Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robert P. Loweth, University of Michigan; Shanna R. Daly, University of Michigan; Leah Paborsky, University of Michigan; Sara L. Hoffman, University of Michigan; Steve J. Skerlos, University of Michigan

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Diversity

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Educational Research and Methods

from Purdue University. Her research characterizes front-end design practices across the student to practitioner continuum and studies the impact of developed front-end design tools on design success.Ms. Leah Paborsky, University of Michigan Leah is a graduate from the University of Michigan with a B.S.E. in Mechanical Engineering and minor in Space Sciences and Engineering. She served as an undergraduate research assistant in the Daly Design and Engineering Education Research Group focusing on engineers’ beliefs about social aspects of engineering work. She is currently pursuing a M.S. in Aerospace Engineering Sciences at University of Colorado- Boulder.Dr. Sara L. Hoffman, University of Michigan Sara Hoffman

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Teresa J. Didiano, University of Toronto; Annie Elisabeth Simpson, Troost Institute for Leadership Education in Engineering, University of Toronto; Doug Reeve P.Eng., University of Toronto

Tagged Divisions

Engineering Leadership Development

-run group whose objective is toinspire graduate students to develop their leadership skills as they contribute to the schoolcommunity and beyond. They realize their objective by empowering individuals, cultivating apositive environment, and making an impact. The group is led by an executive team of studentswho are passionate about personal growth and leadership. The team consists of two co-chairs,administrative directors, event coordinators, communication directors, treasurer, and webmaster.Each year, they host eight to ten events open to all graduate students and postdoctoral fellows,and typically reach between 250 to 500 participants. Some examples of events include panels onleading your career exploration, entrepreneurship, and law, skill

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anastasia Marie Rynearson, Campbell University; Jacqueline Gartner Ph.D., Campbell University; Michele Miller, Campbell University

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Diversity

Tagged Divisions

Educational Research and Methods

three personas have been developed using the 2020 application pool. While thetarget personas used for the rubrics were developed using the process noted above, thesepersonas were developed using the student responses to the applications. For a more in-depthdiscussion of the method used, see our prior work [19].General Applicant Persona: Mark JohnsonMark is from North Carolina. He didn’t attend a community college before coming to thisuniversity. Both of his parents are college graduates. Mark is a second-year student in themechanical engineering concentration. Making the leap from an easy high school career to amuch more difficult undergraduate engineering career and learning how to effectively study isthe biggest academic challenge Mark has

Conference Session

Graduate Studies Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anne Marguerite McAlister, University of Virginia; Sarah Catherine Lilly, University of Virginia; Jennifer L. Chiu, University of Virginia

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Diversity

Tagged Divisions

Graduate Studies

overall identity in the community of practice of graduate school. This work contributesto the limited number of studies on engineering doctoral students’ identity, and may haveimplications for persistence and representation amongst engineering doctoral students.Introduction Doctoral students develop multiple role identities as they enter the community of practiceof academia through their graduate school experience [2]. Identity is the “kind of person” one is,derived from one’s performance in social contexts, rather than from one’s internal state [6]. Arole identity, specifically, is how an individual relates to the characteristics and expectationsassociated with a role or position they are enacting [7]–[9]. For example, how an

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Frank E. Falcone P.E., Villanova University; Gayle F Doyle, Villanova University

Compass course designations, not EGR, should be established. • A designated, on-campus, class period per week should be assigned for Career Compass activities.Future Program GoalsOn January 25, 2021, an internal long-range Career Compass Planning Meeting was held whichincluded the Dean College of Engineering, the Associate Dean for Academic Affairs, TheDirector of Professional Development & Experiential Education and the Associate Director ofUndergraduate Student Services & Program Operations. The following long-term goals wereidentified for implementation. These goals reflect the ‘Lessons Learned’ shown above as well asinput from the Career Compass Advisory Board, faculty members and students. 1. Revise, update and modernize

