculty Grant. She has also been recognized for the synergy of

Conference Session

Pre-College Engineering Education Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Morgan M. Hynes, Purdue University at West Lafayette (COE); Kayla R. Maxey, Purdue University at West Lafayette (COE); Rong Su, University of Iowa

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

onintroducing students to engineering, the focus of such interventions and studies has shifted toconstructs that researchers believe will be better predictors of students choosing to pursueengineering as a college major and/or career (Hynes et al., 2017). Those include identity,perceptions of engineering, attitudes and beliefs toward engineering, self-efficacy in engineering,and interest in engineering. One factor that has been consistently cited among those conductingresearch and evaluation of such programs is students’ perceptions, attitudes, and beliefs towardengineering (Hynes et al., 2017). There have been mixed results with respect to the extent towhich in-school and out-of-school engineering programs are able to increase students’perceptions

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 2

Collection

2021 CoNECD

Authors

Bruk T. Berhane, University of Maryland College Park; Medha Dalal, Arizona State University; Stacy S. Klein-Gardner, Vanderbilt University; Adam R. Carberry, Arizona State University; Kenneth Reid, University of Indianapolis; Cheryl Beauchamp, Regent University; Mary Lord, Towson University; Darryll J. Pines, University of Maryland College Park

Tagged Topics

CoNECD Paper Submissions, Diversity

to empirically understand how engineering students and educators learn. He is currently the chair of the Research in Engineering Education Network (REEN) and an associate ed- itor for the Journal of Engineering Education (JEE). Prior to joining ASU he was a graduate student research assistant at the Tufts’ Center for Engineering Education and Outreach.Dr. Kenneth Reid, University of Indianapolis Kenneth Reid is the Associate Dean and Director of the R.B. Annis School of Engineering at the Uni- versity of Indianapolis and an affiliate Associate Professor in Engineering Education at Virginia Tech. American c Society for Engineering Education, 2021

Conference Session

Liberal Education Division Technical Session Session 12

Collection

2019 ASEE Annual Conference & Exposition

Authors

Megan Keogh, University of Colorado, Boulder; Malinda S. Zarske, University of Colorado, Boulder; Janet Y. Tsai, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

how team dynamics affect undergraduate women’s confidence levels in engineering.Dr. Malinda S. Zarske, University of Colorado, Boulder Malinda Zarske is a faculty member with the Engineering Plus program at the University of Colorado Boulder. She teaches undergraduate product design and core courses through Engineering Plus as well as STEM education courses for pre-service teachers through the CU Teach Engineering program. Her primary research interests include the impacts of project-based service-learning on student identity - es- pecially women and nontraditional demographic groups in engineering - as well as pathways and retention to and through K-12 and undergraduate engineering, teacher education, and

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Chell A. Roberts, University of San Diego; Rick Olson, University of San Diego; Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Ming Z. Huang, University of San Diego; Leonard A. Perry, University of San Diego

Tagged Divisions

Educational Research and Methods

effectiveness of our implementation. 2. Creation of a RED Advisory Board. We have spent several sessions with members of the community and industry to socialize the RED grant and to develop engagement activities for the grant. Both groups were enthusiastic about the RED goals and are represented on the RED advisory board. The board has identified the professional skills that they believed were most frequently missing from our engineering graduates. They then developed a pilot program called “Industry Scholars” that will develop and deliver workshops for first and second year students and engineering faculty members. The program will also provide internships to some of the first and second year students. In the

Conference Session

Women in Engineering Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kathrine Ehrlich-Scheffer, Rochester Institute of Technology (COE)

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Paper ID #33951Understanding Gen Z’s Declining Engagement with WE@RIT, a Woman inEngineering ProgramMs. Kathrine Ehrlich-Scheffer, Rochester Institute of Technology (COE) Kathy has served as Director of Women in Engineering at RIT (WE@RIT) since 2015, and brings a rich array of life experiences to the position. After graduating with a bachelor’s degree in Public Affairs from a women’s college where she learned first-hand the value of a female-centric support network, Kathy made her way to Silicon Valley. There she studied CMOS Mask Layout Design which eventually led her to a position in IT for a semiconductor IP start-up

Conference Session

First-year Programs Division Technical Session 10: Paying Attention to Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

William John Palm IV P.E., Roger Williams University; Charles R Thomas, Roger Williams University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

