Collection

2022 ASEE Illinois-Indiana Section Conference

Authors

Pranav Bhounsule, The University of Illinois at Chicago; Cynthia Lima, University of Texas at San Antonio

Tagged Topics

Diversity

long term interest in pursuing coding careers, we hypothesize that longercamps spread over one or more academic years to be ideal.Acknowledgement:The authors would like to thank Texas Workforce Commision for funding the camp and the staffof Good Samaritan Community Center, San Antonio, Texas for providing space to hose thesummer campReferences[1] National girls collaborative alliance https://ngcproject.org/statistics Retrieved Dec 3, 2019.[2] Best time to build a love of STEM? It’s after the school day ends, research sayshttps://hechingerreport.org/school-programs-can-boost-interest-stem-research-shows/ Retrieved Dec 22, 2019[3] Grover, S., Pea, R., & Cooper, S. (2016, February). Factors influencing computer science learning in

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 13: Attitudes & Prespectives of Teachers

Collection

2023 ASEE Annual Conference & Exposition

Authors

Abeera P. Rehmat, Georgia Institute of Technology; Alexandra A. Towner, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Michael Helms, Georgia Institute of Technology; Dyanne Baptiste Porter, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology; Jeffrey H. Rosen, Georgia Institute of Technology; Marc Weissburg

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

andrepresent discipline-specific content in a manner that can foster student understanding is the mostonerous aspect of learning to teach [38], [39].In education, numerous researchers have studied PCK in association with math [40], [41] andscience teaching [42], [43], and recently, PCK has also been adapted in engineering education[44]. Within engineering education, PCK focuses on three domains: “knowledge of how studentsthink about, experience, and understand engineering; knowledge of engineering curricula; andknowledge of instructional strategies that are particularly powerful in teaching engineering [25,p. 148]. All three domains are critical for developing engineering teachers’ PCK. Thus, studieshave explored engineering and technology teachers

Conference Session

Restructuring/Rethinking STEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University

Tagged Divisions

Liberal Education/Engineering & Society

approach. It was noticed by my department chair that studentscharacterized both classes as transformative experiences. In this way, T-shaped coursesare quickly noticed by students and administrators. University alumni in particular see themerit, and view this type of training as something that makes their alma mater special.For that reason, these activities can become great show pieces for the administration.Both the biomusic project and Brain Mind Culture class have been featured inUniversity-level publications.In the process of building a T-shaped experience, faculty may also find others at theirinstitution who wish to collaborate on an unusual project. For example, through ourregular contact in the Brain, Mind and Culture class, the comparative

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

John M. Santiago Jr., Colorado Technical University; Jing Guo, Colorado Technical University

Tagged Divisions

Entrepreneurship & Engineering Innovation

15% Research Paper 10% Discussion Boards (6 EML modules) 9% Research Presentation 5% Research Paper (EML Module) 10% EML Modules (none) 0% Research Presentation (EML Module) 5% TOTAL 100% TOTAL 100% Note: Total Percentage of EML Modules: 24%Table 1. EE 463 Before and After Percentages of Student DeliverablesIn Table 1, the reduction of percentage weight of nine percent in the three exams provided roomfor six discussion boards. Each discussion board is worth 1.5 percent. The reasons for onlinediscussion boards are described later in the

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University; Siddika Selcen Guzey, University of Minnesota, Twin Cities; Corey A Mathis, Purdue University; Kristina Maruyama Tank, Iowa State University; Emilie A. Siverling, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

engineering or computer science into mathematics and science classes can support and enhance learning within and across the STEM disciplines.Dr. Tamara J Moore, Purdue University Tamara J. Moore, Ph.D. is an Associate Professor of Engineering Education at Purdue University. Dr. Moore’s research is centered on the integration of STEM concepts in K-12 and higher education mathe- matics, science, and engineering classrooms in order to help students make connections among the STEM disciplines and achieve deep understanding. Her research agenda focuses on defining STEM integration and investigating its power for student learning. She is creating and testing innovative, interdisciplinary curricular approaches that engage