Conference Session

Supporting Biomedical Engineering Students in Holistic Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tristan McCarty, University of Florida; Sarah Corinne Rowlinson Furtney, University of Florida

Tagged Divisions

Biomedical Engineering

readers, and(4) create recommendations on how this information can be used in student advising and inmentoring first-year engineering students.MethodsI. Resume AcquisitionResumes were collected from a subset of each graduating senior biomedical engineering cohortover the course of four years. This collection of resumes (n = 68) was then stored and protectedin accordance with the Family Educational Rights and Privacy Act (FERPA) [13]. Resumes weregiven willingly to the primary faculty member overseeing this work and were de-identified uponrequest. The datasets and resume repositories containing identifying information were onlyaccessed by authorized users who have completed FERPA training. Upon further inspection ofthe resumes, three could not be

Conference Session

Faculty Development 4: COVID-19's Impact on Students

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sreyoshi Bhaduri, McGraw Hill ; Lilianny Virguez, University of Florida; Debarati Basu, University of North Carolina at Charlotte; Michelle Soledad, Ohio State University

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Diversity

Tagged Divisions

Faculty Development Division

pages serve are engineering educators andfaculty members, similar to us, the authors of this paper. We are international engineeringeducators in the United States, who are in the early phases of our careers, and identify as womenof color. As universities switched to the online format during the Spring 2020 semester, we, likemany of our colleagues, had to adapt to new and unusual circumstances as well as makesignificant adjustments to our professional and personal lives. At the onset of the pandemic, wecreated a support group to share our experiences as we navigated these unprecedentedcircumstances. Through the course of the months following the sudden shift in learningenvironments, we continued to reflect and record our personal challenges of

Conference Session

The Curriculum at Two-year College's Engineering Technology and Engineering Transfer Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristin Kelly Frady, Clemson University; Christy Brown, Clemson University; Karen A. High, Clemson University; Claretha Hughes Ph.D., University of Arkansas, Fayetteville; Robert M O'Hara, Clemson University; Shuyu Huang

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Diversity

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Two-Year College

emphasis includes faculty development and mentoring, graduate student development, critical thinking and communication skills, enhancing mathematical student success in Calculus (including Impact of COVID-19), and promoting women in STEM. Her technical research focuses on sustainable chemical process design, computer aided design, and multicriteria decision making. She also has extensive experience in K-12 STEM education and program evaluation and assessment. She has held a variety of administrative positions: 1) Director of STEM Faculty Development Initiatives-Clemson, 2) Associate Dean for Undergraduate Studies in the College of Engineering, Computing and Applied Sciences-Clemson, 3) Interim Director of Student

Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Henry Salgado, University of Texas at El Paso; Yamile A. Urquidi Cerros, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; Alexandra Coso Strong, Florida International University

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Diversity

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Faculty Development Division

campuses. They then complete a poster-size GAPAhandout to explore opportunities for enhancing their students’ intrinsic motivation at theirinstitution. Workshop facilitators also encourage faculty members to hang their completedworksheets on the wall and participate in a modified Gallery walk [34]. After feedback anddiscussion, participants were asked to refine a final GAPA worksheet of their design. Figure 3. Simplified GAPA worksheet adapted from [33]Data AnalysisOur exploratory study applied an inductive and deductive approach to analyze and identifyemerging themes from participants’ responses [35]. Worksheets were collected, and participants’responses were de-identified and scanned. Responses were transcribed, organized

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Allison Godwin, Purdue University at West Lafayette (COE); Brianna Benedict McIntyre, Purdue University; Jacqueline Ann Rohde, Purdue University at West Lafayette (COE); Herman Ronald Clements III, Purdue University at West Lafayette (COE); Heather Lee Perkins, Purdue University at West Lafayette (PPI); Joana Marques Melo, Purdue University at West Lafayette (COE); Andrea Lidia Castillo, University of California, Irvine

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Diversity, NSF Grantees Poster Session

