Conference Session

Construction Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ramyani Sengupta, Purdue University, West Lafayette; Anthony E. Sparkling, Purdue University, West Lafayette

Tagged Divisions

Construction Engineering

with the help of Oculus Rift headsets in a controlled environment. This research propelsthe learner into an immersive environment to learn about building systems through VR instead ofusing two-dimensional construction drawings. The subjects’ understanding of the materials isgauged using an online pre- post quiz. With a design-based research approach, we assess theimpact of VR tools on construction student knowledge, how students respond to this hybrid modelof instruction, and whether it holds any value compared to other traditional methods of instruction.Incorporating such educational tools and practices can increase the prevalence of more focusededucational knowledge transfer while protecting the students’ health by reducing personal

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University

Tagged Topics

NSF Grantees Poster Session

education improvement.Dr. Faye R. Jones, Florida State University Faye R. Jones is a Senior Research Associate at Florida State University’s College of Communication & Information. Her research interests include STEM student outcomes and the exploration of student pathways through institutional research. American c Society for Engineering Education, 2021 Assessing Educational Pathways for Manufacturing in Rural Communities: Research Findings and Implications from an Investigation of New and Existing Programs in Northwest FloridaAbstractIn northwest Florida, advanced manufacturing (AM) job outstrip the number of middle

Conference Session

Graduate Studies Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eduardo Santillan-Jimenez, University of Kentucky; Julia E. Parker, University of Kentucky ; Keren Mabisi, University of Cincinnati; Carissa B. Schutzman, University of Cincinnati; Mark Crocker, University of Kentucky

Tagged Divisions

Graduate Studies

currently serves as an evaluator for several NSF programs including a National Science Foundation Research Traineeship (NRT) program. Dr. Schutzman has a Ph.D. in Educational Policy and Evaluation in Higher Education from the University of Kentucky, a M.A. from Northern Kentucky University, and a B.A. from Centre College. Methodologically, she is trained in both qualitative and quantitative research and evaluation designs, data collection, analyses, and results dissemination. Dr. Schutzman has extensive experience in program development, implementation, and evaluation in K-12, community college, four-year university, and non-traditional education settings. American c

Conference Session

The Challenges that Two-year College Students Face when Transferring to a Four-year College for Engineering and Engineering Technology Program

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sophia Isabela Barber, Pasadena City College; Sophia Isabella Ibargüen, Pasadena City College; Chloe Sharp, Pasadena City College ; Aaron Reedy, DataClassroom; Tanya Faltens, Purdue University, Main Campus; Yu-Chung Chang-Hou, Pasadena City College; Jared Ashcroft, Pasadena City College

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

lack offunding, proper equipment, lab space, and dedicated research faculty [3-5]. In addition, research is not akey component of community college educational master plans. Rather, the ultimate goal of communitycolleges is to prepare students for transfer or employment through certified technical educationprograms [6-8].Undergraduate research has proven to be a high impact practice that helps students increase theiracademic performance, build confidence, and develop critical thinking skills and STEM identity [9-11].These traits are necessary to become a successful scientist, engineer, or educator in these fields— thus itis imperative that research experiences are provided in the early stages of STEM students’ educationaljourneys [12, 13

Conference Session

Pre-College Engineering Education Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Perkins Coppola, Purdue University Fort Wayne

Tagged Divisions

Pre-College Engineering Education

Paper ID #34586Learning Through Doing: Preservice Elementary Teacher Reflections on theEngineering Design Process (Fundamental)Dr. Matthew Perkins Coppola, Purdue University Fort Wayne Dr. Perkins Coppola is an Assistant Professor of Science Education in the School of Education at Purdue University Fort Wayne. His research agenda centers on elementary and secondary preservice teacher preparation. While a lecturer at Towson University in 2014, he was inspired to research engineering design pedagogy in elementary schools after attending a talk by Dr. Pamela Lottero-Perdue. He began his career as a high school physics teacher

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Briceland McLaughlin, Boise State University; Nick Hudyma, Boise State University; Robert Hamilton P.E., Boise State University; Bhaskar Chittoori P.E., Boise State University; Mojtaba Sadegh, Boise State University; Sondra M Miller P.E., Boise State University

