Conference Session

Computers in Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Lisa Jones, Southwest Tennessee Community College; James M. Northern, Southwest Tennessee Community College

Tagged Divisions

Computers in Education

techniques.AcknowledgementThe authors would like to thank Hewlett-Packard for the HP Technology for Teaching Grantwhich provided the wireless tablets used in this study.Bibliography[1] "Looking at the Freedom to Learn program through different lenses. (1 to 1 Computing)." T.H.E. Journal (Technological Horizons In Education) 32.8 (March 2005): S1(2).[2] Harless, S. & Harthun-Reed, A. "Laptop initiative creates equal educational opportunities. (Case study: Bear Lake Middle School)." T.H.E. Journal (Technological Horizons In Education) 32.8 (March 2005): S6(1).[3] Barton, C. & Collura, K. "Catalyst for change (Feature)." T.H.E. Journal (Technological Horizons In Education) 31.4 (Nov 2003): NA(6).[4] Willis, C. & Miertschin, S. “Mind Tools for

Collection

2020 First-Year Engineering Experience

Authors

Amanda Marie Singer, Michigan Technological University; Jason Mathews, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University

Description definitionssystems engineering: CD Design 17designing, systemsmanagement, systems and M Manage 17their considerations, S Systems 14efficiency improvements, E Efficiency 12and interdisciplinary work. W Work Across Disciplines 10Additional codes were CS Complex Systems 7identified among the student N No Idea 7definitions and are A Assembly

Conference Session

Curricular Innovations 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nicole Johnson-Glauch, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

, 2007.[2] M. C. Yang, “Observations on concept generation and sketching in engineering design,” Res. Eng. Des., vol. 20, no. 1, pp. 1–11, Mar. 2009.[3] M. Tovey, S. Porter, and R. Newman, “Sketching, concept development and automotive design,” Des. Stud., vol. 24, no. 2, pp. 135–153, Mar. 2003.[4] A. Johri and V. K. Lohani, “Framework for improving engineering representational literacy by using pen-based computing,” Int. J. Eng. Educ., vol. 27, no. 5, p. 958, 2011.[5] J. Ravishankar, J. Epps, F. Ladouceur, R. Eaton, and E. Ambikairajah, “Using iPads/Tablets as a Teaching Tool: Strategies for an Electrical Engineering Classroom,” presented at the International Conference of Teaching, Assessment and Learning, Wellington, New

Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela Harris, Stanford University; Shannon Katherine Gilmartin, Stanford University; Katherine L. Reinders; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

land in an“unrelated” occupation. Moreover, these data do not give a sense of how many suchgraduates may have been eyeing different (engineering and non-engineering) possibilitiesfrom the get-go.Sheppard et al.’s work on career decision-making among prospective engineeringgraduates suggests that in fact the majority of students are unsure and/or consideringoptions that span engineering and non-engineering work on the “eve” of graduation.4,5About one-third of students were exclusively focused on engineering options, and a muchsmaller fraction of students were exclusively focused on non-engineering work and/orgraduate study options. And while there may be reliable set of characteristics that predictthe likelihood of targeting non-engineering

Conference Session

Pre-College: Resource Exchange

Collection

2017 ASEE Annual Conference & Exposition

Authors

Holly Miller, Riverside Intermediate School; Tamara J. Moore, Purdue University, West Lafayette (College of Engineering); Aran W. Glancy, University of Minnesota, Twin Cities; Emilie A. Siverling, Purdue University, West Lafayette (College of Engineering); Siddika Selcen Guzey, Purdue University, West Lafayette (College of Engineering); Amanda C. Johnston, Purdue University, West Lafayette (College of Engineering); Hillary E. Merzdorf, Purdue University, West Lafayette (College of Engineering); Elizabeth Suazo-Flores, Purdue University, West Lafayette; Murat Akarsu, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Pre-College Engineering Education Division

middle school mathematics teacher’s practical knowledge using personal experiential research methods.Mr. Murat Akarsu, Purdue University, West Lafayette (College of Engineering) c American Society for Engineering Education, 2017 Mineral Mayhem: Using Engineering to Teach Middle School Earth Science (Resource Exchange) Target Grade Level: 6th-8th grade E n g rT E AM SEngineering to Transform the Education of Analysis, Measurement, & Science Authors and Contact Information: Holly Miller1 Tamara J. Moore2 Aran W. Glancy3 Emilie A. Siverling2 S. Selcen Guzey2 hmiller@hse.in.us tamara@purdue.edu aran@umn.edu esiverli