Paper ID #33847CAREER: Learning from Students’ Identity Trajectories to ActualizeLatent DiversityDr. Allison Godwin, Purdue University at West Lafayette (COE) Allison Godwin, Ph.D. is an Associate Professor of Engineering Education and Chemical Engineering 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 foster or hinder belongingness and identity development. Dr. Godwin graduated from Clem- son University with a B.S. in Chemical Engineering and

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jazmin Jurkiewicz, Virginia Polytechnic Institute and State University; Byron Hempel, The University of Arizona; Malori Redman, San Francisco State University; Homero Murzi, Virginia Polytechnic Institute and State University; Christopher Dominguez; Amber Ford

Tagged Divisions

Faculty Development Division

this way." Because the laws and the policies about it arechanging frequently’. She is supported by her school’s administration as they understand theimportance of emotional learning in conjunction with conceptual understanding. However,Amber has had interactions with members of the school board, which affected her attitudetowards teaching, being told that “soldiers are essential workers and they did their job. You’re anessential worker, you just need to go do your [job].” These comments and the decision from theschool board to reopen physical school buildings presented another needed adaptation, hybridlearning. Amber’s classroom was not equipped with proper hardware to appropriately teachstudents both in-person and online. All students did

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Laughton, The Citadel; Daniel Gingerich, Ohio State University; Sneha Prabha Narra, Worcester Polytechnic Institute; Casey I. Canfield, Missouri University of Science & Technology

Tagged Divisions

Faculty Development Division

, clearly articulate them and create important change.Traditional student- or institution-supporting service roles are not the only types benefitting fromprevious student government experience. Austin [41] discusses how an ideal graduate schoolexperience prepares students who wish to pursue academic careers by socializing students intothe role of faculty. She highlights how research and teaching assistantships, coupled withadequate reflection opportunities, can help students become aware of the skills they aredeveloping which will be valuable as a faculty member. Unlike the other authors, Canfield didnot serve in the large campus-wide student government, instead working with a number ofinterest focused clubs. Even as a graduate student, she saw

Conference Session

DISTINGUISHED LECTURE: 2020 Best PIC and Zone Papers

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shuvra Das, University of Detroit Mercy; Darrell K. Kleinke P.E., University of Detroit Mercy; David Pistrui, University of Detroit Mercy

Tagged Topics

ASEE Board of Directors

Iowa State University in 1991. His research interests include Mechatron- ics, Modeling and Simulation of Systems, FEA and other CAE applications in Multi-physics Problems and Engineering Education.Dr. Darrell K. Kleinke P.E., University of Detroit Mercy Dr. Kleinke has over 25 years of industry experience in the design and development of electro-mechanical systems. As a tenure-track faculty member and Chair of the University of Detroit Mercy Mechanical Engineering department, he has developed a program of instruction that promotes student-lead design of assistive technology products for people with disabilities. The guiding principle is that student project work is more meaningful and fulfilling when students have

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chrysafis Vogiatzis, University of Illinois at Urbana-Champaign; Stephanie Marie Teixeira-Poit, North Carolina A&T State University; Tobin N. Walton, North Carolina A&T State University; Grace Gowdy, North Carolina A&T State University ; Bala Ram P.E., North Carolina A&T State University

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NSF Grantees Poster Session

Engineering at NC A&T State University. As a faculty member, he played a significant role in the implementation of a PhD in Industrial & Systems Engineering. Dr. Ram served as the PI for a cross-disciplinary Research Experience for Undergraduates site sponsored by NSF. He is currently the PI for an NSF project on Innovation in Graduate Education. Dr. Ram is an evaluator for the Engineering Accreditation Commission of ABET. American c Society for Engineering Education, 2021AbstractThe Graduate Research Identity Development program (GRID) is an initiative in the College ofEngineering at North Carolina A&T State University, sponsored by the National Science

Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather Doty, University of Delaware; Shawna Vican, University of Delaware; Robin Andreasen, University of Delaware

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Faculty Development Division