Tagged Divisions

First-Year Programs

Paper ID #33743WIP: Halting Attrition in Civil Engineering Programs ThroughLower-Division Engagement Course ImplementationMs. Briceland McLaughlin, Boise State University Briceland McLaughlin is an academic advisor at Boise State University. She graduated with an M.Ed. from the University of Kansas in 2011 and has worked at higher education institutions across the country over the last decade in both student affairs and academic support roles. Briceland is interested in the intersectionality of student development theory and curriculum design.Dr. Nick Hudyma, Boise State University Nick is a professor and chair of Civil

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Knaphus-Soran, University of Washington; Daiki Hiramori, University of Washington; Elizabeth Litzler, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

arehoping that through the process of sharing our thoughts with the broader ASEE community, wecan further develop ideas regarding opportunities for anti-racist institutional transformation andincorporate them into ongoing research with students, program coordinators, and universityleadership across the five PNW LSAMP universities and four PNW LSAMP communitycolleges.Theoretical frameworkOur research is motivated by an assets-based Critical Race Theory (CRT) approach aimed atdeveloping a better understanding of the ways that knowledge and experience possessed bystudents from systemically marginalized groups both contribute to their educational success anddraw attention to opportunities for institutional transformation [5], [7], [8]. In this paper

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

with prospective freshmen and transfer engineering students. In 2018, he transitioned to the role of Assistant Research Professor in the Department of Bioengineering at the Clark School. His research interests transfer students who first enroll in community colleges, as well as developing broader and more nuanced engineering performance indicators.Dr. Medha Dalal, Arizona State University Medha Dalal is a postdoctoral scholar at Arizona State University. She received her B.S. in Electrical Engineering from Gujarat University, M.S. in Computer Science from New York University, and Ph. D. in Education from Arizona State University. Her research seeks to build capacity for engineering education stakeholders at the

Conference Session

Pre-College Engineering Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda M. Gunning, Mercy College; Meghan E. Marrero, Mercy College; Kristen V. Larson, Mercy College

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

sciences in New Jersey. She joins their dedicated research on STEM teacher development and leadership. Dr. Larson continues to pursue research interests in assessments and accountability in STEM teacher education, identity and agency in STEM teacher development, and community-centered STEM curriculum and programs. American c Society for Engineering Education, 2021 Studying In-service Teacher Professional Development on Purposeful Integration of Engineering into K-12 STEM Teaching (Research to Practice)AbstractIntegrated STEM approaches in K-12 science and math instruction can be more engaging andmeaningful for students and

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea Arce-Trigatti, Tennessee Technological University; Stephanie Jorgensen, Tennessee Technological University; Robby Sanders, Tennessee Technological University; Pedro E. Arce, Tennessee Technological University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

various disciplines through the recruitment of students from STEM and STEM-related majors across campus including: biology, chemistry, STEM education, chemical Creation of an engineering, behavioral education science, and environmental science. In terms of expansive faculty mentoring, students received training from faculty representing engineering, learning education, marketing, business, multicultural education and sociology. This community learning community met twice a month with faculty and twice a month with their graduate mentorship team. The aim of this type of interdisciplinary learning community helped students establish connections across campus through

Conference Session

Supporting Biomedical Engineering Students in Holistic Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dianne Grayce Hendricks, University of Washington; Yuliana Flores, Human Centered Design & Engineering, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

Engineering for Social Justice” has been developed over the past four yearsby one faculty member, two students who were undergraduate Bioengineering majors andhonors students at the time, and one graduate student who holds an undergraduate degreein engineering, a master’s degree in education, and is currently pursuing a PhD in human-centered design and engineering. We were motivated to create this course for severalreasons. As individuals, we are passionate about social justice. We are members ofunderrepresented groups in STEM, and thus we are committed to increasing engagementof underrepresented students in science and engineering.In addition, we hoped that the social justice theme would be appealing tounderrepresented students, who are more likely

Conference Session

TELPhE Division Technical Session 2: The Broadening Face of Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katherine Robert, University of Denver