Conference Session

Assessing Entrepreneurship and Innovation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Isabel Hilliger, Pontificia Universidad Catholica de Chile; Constanza Miranda, Pontificia Universidad Catholica de Chile; Mar Pérez-Sanagustín, Pontificia Universidad Católica de Chile; Manuela De la vega, Pontificia Universidad Católica de Chile

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

efforts that acknowledge learner diversity, and understand their effects in students performance. Isabel received her professional degree in biological engineering at the Pontificia Universidad Cat´olica de Chile and her MA in policy, organizations and leadership studies at Stanford Graduate School of Education.Dr. Constanza Miranda Mendoza, Pontificia Universidad Catholica de Chile Constanza Miranda holds a PhD in design with a focus in anthropology from North Carolina State Uni- versity. While being a Fulbright grantee, Constanza worked as a visiting researcher at the Center for Design Research, Mechanical Engineering Department, at Stanford. Today she is an assistant professor at the P.Universidad Cat´olica de Chile’s

Collection

2001 Annual Conference

Authors

Joseph Walsh; David Kelso; John Troy; Barbara Shwom; Penny Hirsch

“busywork” that they must complete in order to graduate. What accounts for thesediscrepancies, and what can we, as engineering educators, do to help students become moreskilled communicators and better understand the role that communication plays in engineering?One reason that many students fail to recognize the importance of communication may be thatcommunication is generally treated as a set of skills that students are supposed to acquireoutside of engineering—in composition, technical writing, or public speaking courses. Studentssee no relation between communication and their genuine engineering work, such as solvingequations, modeling processes or doing product design. Although widespread, this approach tocommunication pedagogy is criticized by

Conference Session

DEED Technical Session 10: Empathy and Human-centered Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nicholas Fila, Iowa State University of Science and Technology; Diane Rover, Iowa State University of Science and Technology; Henry Duwe, Iowa State University of Science and Technology; Mani Mina, Iowa State University of Science and Technology

potential to help educatorsconnect to their students and understand key aspects of their identities and motivations whilejourney maps have the potential to help educators better understand students’ experiences duringa learning activity, class session, semester, or even an entire curriculum. Collectively, they mighthelp educators empathize with students and identify key issues to address as they develop or reviselearning experiences. This paper will describe a persona and journey mapping cycle, present threecase studies of their use among engineering educators, and explore three research questions: 1) How might the persona-journey map cycle be used by engineering educators when designing or redesigning core engineering courses? 2) How does

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Manuel Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Nayda Santiago, University of Puerto Rico, Mayaguez Campus; Aidsa Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Oscar Suarez, University of Puerto Rico, Mayaguez Campus; Pedro Quintero; Sonia Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Nelson Cardona, University of Puerto Rico, Mayaguez Campus; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Anidza Valentin, University of Puerto Rico, Mayaguez Campus; Manuel Rodriguez Martinez, University of Puerto Rico, Mayaguez Campus

and the projectionsfor a scaled porting of the model to a campus-wide level.I. IntroductionEducational research has widely documented the achievement gap between students fromdifferent socioeconomic statuses (SES). The seminal work by Coleman et al. in 1966 sparked amyriad of studies and initiatives addressing this phenomenon with different views regardingrelation, incident factors, or effects [1][2][3][4]. Despite more than fifty years of documentedefforts, the prevalence of the gap, studied at national and global levels, continues to highlight theneed for renovated approaches [5][6]. At the college level, this gap manifests among studentsfrom lower SES with a higher attrition level, longer times to graduate, and significantly

Conference Session

Computers in Education General Technical Session II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Daniel J. Waldorf, California Polytechnic State University; Lizabeth T. Schlemer, California Polytechnic State University

Tagged Divisions

Computers in Education

a computer. The promise and advantages of onlineeducational content have been well researched and explained1. The advantages touted includeincreased access2 and convenience for learners as well as increased potential for collaborationand efficiency among educators.1 There is evidence that students can even learn better in onlineenvironments.3,4 One report4 describes how web-based content fosters constructivist learningand how online resources can help create an environment that “makes a difference in the kinds ofteaching and learning experiences that are possible.” Online content also favors “personalized”learning, as listed by the National Academy of Engineers as one of their Engineering GrandChallenges 2010.5 A “student-centered approach