Paper ID #34279How to Promote Faculty Advancement for Nontenure-track FacultyDr. Heather Doty, University of Delaware Heather Doty is an associate professor of mechanical engineering at the University of Delaware (UD). Dr. Doty teaches undergraduate courses in thermodynamics, statics, and dynamics, and conducts research on gender in the academic STEM workforce. She is co-PI on UD’s NSF ADVANCE Institutional Transfor- mation grant, which aims to recruit, retain, and advance women STEM faculty at UD. Dr. Doty is faculty advisor to UD’s Women in Engineering Graduate Student steering committee.Dr. Shawna Vican, University of

Conference Session

Best in DEED

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Megan Hammond, University of Indianapolis; Joan Martinez, University of Indianapolis; Elizabeth Ziff, University of Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

past few decades, there has been a push for engineering curriculum to better engagewith the global, ethical, and societal impacts of the field and to prepare students to engage in amulticultural and diverse workspace and world. In an effort to introduce diversity in design andto troubleshoot the concept of the universal user, we adapted the display compatibilityquestionnaire from Smith’s study of display-control stereotype designs, and presented the samedesign questions to 21st century first-year engineering students, non-engineering students, andnon-engineering professionals. This work explores current societal impacts such as gender, age,and occupation on the user expectation of a control’s display and user-interface design.Additionally, the

Collection

2021 First-Year Engineering Experience

Authors

Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University; Steven C Brandon, Clemson University; Elizabeth Anne Stephan, Clemson University

perceptions of students enrolled in the major or faculty in that major, thisdisconnect could lead to dissatisfaction and retention issues.This work will present initial findings from a single-institution study of an optional majorexploration course in engineering where students were asked to describe what engineers do for aliving both before and after completing the course. This work will later be expanded to illustratethe impact the major exploration course has on first year engineering students’ perceptions ofengineering. Additional future work will also connect course completion with future majorswitching or lack thereof and graduation rates.Literature ReviewIn Seymour and Hewitt’s seminal work, they conclude, among other things, that interest in

Conference Session

Professional Formation and Career Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephen Campbell Rea, Colorado School of Mines; Kylee Shiekh, Colorado School of Mines; Qin Zhu, Colorado School of Mines; Dean Nieusma, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

Humanities, Arts & Social Sciences and an affiliate faculty member in the Department of Engineering, Design & Society and the Robotics Graduate Program at the Colorado School of Mines. Dr. Zhu is Editor for International Perspectives at the Online Ethics Center for Engineering and Science, Associate Editor for Engineering Studies, Program Chair of American Society for Engineering Education’s Division of Engineering Ethics, Executive Committee Member of the Society for Ethics Across the Curriculum, and Treasurer of the Society for Philosophy and Technology. Dr. Zhu’s research interests include the cultural foundations of engineering ethics, global engineering education, and ethics and policy of computing

Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

First-Year Programs

question: How, if at all, arestudents connecting the Exploring Engineering topics to their learning as current engineeringstudents and future engineering professionals?MethodsTo answer our open-ended research question, an exploratory qualitative approach was taken [5].While the Exploring Engineering assignment series has been utilized in both in-person andonline formats, the current analysis focuses exclusively on outcomes from the virtual format bydrawing on the experience of the Fall 2020 cohort. While overall information about topic choicefor students enrolled in the introductory engineering course in the Fall 2020 semester (n=1085)and descriptive data related to end of semester evaluations for a subset of students (n=586) areoutlined for

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hadi Ali, Arizona State University; Ann F. McKenna, Arizona State University; Jennifer M. Bekki, Arizona State University; Rod D. Roscoe, Arizona State University

Tagged Divisions

Educational Research and Methods

Paper ID #34551Conceptualizing Faculty Adaptability in Enacting Curricular ChangeHadi Ali, Arizona State University Hadi studies the influence of the future of work on curricular innovation, with a focus on exploring the relationships between and among adaptability, risk taking and value making. In an effort to characterize engineering education as an (eco)system for creating value, Hadi’s approach integrates analytical methods of data science to address changes in systems and society. More broadly, Hadi is interested in examining how engineering innovations mobilize social and economic change. Hadi has graduate degrees