Conference Session

Clinical, Patient, and Innovation Experiences in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Megan Huffstickler, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University, University Park; Keefe B. Manning, Pennsylvania State University, University Park; Margaret J. Slattery, Pennsylvania State University, University Park

Tagged Topics

Diversity

Tagged Divisions

Biomedical

your REU student(s)? 2. Do you feel that the REU’s emphasis of the creative process impacted the REU student’s experiences? 3. Did the REU’s emphasis of the creative process impact your personal view of the research process?ProceduresThe pre-survey was administered to the students the week prior to the start of the REU, and thepost-survey was administered at the conclusion of the program. Surveys were administeredonline using the Qualtrics program.Student interviews were held within the span of one week towards the end of the program.Interviews of the faculty took place over a two-week period of time following the conclusion ofthe REU. Each interview lasted no longer than one hour. The interviews were conducted by

Conference Session

Teams, Capstone Courses, and Project Based-Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Molly A. McVey, University of Kansas; Carl W. Luchies, University of Kansas; Adrian Joseph Villicana, University of Kansas

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

1) improve individual learning, 2) improve team performance, and 3) would mostbenefit individual members within teams performing at a high level. To explore these hypotheseswe compared student performance across two semesters, one that utilized cooperative groups andthe second that utilized TBL.MethodsThis research was approved by the University of Kansas Human Research Protection Program.In Fall 2014, 59 students enrolled in the course which was taught in a flipped format (Beichner,2008) in an active-learning classroom and utilized cooperative groups. Each class meetingconsisted of: 1) a reading quiz, 2) lecture highlights, 3) example problem(s), and 4) group work.The instructional team consisted of the professor, two graduate teaching

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Tirupalavanam G. Ganesh, Arizona State University; Connor Sonnier, Arizona State University

Tagged Divisions

First-Year Programs

data, labeling evidence and specific details of each theme in the data, and compared andreached consensus for any discrepancies. The frequencies with which each theme wasmentioned/represented were also counted and tabulated.The first theme is ‘Customer Involvement’. As “the end goal [of engineering design] is the creationof an artifact, product, system, or process that performs a function or functions to fulfill customerneed(s).” [27], it is very important to involve the customer throughout the process from needsanalysis to gaining feedback to ensure that the design solution fulfills customer need(s) and meetsor exceeds customer expectations. For this theme, when coding, data was categorized into threegroups: no mention of customer; some

Conference Session

International Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Tech; Lilian Katherine Sanchez, National University of Táchira; Bianey Cristina Ruiz Ulloa, National University of Táchira

Tagged Topics

Diversity

Tagged Divisions

International

theory. A case study is the study of a specific phenomenon bounded to a system thatcan be analyzed individually to understand the phenomenon under specific circumstances [14,15]. The process of competencies transfer in industrial engineering students was our case ofstudy. According to Merriam [14], some of the characteristics of a case study are: a. Particularistic: referring to the particular situation of the process of professional internships done by industrial engineering students from the [blinded for review] b. Descriptive: the final product of the study is a rich and dense description of the internship phenomenon c. Heuristic: gives rise to new meanings of the process of transfer of competencies in [blinded for review]´s

Conference Session

Women in Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Suzanne Zurn-Birkhimer, Purdue University-Main Campus, West Lafayette (College of Engineering); Emily Fredette, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

accurately predict overall graduation rates 15 .A complete major pathway was created for each participant that included up to three prospectivemajors indicated in August of their first-year, the one preferred major indicated in December oftheir first-year, their subsequent declared major(s) as they progressed through the institution, andtheir earned bachelor’s degree (Figure 1). Major pathways of participants were investigated toidentify discernible trends or patterns in the data.Figure 1: Timeline of Major Pathway data collection points. Students were able to list up to threeperspective majors in August and one preferred major in December.ResultsThere were a total of 776 participants over the five cohorts, 693 (89.3%) of whom graduated with

Conference Session

Thinking Outside the BOKs: ABET, Ethics, Civil Engineering as Liberal Education, and 3-Year Degrees