Conference Session

International Division (INTL) Technical Session: Diversity, Equity and Inclusion

Collection

2024 ASEE Annual Conference & Exposition

Authors

Viyon Dansu, Florida International University; Alexandra Coso Strong, Florida International University

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

, Miami.Dr. Alexandra Coso Strong, Florida International University As an assistant professor of engineering education at Florida International University, Dr. Alexandra Coso Strong works and teaches at the intersection of engineering education, faculty development, and complex systems design. Alexandra completed her graduate degrees in Aerospace Engineering from Georgia Tech (PhD) and Systems Engineering from the University of Virginia (UVa). ©American Society for Engineering Education, 2024 Proposing a Culturally Sustaining Pedagogy Research Framework in Sub- Saharan African STEM Education: A Paradigm Shift from Deficit to Asset- Based PerspectivesAbstractResearch shows that

Conference Session

Sociotechnical Integration and Programmatic Reform

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xueni Fan, Texas Tech University; Joshua M. Cruz, Texas Tech University; John Carrell, Texas Tech University; Michael Scott Laver, Rochester Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

Paper ID #42737Navigating Epistemological Borders: Considerations for Team Teaching atthe Intersection of Humanities and STEMXueni Fan, Texas Tech University Xueni Fan is currently a graduate student in the Doctor of Education program, specializing in instructional technology at Texas Tech University. Holding a Master’s degree in applied linguistics, Fan’s research focuses on qualitative research methods, interdisciplinary studies, online learner engagement, and interprofessional education in the medical field.Dr. Joshua M. Cruz, Texas Tech University Joshua Cruz is an assistant professor of education at Texas Tech

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nolgie O. Oquendo-Colón, University of Michigan; Xiaping Li, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

outcomes, international students in engineering, and cognitive sciences. She holds a B.S. in Hydrology and Water Resources Engineering and an M.S. in Geological Sciences.Dr. Cynthia J. Finelli, University of Michigan Dr. Cynthia Finelli is Professor of Electrical Engineering and Computer Science, Professor of Education, and Director and Graduate Chair of the Engineering Education Research Program at University of Michigan (U-M). Dr. Finelli is a fellow in the American ©American Society for Engineering Education, 2024WIP: The Role of Classroom Teaching Practices on the Academic Success ofEngineering College Students with ADHDAbstractAttention Deficit Hyperactivity Disorder (ADHD) is a neurological

Conference Session

Design in Engineering Education Division (DEED) - Accessibility and Empathy in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Krina Patel, University at Buffalo, The State University of New York; Kara Brooke Stark, University of Michigan; Corey T Schimpf, University at Buffalo, The State University of New York; Shanna R. Daly, University of Michigan; Jutshi Agarwal, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

grade physicsteacher who has little experience teaching engineering design, taught at a high school also in theSoutheast. All the instructor names are pseudonyms to protect the identity and privacy of theinstructors. The classroom setting was chosen to leverage existing science knowledge, enableinstructor support, and facilitate collaborative learning among students duringstakeholder-focused front-end design activities.3.2 Data CollectionWe collected student responses through the MODS learning management system where studentsdocumented their work through text, drawings, tables, and other digital tools, with responsesautomatically saved in their digital journal for research purposes. The key components withineach of the eight MODS lesson

Conference Session

Engineering Management Division (EMD) Tech Session 2: Course-level strategies to positively impact student learning and experiences

Collection

2023 ASEE Annual Conference & Exposition

Authors

Wei Lu, Texas A&M University; Behbood Zoghi, Texas A&M University

Tagged Divisions

Engineering Management Division (EMD)

Technical Managers2023 ASEE Engineering Management Division (EMD) Abstract This work in progress (WIP) paper aims at demonstrating the innovative design ofintegrating a communication course with the Capstone course, which is part of the Master ofEngineering Technical Management (METM), a 21-month online graduate program for workingprofessionals in the engineering technical management fields. As the culmination of theirgraduate study, students must identify an organizational/technical challenge, formulate a feasibleproject plan to address the issue to bring impact to the organization. During this process, theywill conduct research, create a strong business case for their industry sponsors

Conference Session

Two-Year College Special Topics Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Tracy D Blake, Utah State University; Wade H. Goodridge, Utah State University; David Dwight Sam PhD, Utah State University