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

myresearch design that explores the intersection of educational diversity efforts, the arts, and engineering history. Myunique framework requires some explanation to communicate across disciplinary understandings about howknowledge is generated [3], [4]. For example, in my methods section below, I describe my literature and imagesearch methods because my framework does not differentiate distinct phases of the research; rather, I acknowledgethe messiness of my approach by showing the process of producing new knowledge as an iterative act, from whichpreviously undetected perspectives can emerge. In arts-based research [52] and culturally responsive methodologies[5], transparency builds trustworthiness. Trustworthiness is a criterion for evaluating

Conference Session

Pre-College Engineering Education Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Anna Dare, Florida International University; Benny Mart Reblando Hiwatig, University of Minnesota - Twin Cities; Khomson Keratithamkul, University of Minnesota; Joshua Alexander Ellis, Florida International University; Gillian Roehrig, University of Minnesota - Twin Cities; Elizabeth A. Ring-Whalen, St. Catherine University; Mark Rouleau, Michigan Technological University ; Farah Faruqi, University of Minnesota Twin cities; Corbin Rice; Preethi Titu, Kennesaw State University; Feng Li, Florida International University; Jeanna R. Wieselmann, Southern Methodist University; Elizabeth A Crotty, University of Wisconsin - Eau Claire

Tagged Divisions

Pre-College Engineering Education

Professional Identity Development”, where she explored Secondary Science Teacher beliefs and practices through reflective practice. Her research interests have focused broadly on issues of understanding (i) how teachers’ beliefs impact their classroom practice, (ii) teachers’ conception of STEM and (iii) teachers’ attitudes toward culturally diverse students. Additionally, she is passionate about working to help prepare culturally responsive science and math educators.Dr. Feng Li, Florida International University Feng Li has a Ph.D. in Curriculum and Instruction with a specialization in STEM Education. His research interests include integrated STEM education in K-12 settings.Dr. Jeanna R. Wieselmann, Southern Methodist

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maral Kargarmoakhar, Florida International University; Stephanie Jill Lunn, Florida International University; Monique S. Ross, Florida International University; Zahra Hazari, Florida International University; Mark A. Weiss, Florida International University; Michael Georgiopoulos, University of Central Florida; Ken Christensen P.E., University of South Florida; Tiana Solis, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Student

Florida International University (FIU). Her research interests span the fields of Computing and Engineer- ing Education, Human Computer Interaction, Data Science, and Machine Learning. Previously, Stephanie received her B.S. and M.S. degrees in Neuroscience from the University of Miami, in addition to B.S. and M.S. degrees in Computer Science from FIU.Dr. Monique S. Ross, Florida International University Monique Ross, Assistant Professor in the School of Computing and Information Sciences and STEM Transformation Institute at Florida International University, designs research focused on broadening par- ticipation in computer science through the exploration of: 1) race, gender, and disciplinary identity; 2) discipline

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

for Engineering Education, 2021 Raising Algorithm Bias Awareness among Computer Science Students through Library and Computer Science InstructionAbstractWe are a computer science professor and two librarians who work closely with computer sciencestudents. In this paper, we outline the development of an introductory algorithm bias instructionsession. As part of our lesson development, we analyzed the results of a survey we conducted ofcomputer science students at three universities on their perceptions about search-engine andbig-data algorithms. We examined whether an information literacy component focused onalgorithmic bias was

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nadiye O. Erdil, University of New Haven; Ronald S. Harichandran, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Jean Nocito-Gobel, University of New Haven; Goli Nossoni, University of New Haven; Emese Hadnagy, University of New Haven; Joseph A. Levert, University of New Haven; Junhui Zhao, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

Paper ID #32835Faculty Development Aimed at Sustaining and EnhancingEntrepreneurial-minded LearningDr. Nadiye O. Erdil, University of New Haven Nadiye O. Erdil, an associate professor of industrial and systems engineering and engineering and opera- tions management at the University of New Haven. She has many years of experience in higher education and has held several academic positions including administrative appointments. She has experience in teaching at the undergraduate and the graduate level. In addition to her academic work, Dr. Erdil worked as an engineer in sheet metal manufacturing and pipe fabrication industry

Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Lynn Morris, University of Nevada - Las Vegas; Joseph Dygert, West Virginia University; Robin A.M. Hensel, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. 12[5] O. Pierrakos, T. K. Beam, J. Constantz, A. Johri, and R. Anderson, “On the Development of aProfessional Identity: Engineering Persisters Vs. Engineering Switchers.” ASEE/IEEE Frontiersin Education Conference, San Antonio, TX, 2009.[6] M.W. Ohland, S. D. Sheppard, G. Lichtenstein, O. Eris, D. Charchra, and R.A. Layton,“Persistence Engagement, and Migration in Engineering Programs,” Journal of EngineeringEducation, vol. 97, no. 3, pp. 259-278, 2008.[7] C. B. Zoltowski, P. M. Buzzanell, A. O. Brightman, D. Torres, and S. M. Eddington,“Understanding the Professional Formation of Engineers through the Lens of Design Thinking:Unpacking the Wicked Problem of Diversity and Inclusion,” ASEE Annual Conference andExposition, Columbus, OH, June

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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; Andrea J. Kunze, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity, NSF Grantees Poster Session

Illinois Foundry for Innovation in Engineering Education and in the Department of Bioengineering with the Revolutionizing Engineering Departments (RED) grant at the University of Illinois at Urbana-Champaign. Dr. Cross’ scholarship investigated stu- dent teams in engineering, faculty communities of practice, and the intersectionality of multiple identity dimensions. Her research interests include diversity and inclusion in STEM, intersectionality, teamwork and communication skills, assessment, and identity construction. Her teaching philosophy focuses on student centered approaches such as culturally relevant pedagogy. Dr. Cross’ complimentary professional activities promote inclusive excellence through collaboration.Ms

Conference Session

Capstone Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Valerie Vanessa Bracho Perez, Florida International University; Anilegna Nuñez Abreu, Florida International University; Ameen Anwar Khan, Florida International University; Luis Enrique Guardia, Florida International University; Indhira María Hasbún, Florida International University; Alexandra Coso Strong, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

engineering, as design requires a mixture of technical and professional skills.However, despite the similarities that design courses may offer to real-world experiences,educators face challenges balancing what the curriculum can simulate (e.g., realistic designconstraints, access to stakeholders) and what would be most helpful in developing students forthe complex, multidisciplinary work environment they will enter after graduation [3]. As such,there is currently a gap between what educational opportunities are feasible within academiaversus what is required to excel in collaborative, multidisciplinary design environments. This gaphas been echoed in current literature through discussions of the need to enhance professionalskills such as communication

Conference Session

Design Teams 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Margaret Garnett Smallwood, University of Texas at Dallas; Robert Hart P.E., University of Texas at Dallas; Todd W. Polk, University of Texas at Dallas

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

in thisarea [2]. Launched in 2014 and refined each semester subsequently, this training program isdesigned and delivered consistently with the literature on teaching workplace skills toundergraduate students.As a result, engineering students in the capstone course and business students in a businesscommunication course at the same university receive identical professional communicationtraining in teamwork skills, conflict management techniques, presentation skills, and teamleadership from the same communications instructor. The goal is to help students developprofessional skills considered essential by employers who hire new college graduates. Each year,the National Association of Colleges and Employers' (NACE) Job Outlook survey

Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Olusola Adesope, Washington State University; Oluwafemi J. Sunday, Washington State University; Ebenezer Rotimi Ewumi, Washington State University; Angela Minichiello P.E., Utah State University; Muhammad Asghar P.E., Utah State University; Candis S. Claiborn, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

tool to provideculminating senior academic/intellectual experience for students, especially those at the end oftheir educational program; such a project will give E/CS students an insight into the activities theywill likely be involved in while on the job.Engineering student societies and clubs are also promising avenues to promote engagement amongstudents. These student groups/clubs may participate in hackathons, competitions, and serviceactivities, bringing a fun, hands-on factor to their engineering curriculum. Such groups promoteinteraction within minority groups and improve 'students' sense of belonging, and curbs loneliness.However, team-building skills need to be developed to ensure inclusiveness and proper leadershipand development of