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brian J. Swenty P.E., University of Evansville; Matthew K Swenty P.E., Virginia Military Institute

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

firm, and the director of Missouri’s Dam and Reservoir Safety Program. Since 1993, he has been at the University of Evansville, serving as department chair for the past 21 years. He continues to work as a consultant on projects involving the design and construction of new dams, modifications to existing dams, and the investigation of dam failures.Dr. Matthew Swenty P.E., Virginia Military Institute Matthew (Matt) Swenty obtained his Bachelors and Masters degrees in Civil Engineering from Missouri S&T and then worked as a bridge designer at the Missouri Department of Transportation. He returned to school to obtain his Ph.D. in Civil Engineering at Virginia Tech followed by research work at the Turner- Fairbank

Conference Session

Computational Thinking in Pre-College Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carson Ohland, Purdue University, West Lafayette; Hoda Ehsan, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

., Evangelou, D., Bagiati, A., & Brophy, S. (2011). Early engineering inyoung children's exploratory play with tangible materials. Children Youth andEnvironments, 21(2), 212-235.[2] Atman, C. J., Adams, R. S., Cardella, M. E., Turns, J., Mosborg, S., & Saleem, J. (2007).Engineering design processes: A comparison of students and expert practitioners. Journal ofengineering education, 96(4), 359-379.[3] Ceci, S. J., & Williams, W. M. (2010). Sex differences in math-intensive fields. CurrentDirections in Psychological Science, 19(5), 275-279.[4] Hofstein, A., & Rosenfeld, S. (1996). Bridging the gap between formal and informal sciencelearning. Studies in Social Science Education, 28(1996) 87-112.[5] K. Crowley, M. A. Callanan, J. L. Jipson

Conference Session

Design Across Curriculum 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ha Nguyen, University of California, Irvine; Liang Li Wu, University of California, Irvine; Gregory N. Washington, University of California, Irvine; Kyu Yon Lim, Ewha Womans University; Christian Fischer, University of Tübingen, Germany

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

among individuals, by gender and prior achievement. This line ofwork aims to explore the mechanisms in which students from heterogeneous populations maycontribute to design decisions and regulate their own and their peers’ efforts.References[1] J. Mills and D. Treagust, “Engineering education—Is problem-based or project-basedlearning the answer,” Australasian Journal of Engineering Education, vol. 3-2, pp. 2-16, Apr.2003.[2] Y. Hatamura, Decision-making in Engineering Design: Theory and Practice. London:Springer, 2006.[3] R. A. Crabtree, M. S. Fox and N. K. Fox, “Case studies of coordination activities andproblems in collaborative design,” Research in Engineering Design, vol. 9-2, pp. 70-84, June1997.[4] G. A. Hazelrigg, “A framework for

Conference Session

Design Mental Frameworks

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura R. Murphy, University of Michigan; Shanna R. Daly, University of Michigan; Colleen M. Seifert, University of Michigan; Eytan Adar, University of Michigan; Sophia Brueckner, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Research in 2006,” Des. Res. Q., Sep. 2006.[2] E. Sanders, “An Evolving Map of Design Practice and Design Research,” Interactions, pp. 13–17, Dec. 2008.[3] IDEO, The Field Guide to Human-Centered Design. 2015.[4] C. B. Zoltowski, W. C. Oakes, and M. E. Cardella, “Students’ ways of experiencing human-centered design,” J. Eng. Educ., vol. 101, no. 1, pp. 28–59, 2012.[5] I. Mohedas, S. Daly, and K. Sienko, “Design Ethnography in Capstone Design: Investigating Student Use and Perceptions,” Int. J. Eng. Educ., vol. 30, no. 4, pp. 888–900, 2014.[6] R. P. Loweth, S. R. Daly, J. Liu, and K. H. Sienko, “Assessing Needs in a Cross-Cultural Design Project: Student Perspectives and Challenges,” Int. J. Eng. Educ., vol. 36, no. 2, pp

Conference Session

Active Learning in BME, Session I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacqueline Handley, University of Michigan; Aileen Huang-Saad, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan

Tagged Divisions

Biomedical Engineering

, “knowing” the stimulus-response Although many people consists of long chains of training and reacts to the have the impression stimulus (S)–response (R) stimulus. that lecture/objective pairs that have been testing is a behaviorist associated with past events model, lecture lacks the key and their consequences features of often enough to form a self-pacing, small steps with connection immediate