Tagged Divisions

Two Year College Division

within the USUsystem for a specific topic or course in one location. The libguide for this course (http://libguides.usu.edu/engr1000) is updated each time we teach the course.Final research papers are due during finals week and carry a stiff penalty for lateness-due toobvious reasons. Papers are turned in electronically via Blackboard. A grading rubric that wasestablished by the instructors and is updated each time the course is taught is used as the basis forassigning grades. To perform grading, the papers are equally divided among the instructors sothat each instructor initially grades 1/n of the total number of papers, where “n” is the number ofinstructors. Instructors assign grades to their assigned papers using the rubric. A master rubric

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ed LeRoy Michor, Oregon State University; Susan Bobbitt Nolen, University of Washington; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

notconsidered by the dominating students. By listening to the GTA’s suggestions to another groupregarding the teaming norms, the group is not only showing their uncertainty regarding thisaspect of the task, but also appealing to instructor authority for assistance. This manner ofworking on the task is the reason this episode was coded for Handout/Instructor Authority. Thelaughter and joking language used also suggest that the team does not value of this part of thetask, but are simply complying with instructor by filling out the worksheet (Worksheeting).When collaborative efforts of the group fail to resolve this confusion, the group members resortto independent work in order to complete this section. The confusion, locus of authority in thehandout

Conference Session

Two Year-to-Four Year Transfer Topics Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Erik N. Dunmire, College of Marin; Amelito G. Enriquez, Canada College; Kate A. Disney, Mission College, Santa Clara

Tagged Divisions

Two Year College Division

to 3 million students every year,1 byproviding affordable and accessible education. The community college system feeds two largepublic university systems, the 23-campus comprehensive California State University (CSU)system, and the 10-campus research-oriented University of California (UC) system, as well asnumerous private and out-of-state universities. Ideally, students should be able to complete all oftheir lower-division coursework at a community college and then transfer to a four-yearinstitution to complete the last two years, thus earning a bachelor’s degree in approximately fouryears.In the 2006-2007 academic year, for instance, 55% of California State University (CSU)graduates and 28% of University of California (UC) graduates began

Conference Session

Faculty Track - Technical Session II

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Nicole N. Aljoe, Northeastern University; Stacy Blake-Beard, Simmons College; Michele C. Deramo, Virginia Tech; Barbara J. Guthrie, Northeastern University; Kathleen Kenney, Northeastern University; Carol B. Muller, Stanford University; Jan Rinehart, Northeastern University; Rania Sanford, Stanford University; Shawna Vican, University of Delaware

Tagged Topics

Faculty

Sanford is Assistant Vice Provost for Faculty Development and Diversity at Stanford University. She has been responsible for launching Stanford’s portfolio of professional and leadership development programs for junior and mid-career faculty since 2013. In her role, she also advises search committees on recruitment, and acts as advocate and coach for faculty, deans, and chairs. She has been working closely with postdocs, faculty, and students at Stanford for more than two decades and is a recipient of the Stanford University Postdoctoral Association Recognition Award (2013). Her research collaboration with Amy Kinch at the University of Montana explores the future of faculty needs and demands within a com- petency

Collection

1999 Annual Conference

Authors

Robert P. Hesketh; Stephanie Farrell; C. Stewart Slater

of Tulsa. Robert’s research is in the chemistry of gaseous pollutant formation anddestruction related to combustion processes. Nitrogen compounds are of particular environmental concern becausethey are the principal source of NOX in exhaust gases from many combustion devices. This research is focused onfirst deriving reaction pathways for combustion of nitrogen contained in fuel and second to use these pathways toreduce NOX production. Robert employs cooperative learning techniques in his classes. His teaching experienceranges from graduate level courses to 9th grade students in an Engineering Summer Camp funded by the NSF.Robert’s dedication to teaching has been rewarded by receiving several educational awards including the 1999 RayW