Conference Session

Diversity and Two-year Colleges part 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Claire L. A. Dancz, Clemson University; Elizabeth A. Adams, Fresno City College; Carol Haden, Magnolia Consulting, LLC; Yushin Ahn; Karen Willis, Fresno City College; Deanna Craig, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

understand STEMBegin community interaction Transfer content)at FCC + mentorship to CSU-F Figure 1. Theoretical frameworks guiding the ESP (Lave and Wenger, 1991 and Hazari et al., 2010).While students are developing their personal and social identities, they are also, at the same time,developing a STEM identity based on influencing components of performance, competence,interest and recognition developed through authentic STEM experiences [15].Engineering Scholars ProgramThe Engineering Scholars Program (ESP) CoP was established at Fresno City College through anNSF Scholarships in Science, Technology, Engineering and Mathematics

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Doris J. Espiritu, Wilbur Wright College; Bridget Eileen O'Connell, Wilbur Wright College; David Potash, Wilbur Wright College

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

, "Ethics and the Development of Professional Identities of Engineering Students," Journal of Engineering Education, vol. 94, no. 4, pp. 383-390, 2005.[28] National Science Foundation, NATIONAL CENTER FOR SCIENCE AND ENGINEERING STATISTICS DIRECTORATE FOR SOCIAL, BEHAVIORAL AND ECONOMIC SCIENCES, "Women, Minorities, and Persons with Disabilities in Science and Engineering," National Science Foundation, Alexandria, VA, 2019.[29] C. Rozek, Ramirez, Gerardo, R. Fine and S. L. Beilock, "Reducing socioeconomic disparities in the STEM pipeline through student emotion regulation," Proceedings of the National Academy of Sciences , vol. 166, no. 5, pp. 1553-1558, 2019.[30] G. M. Bettencourt, C. A. Manly, E. Kimball and R. S. Wells

Conference Session

Diversity and Two-year Colleges Part 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Miguel Velez-Reyes P.E., University of Texas at El Paso; Ivonne Santiago P.E., University of Texas at El Paso; Victor Manuel Garcia Jr., The University of Texas at El Paso; Irma Y. Torres-Catanach, The University of Texas at El Paso; Dawn M. Horton, University of Massachusetts, Amherst; Yajaira Mejia, The City College of New York; Dugwon Seo, Queensborough Community College; Jorge E. Gonzalez, City University of New York, City College; Joseph Barba, City University of New York, City College; Fenot Aklog, Teachers College Columbia University; Fred Moshary, City University of New York, City College; Jeff Sivils, El Paso Community College; Yasser Hassebo, The City University of New York, LaGuardia CC

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

research interests are centered on broadening participation of underrepresented minority students in STEM across all educational levels, mentoring experiences, community cultural wealth, and examining URM student’s STEM career decision- making process and STEM identity development.Dr. Dawn M. Horton, University of Massachusetts, Amherst Dawn Horton earned her first doctorate from Teachers College, Columbia University in Education. Her dissertation, The Genetic Epistemology of the Human Genome Field, expanded her mentor Dr. Howie Gruber’s cognitive case study methodology to consider how an entire field develops new knowledge. Her second doctorate, from Montclair State University, focused on the differential effectiveness

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael Jason Babcock, Whatcom Community College; Tommaso Alessandro Vannelli, Whatcom Community College; Dan Hanley, Western Washington University; Eric Davishahl, Whatcom Community College

Tagged Topics

Diversity, NSF Grantees Poster Session

Babcock, Whatcom Community College Jason Babcock is the Director of the Learning Center at Whatcom Community College. Dr. Babcock earned his Ph.D. From the University of Washington in 2017. His teaching and research interests center on the development of STEM identity, and the negotiation of belonging by students holding identities traditionally underrepresented in STEM fields.Dr. Dan Hanley, Western Washington University Dan Hanley directs an educational research and evaluation team at Western Washington University. Over the past 15 years, Dan has developed and conducted studies and evaluations for numerous organizations, including the National Science Foundation, Washington State OSPI, Washington Student Achievement