Conference Session

Mathematics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nancy Romance, Florida Atlantic University; Ali Zilouchian, Florida Atlantic University; Michael Vitale, East Carolina University; Lisa Greenberg, Florida Atlantic University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

Each CourseFaculty were divided into three math focus groups (leaving College Algebra for the end) wherethey specifically addressed main learning outcomes for the course, the core ideas upon whicheach course is grounded, and the supporting concepts that make up the core idea(s). Thisapproach builds upon a theoretical framework resulting from the work of numerous groups (i.e.,Mathematical Association of America - [MAA]) and individuals, such as Bransford et al., (2000)who, in his National Research Council commissioned book, How People Learn, providedrecommendations based on extensive work addressing learning and teaching in mathematics.Guiding their discussions were a series of questions such as (a) does the course outline reflect thedesired

Conference Session

Ethical Awareness and Social Responsibility in a Corporate/Team Context

Collection

2018 ASEE Annual Conference & Exposition

Authors

Natasha D. Mallette P.E., Oregon State University; Michelle Kay Bothwell, Oregon State University; Christine Kelly, Oregon State University

Tagged Divisions

Liberal Education/Engineering & Society

. My social I appreciated that I identity All of my teammates I learned something was paired with impacts the contributed uniquely to the from the student(s) on student(s) of a way I interact team products (This does my team with a different or am not mean equal quality or different discipline. discipline(s). perceived on a amount of contributions

Conference Session

Design Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

John Crepeau P.E., University of Idaho, Moscow; Michael R. Maughan P.E., University of Idaho, Moscow; Dan Cordon, University of Idaho, Moscow; Steven W. Beyerlein, University of Idaho, Moscow; Matthew John Swenson P.E., University of Idaho, Moscow; Daniel J. Robertson, University of Idaho, Moscow; Sean Michael Quallen, University of Idaho, Moscow

Tagged Divisions

Design in Engineering Education

Education to the New Century,The National Academies Press, Washington, DC, 2005.[3] Creating the Future of Mechanical Engineering Education, ASME, New York, 2012.[4] The Vision for Civil Engineering in 2025, Reston, VA, 2007.[5] N. Kellam, J. Walther, T. Costantino, and B. Cramond, “Integrating the engineeringcurriculum through synthesis and design studio,” Advances in Engineering Education, vol. 3, pp.1-33, 2013.[6] M. Trevisan, D. Davis, R. Crain, D. Calkins, and K. Gentili, “Developing and assessingstatewide competencies for engineering design,” J. Engineering Education, vol. 87, pp. 185-193,1998.[7] D. Davis, M. Trevisan, L. McKenzie, S. Beyerlein, P. Daniels, T. Rutar, P. Thompson, andK. Gentili, “Practices for quality implementation of the

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kyoung-Yun Kim, Wayne State University; Carolyn E Psenka, Wayne State University; Karl R Haapala, Oregon State University; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Gül E. Okudan Kremer, Iowa State University

Tagged Topics

Diversity, NSF Grantees Poster Session

manufacturing and assembly processes used inproduction to facilitate cost, productivity, and environmental performance assessment during earlyproduct design. In the Sustainable Product Architecture and Supplier Selection (S-PASS) module,relationships between sustainable design requirements and their associated functions andarchitectural modules can be identified and evaluated against existing products. S-PASS assistsdetermining whether the functions and requirements are satisfied in available product modules.Possible product architectures can be configured to create an initial product architecture set. Final1 DUE-1431481, DUE-1432774, and DUE-1431739product architecture candidates and their suppliers are selected by evaluating the

Conference Session

Design and Implementation of Graduate Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ben D. Radhakrishnan, National University

Tagged Divisions

Graduate Studies

capstone course(s) focus on achieving a blend of these skillsapplied to the real-world sustainability issues. The final output of the capstone project, a projectreport will specifically highlight how the 3 Es were addressed and met. Upon appropriatereviews by the university faculty, the report is ready for submission to the sponsor forimplementation. The capstone projects are generally done in student teams of 3.Capstone Project FrameworkUniversity has a unique model for adult education. Regular courses are taught at the rate of onecourse at a time over a 4-week period. The program is accredited and approved by WesternAssociation of Schools and Colleges (WASC) for both onsite and online offerings. As eachprogram course string starts, a student