-engineering fields. Research on Engineering LLCshas focused primarily on student engagement. Two studies to examine performance and retentionfound that LLCs had little effect on first-semester grades but increased first-year retention inengineering by 2 to 12%. Unfortunately, one of these studies did not control for differences inincoming student characteristics, and another used a comparison group that differed little fromthe LLC group, possibly causing them to understate the LLC’s true effects. To improve ourunderstanding, this paper examines performance and retention in the inaugural EngineeringLLCs at a small, private non-profit, regional university in the northeastern United States.Results indicate that 82% of the Engineering LLC participants

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stacey Forsyth, University of Colorado Boulder; Tim Ogino, University of Colorado Boulder; Jessica Sickler, J. Sickler Consulting; Angelina Ong

Tagged Topics

Diversity, NSF Grantees Poster Session

iteration.ResultsOf the 184 teens who participated in a BBB internship program, 152 assented to participate inthe research study. Across sites, quantitative and qualitative data suggest that the internship’shuman-centered approach is effective in attracting diverse participants and broadening theirperceptions of engineers in ways that align more closely with their own self-identities. As internscollaborate to design and fabricate an accessible product for a real-world client, they developtechnical and workplace skills and deepen their understanding of issues related to disabilities.• Motivations to Participate: The project’s focus on helping others was a strong motivator toparticipate. 59% of interns cited helping others and/or their community as a primary

Conference Session

Engineering Libraries Division Technical Session 1: Diversity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shalini Ramachandran, Boise State University; Steven Matthew Cutchin, Boise State University; Sheree Fu, California State University, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries

responses from a range of computer science students from first year tograduate students. It should be mentioned that our study is not intended to be a completeformal quantitative investigation. Validation of the results with larger studies may berequired.The total number of raw data responses from all three institutions was 815. After cleaning theraw data to remove responses without signed consent, the total number of responses was 782.The full set of questions that were asked is included in Appendix A.Opinions of the respondents regarding the questions on search engine results and algorithm biaswere recorded in the form of a 7-point Likert scale ranging from “Strongly disagree” to“Strongly agree”. A sampling issue with the respondents was that

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jumoke Oluwakemi Ladeji-Osias, Morgan State University; Cindy S. Ziker, SRI International; Clay Gloster Jr., North Carolina A&T University ; Kamal S. Ali, Jackson State University; Derrick Cornell Gilmore, Kentucky State University

Tagged Topics

Diversity, NSF Grantees Poster Session

. p116-139, 2011.[24] M. Froschl, B. Sprung, C. Fancsali, and M. Groome, “Furthering Girls’ Math Identity Report on Convening and Follow-up Activities.”[25] M. Syed, B. K. Goza, M. M. Chemers, and E. L. Zurbriggen, “Individual Differences in Preferences for Matched-Ethnic Mentors Among High-Achieving Ethnically Diverse Adolescents in STEM,” Child Dev., vol. 83, no. 3, pp. 896–910, May 2012.[26] S. Zirkel, “Is There A Place for Me? Role Models and Academic Identity among White Students and Students of Color,” Teach. Coll. Rec., vol. 104, no. 2, pp. 357–376, 2002.[27] B. M. Capobianco, B. F. French, and H. A. Diefes-Du, “Engineering Identity Development Among Pre-Adolescent Learners,” J. Eng. Educ., vol. 101

Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dustyn Roberts P.E., Temple University; Joshua A. Enszer, University of Delaware; Allen A. Jayne P.E., University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware; Amy Trauth, University of Delaware; Andrew Novocin, University of Delaware; James Atlas, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

from a UK professor ii) ENGAGE: Everyday Examples in Engineering​ - NSF funded resourceMotivation is necessary but not sufficient for ​engagement ​[3]. Engagement, or a student’sactive involvement in a task or activity, is important because (among other things) it is linked toretention and graduation rates [4]. Luckily for us, of the 11 engagement indicators used by theNSSE study [4], many of them can be addressed but supporting the 3 antecedents of motivationabove. Others, including effective teaching practices (e.g. clearly explaining ​learning objectives​,using examples to explain difficult points) are addressed in other guides in this series.Cited References[1] R. M. Ryan and E. L. Deci, “Intrinsic and Extrinsic

Conference Session

K-12 & Pre-College Engineering Division: Fundemental and Evaluation: Embedded Programs in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, University of California, San Diego; Heidi A. Tremayne, Earthquake Engineering Research Institute; Thalia Anagnos, San Jose State University; James Mallard, UC San Diego