Collection

2025 ASEE North Central Section (NCS) Annual Conference

Authors

Aiman S Kuzmar, Islamic University of Madinah, Saudi Arabia

its various academic programs [2]. UCD lists five reasonsfor performing research by undergraduate students. According to UCD, these are: 1. Exploring career directions 2. Building transferable skills and enhancing resumes 3. Learning to publicly advocate for and defend work 4. Getting a leg up on graduate or professional school 5. Contributing knowledge and impacting the worldAlthough it has some obstacles and challenges, a paper in the 123rd annual ASEE conference inLouisiana in 2016 demonstrated that undergraduate research still has many benefits, as perceivedby the students themselves [3]. The paper was on the efficacy of undergraduate research basedon a survey of undergraduate students. The students’ most common

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Gina Montgomery, Auburn University; Chetan Sankar, Auburn University; P.K. Raju, Auburn University

AC 2007-656: DESIGN AND IMPLEMENTATION OF A CASE STUDY ANDMULTIMEDIA COURSEWARE FOR THE MULTIDISCIPLINARY CLASSROOMGina Montgomery, Auburn University Gina Montgomery is a doctoral student at Auburn University studying the Management of Information Technology and Innovation. She received her Bachelor of Science in Computer Science from the Samuel Ginn College of Engineering at Auburn University and holds various industry certifications. Mrs. Montgomery's research interests include innovations in the classroom, data security concerns, and risk management. She expects to complete her graduate studies in 2010.Chetan Sankar, Auburn UniversityP.K. Raju, Auburn University

Conference Session

ERM Technical Session: Developing Engineering Competencies III

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexis Grace Daniels, Johns Hopkins University; Rachel E Durham

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

], and proposes an alternative way to think about the role of self-efficacy in careerchoice development. The motivation of this paper was a quantitative study that produced resultsmisaligned with SCCT and a follow-up qualitative study of the same population that usedPVEST to explore underlying reasons. While empirical studies generally support the SCCTmodel (i.e., mathematics self-efficacy is correlated positively with mathematics performance[2]), research with minoritized youth is much less consistent [3], [4], [5], [6]. For example, Blackstudents had higher mathematics self-efficacy compared to White, Hispanic, or Asian peers, butthat did not translate to performance [7], [8]. Using PISA 2003 data, researchers even found asignificant negative

Conference Session

Engineering Workforce Track - Session VI

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Lesley M. Berhan, University of Toledo; Anne M. Lucietto, Purdue Polytechnic Institute

Tagged Topics

Engineering Workforce

Paper ID #223392018 CoNECD - The Collaborative Network for Engineering and ComputingDiversity Conference: Crystal City, Virginia Apr 29Engineering vs. Engineering Technology: Toward Understanding the Fac-tors Influencing the Academic and Career Pathways of African AmericanStudentsDr. Lesley M Berhan, University of ToledoDr. Anne M Lucietto, Purdue Polytechnic Institute Dr. Lucietto has focused her research in engineering technology education and the understanding of engineering technology students. She teaches in an active learning style which engages and develops practical skills in the students. Currently she is exploring the

Conference Session

First-Year Programs Division Technical Session 3: Online Learning and the Impact of COVID-19

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tahsin Chowdhury, Virginia Polytechnic Institute and State University; Juan David Ortega-Alvarez, Virginia Tech (primary) and Universidad EAFIT (secondary); Catherine Twyman, Virginia Polytechnic Institute and State University; Matthew James, Virginia Polytechnic Institute and State University; Benjamin Chambers, Virginia Polytechnic Institute and State University

at Virginia Tech, and Director of the Frith First Year Makers program and of the Minecraft Museum of Engineering. His research focuses include creativity-based pedagogy, the interactions of non-humans with the built environment, and the built environment as a tool for teaching at the nexus of biology and engineering. He earned his graduate degrees from Virginia Tech, including an M.S. Civil Infrastructure Engineering, M.S. LFS Entomology, and a Ph.D. in Environmental Design and Planning.© American Society for Engineering Education, 2022 Powered by www.slayte.com Understanding Student Experiences in a First-Year Engineering Online Project-Based Learning (OPjBL) CourseTahsin Chowdhury