Conference Session

Practice III: Multimedia Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Faye Linda Wachs, California State Polytechnic University, Pomona; Juliana Lynn Fuqua, California State Polytechnic University, Pomona; Paul Morrow Nissenson, California State Polytechnic University, Pomona; Angela C. Shih, California State Polytechnic University, Pomona; Michael Pavel Ramirez, California State Polytechnic University, Pomona; Laura Queiroz DaSilva, California State Polytechnic University, Pomona ; Nguyen Nguyen; Cheyenne Romero, California State Polytechnic University, Pomona

Tagged Divisions

Educational Research and Methods

be earned. A Team Battle is an activelearning exercise designed by the instructor that involves group problem solving and has beenused successfully by the instructor in the past for a different flipped course [2]. In this course, theinstructor split the class randomly into teams of four, provided each team with two problemsrelated to the week's topic, then had students work in pairs to solve the problems. When a teambelieved they solved both problems correctly, one representative wrote the team name on thewhiteboard and the instructor checked their answers. If one or both answers are wrong, the teamwas given a three-minute timeout in which they could continue to work on the incorrectproblem(s) but could not write their team name on the board

Conference Session

Diversity and Global Experiences

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jamie Gomez, University of New Mexico; Vanessa Svihla, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

new team membershave been able to productively contribute.As with the design-based research approach, we will continue to iterate on our design, to bettertest ways to help team members value each other’s assets.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.EEC #1544233. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] S. Harvey, “A different perspective: The multiple effects of deep level diversity on group creativity,” J. Exp. Soc. Psychol., vol. 49, no. 5, pp. 822–832, 2013.[2] J. A. Mejia, A. Wilson-Lopez, C. E. Hailey, I

Conference Session

Building and Engaging Communities for Scholarship, Advocacy, and Action for Diversity, Equity, and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Stephanie Farrell, Rowan University; Adrienne Robyn Minerick, Michigan Technological University

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

International, Minorities in Engineering

, J. (2015, June),Creating Inclusive Environments in First-year Engineering Classes to Support Student Retentionand Learning Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle,Washington. 10.18260/p.23757 https://peer.asee.org/23757[5] Brewer, M., & Sochacka, N., & Walther, J. (2015, June), Into the Pipeline: A FreshmanStudent's Experiences of Stories Told About Engineering Paper presented at 2015 ASEE AnnualConference & Exposition, Seattle, Washington. 10.18260/p.24355 https://peer.asee.org/24355[6] Walden, S. E., & Foor, C. E., & Pan, R., & Shehab, R. L., & Trytten, D. A. (2015, June),Leadership, Management, and Diversity: Missed Opportunities Within Student DesignCompetition Teams Paper

Conference Session

Perspectives on Diversity, Equity, and Inclusion Beyond the Undergraduate Years

Collection

2018 ASEE Annual Conference & Exposition

Authors

Canek Moises Luna Phillips, Rice University; Yvette E. Pearson P.E., Rice University; Lisa M. Black, American Society of Civil Engineers; Quincy G. Alexander, American Society of Civil Engineers

Tagged Topics

ASEE Diversity Committee, Diversity

gender identity, race, national origin, ethnicity, religion, age, sexual orientation, disability, political affiliation, or family, marital, or economic status. a. Engineers shall conduct themselves in a manner in which all persons are treated with dignity, respect, and fairness. b. Engineers shall not engage in discrimination or harassment in connection with their professional activities. c. Engineers shall consider the diversity of the community, and shall endeavor in good faith to include diverse perspectives, in the planning and performance of their professional services [1].Prior to Canon 8's adoption

Conference Session

Minorities in Engineering Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sarah Appelhans, University at Albany; Thomas De Pree, Rensselaer Polytechnic Institute; J. Thompson, Rensselaer Polytechnic Institute; Joerene Acerrador Aviles, Rensselaer Polytechnic Institute ; Alan Cheville, Bucknell University; Donna M. Riley, Purdue University-Main Campus, West Lafayette (College of Engineering); Jennifer Karlin, Minnesota State University, Mankato; Soheil Fatehiboroujeni, Indiana-Purdue University; Atsushi Akera, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