Tagged Divisions

Pre-College Engineering Education Division

Education Grassroots Approach Abstract The earthquake engineering community has recognized that in seismically active regions throughout the United States, hundreds of thousands of students and staff unknowingly study and work in structurally vulnerable school and university buildings. The School Earthquake Safety Initiative (SESI), spearheaded by the Earthquake Engineering Research Institute (EERI), is a collaborative network of diverse, expert, and impassioned professionals who are committed to creating and sharing knowledge and tools that enable broadminded, informed decision making around school earthquake safety. The Classroom Education and Outreach

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

James Larson, Arizona State University; Wendy M. Barnard, Arizona State University; Adam R. Carberry, Arizona State University; Darshan Karwat, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

—orbelieves, as we do—that all of the EOP competencies are important for students toexperience by the time they graduate, it behooves us to think about how to deliver thesecompetencies across a curriculum.The engineering curriculum in which this study occurred is designed to provide at least onePjBL class each semester. We envision a delivery of different subsets of the EOP frameworkcompetencies across the project-spine to ensure meaningful engagement is achieved for allcompetencies. This approach allows for at least two synergistic pedagogical and researchopportunities: 1) emphasizing a different subset of EOP competencies in different PjBLcourses allows students to see the interdependencies between those competencies in moredepth; and 2) spreading

Conference Session

Design in Engineering Education Division: Student Empathy & Human-centered Design

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Yale University; Nathan Mentzer, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Scott R. Bartholomew, Purdue Polytechnic Institute; Greg J. Strimel, Purdue Polytechnic Institute

Tagged Divisions

Design in Engineering Education

Engineering Education at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering fos- ter or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning, to understand engineering stu- dents’ identity development. She has won several awards for her research

Conference Session

First-Year Programs Division Technical Session 2: Peer Mentoring/Learning, Teaching Assistants, and Career Mentorship

Collection

2022 ASEE Annual Conference & Exposition

Authors

Darcie Christensen, Minnesota State University, Mankato; Idalis Villanueva, University of Florida

peer mentoring relationships?Researcher PositionalityWithin this study, the first author was able to research a student population that she had been apart of for many years. She had completed undergraduate and graduate degrees at the institutionwithin the College of Engineering being studied. She brought personal experience to the study,both inside and outside of the classroom with both in-person and online courses, whichpositioned her as an insider since she was familiar with the organization and potential demandsin that realm [41]–[43]. She was mindful of her positionality throughout the study to providecritical and beneficial yet ethical research findings. The secondary author provided ampleexperience in the scholarship of mentoring and has

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Todd Freeborn, The University of Alabama; Memorie Gosa; Debra McCallum; Erika Steele, The University of Alabama

. © American Society for Engineering Education, 2022 Powered by www.slayte.com Student Satisfaction and Perceptions of Summer REU Experience in an Engineering/Communicative Disorders Focused Site at Program MidpointIntroductionParticipating in a research experience for undergraduates (REU) site provides opportunities forstudents to develop their research and technical skills, raise their awareness of graduate studies[1], and understand the social context of research [2]. In support of this mission, our REU site atThe University of Alabama (Sensors, Systems and Signal Processing Supporting SpeechPathology) is exploring research at the intersection of engineering and

Conference Session

Ethics Integration in Engineering Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica R. Edelson, Duke University; Micalyn Struble, Duke University; Reya Magan, Duke University; Ann Saterbak, Duke University

Tagged Divisions

Engineering Ethics

Paper ID #32977Integration of Ethics-Focused Modules into the Steps of the EngineeringDesign ProcessMs. Jessica R. Edelson, Duke University Jessica is senior Robertson Scholar at Duke University pursuing a double major in Political Science and Visual and Media Studies, with a certificate in Information Science.Micalyn Struble, Duke University Micalyn is a third-year student at Duke University, majoring in Public Policy and minoring in Computer Science. She views this project as a chance to ingrain ethical thinking into engineering, in the hopes that many ethical dilemmas of the past can be confidently handled in the

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeffrey Craig Powell, University of North Carolina, Charlotte; Johanna L. Okerlund; Richard Jue-Hsien Chi, University of North Carolina at Charlotte ; David Wilson