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kaylee Andree Wersant, University of Texas at El Paso; Diane Elisa Golding, University of Texas at El Paso; Irma Y. Torres-Catanach, University of Texas at El Paso; Karla Alejandra Ayala, University of Texas at El Paso; Nora Cuvelier, University of Texas at El Paso; Ivonne Santiago P.E., University of Texas at El Paso; Victor Manuel Garcia Jr., University of Texas at El Paso

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

experiences, community cultural wealth, and examining URM student’s STEM career decision- making process and STEM identity development.Karla Alejandra Ayala , University of Texas at El Paso Karla Ayala is currently an undergraduate student pursuing a Bachelor of Science in Electrical and Com- puter Engineering at The University of Texas at El Paso. Karla strives to get a concentration in Computer Engineering to be at the forefront on the integration of hardware and software for future technologies that can better enhance the user experience. Currently she is an undergraduate Support Assistant at the Under Graduate Learning Center in UTEP; where Karla serves as the Gaia Maker Space training team-lead, providing software

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

D. Matthew Boyer, Clemson University; Luke A. Duncan, Clemson University

Tagged Divisions

Educational Research and Methods

designed forthe pilot. The 2020-2021 academic year brought additional changes to program personnel,further complicating implementation of both research and program efforts. The emergent issuesof recruitment, personnel change, and the ability to remain connected through COVID-19restrictions have become acutely important to our ongoing project.Our choice to use design-based methods has provided this opportunity for us to reflect on ourprocedures and revise them in response to findings that have emerged from three iterations offormative reflection, while maintaining our goals for research and development. As researchersnew to the Engineering Education community, sharing our work-in-progress provides us with thechance to connect with new colleagues

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Lezotte, Rowan University; Harriet Hartman, Rowan University; Stephanie Farrell, Rowan University; Tiago R. Forin, Rowan University; Theresa F.S. Bruckerhoff, Curriculum Research & Evaluation, Inc.

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

Paper ID #33756Perceptions of the Engineering Curricula from Women and LGBTQIA+ Stu-dentsDr. Stephanie Lezotte, Rowan University Dr. Stephanie Lezotte currently serves as the Assistant Dean of Graduate Studies at Rowan University. She received her Ph.D. in education, with a concentration in postsecondary and higher education. Us- ing organizational theory, she is interested in systems and structures that contribute to the oppression of underserved and underrepresented college students, particular STEM students. She is active in the Amer- ican Educational Research Association (AERA) and the Association for the Study of

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Deborah Athas Dardis, Southeastern Louisiana University; Ahmad Fayed, Southeastern Louisiana University; Bonnie Achee, Southeastern Louisiana University; Mehmet Emre Bahadir, Southeastern Louisiana University; Wendy J. Conarro, Southeastern Louisiana University; Troy Williams, Southeastern Louisiana University; Mohammad Saadeh, Southeastern Louisiana University; Tireka Cobb, Louisiana Office of Student Financial Assistance

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

educator content knowledge and communication amongst STEM disciplines. His research interests in physics focuses on student-centered collaborative problem solving. Dr. Williams also serves as Co-Lead of the Northshore STEM Coalition, a member of the national STEM Learning Ecosystem network. As part of the Northshore STEM Coalition, Dr. Williams has helped to organize, develop, and deliver STEM programming to un- derserved communities. Troy holds a B.S. and M.S. in Physics and a Ph.D. in Science and Mathematics Education from Southern University and A&M College.Dr. Mohammad Saadeh, Southeastern Louisiana University I am the Industrial and Engineering Technology Department Head at Southeastern Louisiana University. I

Conference Session

Sociotechnical Thinking II: Interpretation, Curricular Practices, and Structural Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenn Stroud Rossmann, Lafayette College; Kristen L. Sanford P.E., Lafayette College; Benjamin Cohen, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

identities and paths.In previous work, the authors have documented the history of the program, its current status, itscore curriculum, and the impacts on students in terms of sociotechnical thinking and diversity. Itis clear from this work that students approaching graduation do view themselves associotechnical thinkers. This analysis also shows that graduates are more diverse in terms ofgender than those in other engineering programs on our campus, and more racially/ethnicallydiverse than both students in other engineering programs and students as a whole at ourinstitution.This paper considers more deeply why the program is successful in developing sociotechnicalthinking and in attracting such a diverse group of students to the major and classes