, and that this contributes to broader racial and gender inequalities in pay, prestige andpower. “[S]cience degrees and occupations are associated with greater prestige and rewards thanany other field of study. In a technologically advanced society, the status and power of those inscience makes them the new elite” [29, p. 113]. Therefore, it is imperative that science andengineering disciplines are equally accessible to all, regardless of race or gender. The politicalnature of social justice arguments makes them uncommon in a discipline that prefers to maintainits objectivity [30]. However, the “equality case” for diversity is the only argument that takesinto account pre-existing power structures that reproduce racial and gender inequalities

Conference Session

Writers, Experts, and the Workforce in Civil Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Molly McVey, University of Kansas; Caroline R. Bennett P.E., University of Kansas; Andrea Follmer Greenhoot, University of Kansas

Tagged Divisions

Civil Engineering

than the SEI (i.e., fewer experts per department over shorter durations), and amplifiesthe impact of the experts by building intellectual communities around course transformation atmultiple levels. The University of Kansas launched its adaptation of the embedded expert model in the2013-2014 academic year, beginning in the College of Liberal Arts and Sciences (CLAS) andexpanding in 2014-2015 into the School of Engineering. The embedded experts are postdoctoralscholars with Ph.D.’s in the discipline that are hired by a unit (department or school) for threeyears to collaborate with faculty members on the incorporation of student-centered, active andcollaborative teaching practices into four-to-five undergraduate courses. To date we have

Conference Session

FOCUS ON EXHIBITS: Welcome Reception & NEW THIS YEAR! 2018 Best Division Paper Nominee Poster Session Sponsored by Engineering Unleashed

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jamie Gomez, University of New Mexico

Tagged Topics

ASEE Headquarters

we observed, and was not part of our plannedintervention, yet aligned to it. Students were open to the approach, and the new team membershave been able to productively contribute.As with the design-based research approach, we will continue to iterate on our design, to bettertest ways to help team members value each other’s assets.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.EEC #1544233. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] S. Harvey, “A different perspective: The multiple effects of deep level diversity on group

Conference Session

Biomedical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert Gammon-Pitman, Ohio State University; Tanya M. Nocera Ph.D., Ohio State University

Tagged Divisions

Biomedical Engineering

whichparts in Figure 1, above, are beneficial or limiting in developing technical writing skills. Thesurvey is currently being administered to BME students who have completed at least one of thesix laboratory courses offered. Table 1: Survey questions measuring features in the writing cycle Category Survey Question(s) Response options are 4-point Likert scales unless indicated otherwise by [ ] Student Writing Process  What part(s) was most/least helpful [Fig 2 selection]  What part(s) were confusing or misleading [Fig 2 selection]  Writing, revising, and resubmitting reports did/did not improve

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Walter C. Lee, Virginia Tech; Dustin M. Grote, Virginia Tech; David B. Knight, Virginia Tech; Abbey Rowe Erwin, Virginia Tech; Bevlee A. Watford P.E., Virginia Tech

Tagged Topics

NSF Grantees Poster Session

Center for the Enhancement of Engineering Diversity. c American Society for Engineering Education, 2019 Broadening Participation in Engineering by Enhancing Community College to University Partnerships: Findings from a Tri-Institutional NSF Grant Partnership Project Funded by National Science Foundation - Scholarships in Science, Technology, Engineering, and Math (S-STEM)Community colleges are often touted as cost-effective gateways to four-year universities foracademically-talented, low-income students. However, there is room for four-year institutions toplay a much more actively engaged role in turning this promise into reality. Funded through theNational Science Foundation

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Erin A. Cech, Rice University; Rocio C. Chavela Guerra, American Society for Engineering Education; Adrienne Minerick, Michigan Technological University; Tom J Waidzunas, Temple University

Tagged Topics

Diversity, NSF Grantees Poster Session

learning [2-6]. Failure to createan inclusive environment for minority students affects both minority and majority students, andthere is compelling evidence that diversity among students and faculty is crucially important tothe intellectual and social development of all students [7-9]. The benefits of diversity extendwell beyond the university years: research suggests that improving diversity in a workforce canhave positive effects on innovation and productivity [10]. Given the need to increase our STEMworkforce to remain competitive in a global economy, efforts must be made to attract and retaintalented individuals to STEM disciplines and professions. To this end, increasing diversity inScience and Engineering (S&E) has become a national