Tagged Divisions

Biomedical Engineering

Paper ID #23052Work in Progress: Exploring the STEM Education and Learning Impactsof Socially-relevant Making through the Challenge Problem of Making Pros-thetics for KidsMr. Jeffrey Craig Powell, UNC Charlotte Jeff Powell is a graduate student at UNC-Charlotte studying Biological Sciences. He is a graduate of UNC-Chapel Hill’s Biomedical Engineering program. As a student at UNC-CH, Jeff started The Helping Hand Project, a 501c3 non-profit and student volunteer group which supports children with upper limb differences. This includes using 3D-printers to create prosthetic devices for children. The non-profit includes chapters

Conference Session

Mechanical Engineering Technical Session: Potpourri

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Crepeau P.E., University of Idaho, Moscow; Barry Willis, University of Idaho, Moscow; Sean Quallen, University of Idaho, Moscow; Steven W. Beyerlein, University of Idaho; Dan Cordon, University of Idaho, Moscow; Terence Soule, University of Idaho; P.K. Northcutt II, University of Idaho; Terri A. Gaffney, University of Idaho; Jeffrey Kimberling, University of Idaho; Angela C. Shears, University of Idaho; Ann Miller, University of Idaho

Tagged Divisions

Mechanical Engineering

be given to different students, but the values used in the problem were changed.The video review modules were used to supplement face-to-face classroom time. The leadinstructor for the course organized the approximately 10 review sessions and determined whichknowledge area(s) would be covered that particular week. Students met once a week for twohours to go over the assigned knowledge area(s). Ideally, the faculty member who recorded thevideo segments came to the class that week and reviewed areas that students struggled with andanswered questions. This pairing of self-directed video study with face-to-face classroom timeallowed the student to fully review the knowledge area and have any concerns resolved.Although this project was geared

Conference Session

Recruiting and Retention

Collection

2006 Annual Conference & Exposition

Authors

Carol Richardson, Rochester Institute of Technology

Tagged Divisions

Engineering Technology

MET 2004 pilot freshman learning community had 21 students and the attrition ofthis learning community in the fall of 2005 was 14%. Twelve of these learningcommunity students returned to RIT in the fall of 2005 and 10 stayed in either MET andManufacturing Engineering Technology (MFET) programs which are identical programsin the freshman year. There were a total of 45 MET freshman students in the fall of2004 as they lost a total of 10 students for an attrition rate of 22.22%. One year attritionrates for MET freshman students were 17.02% for 47 students in 2003, 14.63% for 41students in 2002, 14.7% for 34 students in 2001, and 3.22% for 31 students in 2000.A study of this learning community found that two variables, grade point average

Conference Session

Engineering Communication I: History and Praxis

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kathryn A. Neeley, University of Virginia; Michael Alley, Pennsylvania State University

Tagged Divisions

Liberal Education/Engineering & Society

example, the effect of a global experience, and • papers about courses designed for non-engineering student groups.A few of the papers in our study were not returned by the title search described above, but cameto our attention in other ways, such as work on research projects other than this one. In our preliminary analysis of the papers, we focused on evidence in the categoriesarticulated by the various stakeholder groups we analyzed above: • an integrated view that does not separate communication from engineering work • understanding communication as both a distinctive field of expertise and an interdisciplinary enterprise • designing curricula, not just courses • recognizing various degrees and modes of

Conference Session

Milhouse's Moment: Engineering Inclusivity, Everything's Coming Up Milhouse!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica Nhu Tran, University of British Columbia; Jessica Wolf, University of British Columbia; Shouka Farrokh, University of British Columbia; Katherine Lyon, University of British Columbia; Robyn Newell, University of British Columbia; Jenna Felice Usprech, University of British Columbia; Karen C. Cheung, University of British Columbia; Agnes Germaine d'Entremont P.Eng., University of British Columbia

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

student interest and attitudes [17]. Interest in engineering has also been shown toincrease with outreach [18]. Additional work has shown that students participating in anengineering camp were more likely than control students to take STEM courses in high school[19].STEM identity describes the extent to which an individual sees themselves as a “science person”,“math person”, etc. [20]. STEM identity has also been linked to youth enrolling inpost-secondary STEM education [21]. Fit or belonging is also believed to be a factor in gendergaps in STEM enrolment, where explanations based on abilities, interest, and self-efficacy fallshort [22].While we list a number of possible constructs above, it is unclear which one(s) (such as STEMidentity and self