Conference Session

CoNECD Session : Day 1 Slot 2 Technical Session 4

Collection

2021 CoNECD

Authors

Courtney Zongrone, Virginia Polytechnic Institute and State University; Cassandra J. McCall, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Ashley Shew, Virginia Polytechnic Institute and State University; Denise Rutledge Simmons P.E., University of Florida; Lisa D. McNair, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Submissions, Diversity

diagnosed with post-traumatic stress disorder (PTSD) and depression during theirfreshman year of college. Like many students, Edith described an initial interest to major in civilengineering grounded in family influences (e.g., working on the family farmhouse with theirdad), academic interests (e.g., science and math), and access to a stable income and independentlifestyle upon graduation. Prior to college, Edith was aware of the masculine culture ofengineering, and when asked if that was something that influenced their decision to pursue civilengineering, they replied: I think I was a pretty fearless person, and I wasn't concerned with the gender binary. I had stereotypically masculine hobbies. I have short hair. Maybe not today

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susannah C. Davis, University of New Mexico; Yan Chen, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Pil Kang, University of New Mexico; Abhaya K. Datye, University of New Mexico; Eva Chi, University of New Mexico; Sang M. Han, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

discussed the pros and cons of various gradingoptions (e.g., credit/no credit versus a regular grading scheme), tools for synchronous andasynchronous learning, and strategies for assessing learning. For example, in a late March facultymeeting, faculty spoke about a decision not to give any midterm exams and grappled with how toshow care for all the hardships and uncertainty students were experiencing, while also trying tofigure out how to monitor student learning. One faculty member said: “In the classroom setting,you can walk around and watch the students do a problem. [Online], how do I determine whetherthe students are actually working on material or not? That's, that's what I don’t have an answerfor.”At meetings from spring 2020 all the way to

Conference Session

CoNECD Session : Day 1 Slot 6 Technical Session 3

Collection

2021 CoNECD

Authors

Teirra K. Holloman, Virginia Tech Department of Engineering Education; Walter C. Lee, Virginia Polytechnic Institute and State University; Kirsten A. Davis, Purdue University at West Lafayette (COE); Jeremi S. London, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; John J. Lesko, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Submissions, Diversity

first iteration can be found at the end of this work-in-progress paper (Appendix B). Assessment of LearningThis seminar was offered on a pass/fail basis, and students were evaluated based on mandatoryattendance and the completion of an end-of-course assignment. In addition to attendance,students were required to complete a Personal Development Plan (PDP) as their end-of-courseassignment to be submitted no later than two weeks after the conclusion of the course.The PDP was broken into four sections each with two parts. For example, there was Section 1:Research and Learning which focused on developing identity, confidence, and independence as aresearcher (LO6). Part A asked students to explore their current career goals, competenciesneeded

Conference Session

Career Advancement Through Engineering Leadership Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Niño, Massachusetts Institute of Technology

Tagged Divisions

Engineering Leadership Development

important, but so too were several other stakeholders. These includedengineers in industry, engineering faculty, engineering school deans and administrators, scienceand technology faculty, ABET, employers in industry, and society as a whole. At the time, wedid not consider the specific needs of undergraduate versus graduate students, but I amdiscovering that there are meaningful differences among them in terms of curriculum design(same holds for educating professions from engineering and technology). This exercise ofprioritizing stakeholders is a strategic decision and I think considering “who is our customer”will help us strengthen our capacities for generating high quality publications.Three opportunitiesOne of the benefits of being an officer in

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matilde Luz Sanchez-Pena, University at Buffalo; Syed Ali Kamal, Independent Researcher