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kemper Lewis, University at Buffalo, SUNY; Deborah A. Moore-Russo Ph.D., University at Buffalo, SUNY; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Conrad Tucker, Pennsylvania State University, University Park; Timothy W. Simpson, Pennsylvania State University, University Park; Sarah E Zappe, Pennsylvania State University, University Park; Ann F. McKenna, Arizona State University, Polytechnic campus; Adam R Carberry, Arizona State University; Wei Chen, Northwestern University; David W. Gatchell, Northwestern University; Steven B. Shooter, Bucknell University; Marie C Paretti, Virginia Tech; Lisa D. McNair, Virginia Tech; Christopher B. Williams, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

Education and co-director of the VT Engineering Communication Center (VTECC). She received her Ph.D. in Linguistics from the University of Chicago and an M.A. and B.A. in English from the University of Georgia. Her research interests include interdis- ciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a National Science Foun- dation CAREER award to explore the use of e-portfolios for graduate students to promote professional identity and reflective practice. Her teaching emphasizes the

Conference Session

STS Perspectives on Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

recent incidents in which a graduate student expressed some concern about undue influenceon the direction of their theses. Given that there was already a standing faculty Committee on theGraduate School, chaired by John Bunker, Lewis’ committee tasked Bunker with a fullassessment of the situation and the associated “dangers” of sponsored research.36Seeking to properly assess the situation, Bunker called a meeting of the directors of some of thelargest MIT laboratories. Given the rumors that began circulating, these directors arrived to themeeting feeling that they had been called to the carpet. Wishing for a positive affirmation of theirwork, they pressed the Committee to acknowledge that sponsored research stood at the heart ofwhat was

Conference Session

Liberal Education/Engineering & Society Division Technical Session 8

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mel Chua, Georgia Tech; Ian Smith, Project Alloy; Miriam Nathan Lerner, National Technical Institute for the Deaf, Rochester Institute of Technology; Sarah Jacobs; Rita Straubhaar M.Ed., Monroe Community College; Ruth Anna Spooner; Perseus McDaniel

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

in the context ofcomputer programming was both related to and distinct from this notion of the functions of aproduct.)At some point, someone signed “so, it’s what the thing tells you about itself?” and there was anelectric moment in the room. “Yes, that! It’s what the thing tells you about — how you can useit, what it’s for…” And so, with several grammatical and production tweaks, our signedprototypes for affordance theory was born.The signs for “affordance” and “to afford” reveal (or rather, afford) exploring aspects ofaffordance theory that may be less obvious in English. For instance, when these signs wereshown to a hearing non-signer who uses affordance theory in their research, they began to usethe signs as tools with which to think

Conference Session

Educational Research and Methods Division (ERM) Technical Session 29

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew M. Grondin, University of Wisconsin, Madison; Michael I. Swart, University of Wisconsin, Milwaukee

Tagged Divisions

Educational Research and Methods Division (ERM)

conceptually discordant gestures alignedwith course-specific speech; developing their understanding of the formalisms taught in theirMechanics of Materials course. Thus, there is reason to suspect that collaborative interactionsbetween students are beneficial when mechanically reasoning in developing students’ scientificreasoning. In this discussion, we look to broaden the perspective of our findings by offeringpractical implications for improving engineering education learning and assessment practices. Although beyond the scope of our initial research question, the moderate correlations ofCC to nM during both argumentation and negotiation as well as with common ground suggeststhat: (1) students less frequently produced conceptually misaligned

Conference Session

Minorities in Engineering Division(MIND) Technical Session 11

Collection

2025 ASEE Annual Conference & Exposition

Authors

Haya Alshayji, Pennsylvania State University; Deja Workman, Pennsylvania State University; Swapnika Dulam, Pennsylvania State University; Lauren A Griggs, The Pennsylvania State University; Dixon Zor, Pennsylvania State University; Christopher L Dancy, The Pennsylvania State University, University Park

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

interactive engagement, potentially fostering critical thinking andinquiry-driven approaches. For example, chatbots can guide students through structured learningpaths, making STEM concepts more accessible and engaging [1,2]. Nonetheless, using AI ineducational settings does not guarantee that students will be critically aware of the AI systemsthey interact with.Critical AI education focuses on equipping students with the skills to evaluate these widely usedAI systems critically, emphasizing digital literacy, ethical reasoning, and collaboration to usethem better. As AI systems increasingly shape societal structures, integrating these educationalobjectives has become vital to preparing students for technology-driven futures. AI for Education(AI4EDU