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

havebeen documented to negatively affect the progress of women faculty in engineering and otherSTEM areas. This is presented with an iterative identification of elements through differentstages of the academic career, layered with variables that are measurable, and potentialapproaches for future modeling given existing research and the characteristics of the ADVANCEprogram. The challenges of modeling such a complex system are discussed, together withpotential alternatives as a first modeling approach using existing data from different sources.IntroductionFor the advancement of the engineering discipline in the U.S., it is paramount to ensure fairparticipation of all members of its diverse society [1]; promoting women representation at thefaculty

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jill K. Nelson, George Mason University; Jessica Rosenberg; Kathryn Fernández, George Mason University; Julie Shank, George Mason University

Tagged Divisions

Faculty Development Division

member shared that the online environment made it more difficult forstudents to engage socially and that they were less willing to take risks.Communicating written math in an online environment was another major challenge, particularlyin a course in which that kind of communication was central to its design. The majority ofstudents did not have the ability to write math symbols easily. One GTA noted that students werediscouraged by the inability to write freely and that their enthusiasm for group work was lost.Students’ struggles with online communication were perceived to have had a significant impacton group work. As one GTA said, “Group work doesn’t work if they don’t talk to each other.”One faculty observed that group leaders didn’t emerge

Conference Session

Graduate Studies Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kate Caroline Batson, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

addressing writing issues of students. In addition, Jenkins (1993) found thatgraduate faculty members would re-write anywhere from 11-25% of their students’ theses. Thus,it appears that advisors tend to take on more an role of copy editor than that of writing mentor.The strategies listed above are not necessarily sustainable for graduate faculty nor supportive tostudents who are learning to create an academic and professional “writing persona” (Becker,1986) as well as taking on a “authorial voice” (Hyland, 2002).Engineering-Based Graduate Writing CentersOne writing support initiative that has been undertaken in Colleges of Engineering has been thedevelopment of college-specific writing centers, with the few institutions that have

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Audrey Boklage, University of Texas at Austin; Roxana Maria Carbonell, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin

Tagged Divisions

Faculty Development Division

worldwide pandemic?”While this paper is not about where faculty members were when this happened, it is about thelessons learned after a university campus made the decision to close its doors to in-personlearning in the Spring of 2020. Specifically, this paper explores broad lessons learned forengineering faculty development as well as staff and departmental supports in a universitymakerspace during the 2020 spring and fall semesters. We refer to the abrupt transition to onlineand hybrid courses because of an international pandemic as the COVID-19 pivot.Context These lessons learned were discovered at a large, public research university in thesouthwestern United States. This university boasts an engineering school with an

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Evan Ko, University of Illinois at Urbana - Champaign; Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign; Allyson Jo Barlow, University of Nevada, Reno; Karin Jensen, University of Illinois at Urbana - Champaign; Kelly J. Cross, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

be a part of this community and hopes to spark the interest of engineering education research within her peer groups and to return to education after industry experience.Mr. Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign Joseph Mirabelli is an Educational Psychology graduate student at the University of Illinois at Urbana- Champaign with a focus in Engineering Education. His interests are centered around mentorship, mental health, and retention in STEM students and faculty. He was awarded the 2019 NAGAP Graduate Educa- tion Gold Research Grant award to study engineering faculty perceptions of graduate student well-being and attrition. Before studying education at UIUC, Joseph earned an MS

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diana A. Chen, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Susan M. Lord, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego; Mark A. Chapman, University of San Diego

Tagged Divisions

Faculty Development Division

, Dr. Lord spent a sabbatical at Southeast University in Nanjing, China teaching and doing research. She is on the USD team implementing ”Developing Changemaking Engineers”, an NSF-sponsored Revolutionizing Engineering Education (RED) project. Dr. Lord is the 2018 recipient of the IEEE Undergraduate Teaching Award.Prof. Gordon D. Hoople, University of San Diego Dr. Gordon D. Hoople is an assistant professor and one of the founding faculty members of integrated engineering at the University of San Diego. He is passionate about creating engaging experiences for his students. His work is primarily focused on two areas: engineering education and design. Professor Hoople’s engineering education research examines the ways