Conference Session

Track 7: Technical Session 2: Lessons Learned from Development of an Elective Undergraduate Course on DEI in STEM

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Leigh S McCue, George Mason University; Christopher Alexander Carr, George Mason University; Kevin William Kuck, George Mason University; Dhiambi Otete; Violet Veronika Reges

Tagged Topics

CoNECD Paper Sessions, Diversity

ocean engineering. McCue taught that coursein 2008 and 2010. She emulated that design with a 1-credit course offering in Spring of 2020 atMason, the semester which included a mid-term pivot to online instruction due to the COVID-19pandemic. Using lessons learned from those instructional experiences, McCue and Carr launcheda 3-credit hour course in Spring of 2022, offered a second time in Spring of 2023, at Mason focusedbroadly on diversity, equity, and inclusion in STEM.In its present design the course outcomes are that: • Students will demonstrate the knowledge needed to be advocates for diversity, equity, and inclusion in the engineering workforce • Students will demonstrate the skills needed to be change agents in the

Collection

2014 ASEE Zone 1 Conference

Authors

Tara Kulkarni

Initial designscourse structure. Therefore, all of these factors went into theinitial course prep, along with finding the right textbook, 4 Finalize design and work on final reportdeveloping the syllabus to accurately reflect the role of S-Lwithin the framework of the course, developing course lessonsto expand on the S-L aspects within the technical content, (negotiate) a project scope, keeping in mind the shortdesigning assignments, exams, and activities to encompass nature of the projects, as well as being realistic of theirboth the S-L within the technical education. capability to do the tasks that the community partners As reflection is a crucial component

Conference Session

New Engineering Educators Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Georgia Institute of Technology; Mary Katherine Watson, The Citadel; Donna C. Llewellyn, Boise State University

Tagged Divisions

New Engineering Educators

undergraduate classrooms, according to graduatestudents’ perceptions, for the purpose of designing effective instructional environments. Tocapture the characteristics of the impactful courses, graduate engineering students from theGeorgia Institute of Technology participated in an online survey. Participants reflected on theinstructional environment that best described their most impactful undergraduate learningexperience. Open-ended questions provided students with the opportunity to further justify orclarify their responses. The analysis indicated that students’ most impactful classes wererequired, in-major, non-design courses. Furthermore, these courses were characteristic ofinstructor-centered philosophies, including essentialism and perennialism

Conference Session

Civil Engineering Division - Integration of Engineering and/or Technical Rigor with Diversity, Equity, Inclusion and Justice (DEIJ)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Monica Palomo, California State Polytechnic University, Pomona; Pauline Muljana

Junior Enrollment Status Full-time Full-time Full-time Full-time Full-time Enrolled Courses 7 or more 3 to 4 5 to 6 5 to 6 5 to 6 Type of Enrolled Units (Eng-Lec/Eng-Lab/Non-Eng) 12/2/3 12/2/0 8/1/1 9/1/0 14/2/0 Total Units Enrolled 17 14 10 10 16Note. Eng-Lec is engineering lecture course, Eng-Lab is engineering laboratory course, Non-Engis non-engineering course.Teaching Strategies or ProceduresThe syllabus of the selected course included 13 different topics. Students had a set of skeletalnotes provided for each topic. The skeletal notes included the lesson learning objectives, relevantpre

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kelsey Joy Rodgers, Purdue University, West Lafayette; Bryan W. Boudouris, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Michael T. Harris, Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

coding and statisticalanalysis), watched online lecture videos that facilitate a flipped-class teaching mode, completeddaily in-class quizzes to record their attendance while capturing their current understanding ofcourse topics, and took three required written exams. All of the assignments, lecture videos,quizzes, and exams were common across the sections. 4The course elements described above facilitate students’ achievement of four course goals. Thegoals, as stated on the syllabus, were to:1. Practice making evidence-based engineering decisions on diverse teams, guided by professional habits,2. Develop problem-solving, modeling, and design skills that you will use as an engineer,3. Learn how to

Conference Session

Cross-cultural Sensitivity, Moral Imagination, and Diversity in Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yousef Jalali, Virginia Polytechnic Institute and State University; Christian Matheis, Guilford College; Marc Edwards, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

institutionalized cruelty [25] and dominance; their needsand desires are systematically ignored and suppressed. The ways we see and imagine one anothercan be expanded to the broader institutional level; and as argued by Roberts [26] Buber’s I-Itrelations can explain the very possibility of oppression.3. Setting: Revising engineering ethics courseBackgroundAs described in the Introduction section, the original course materials were supplemented withtwo learning modules. One of the authors of this paper facilitated both sessions, each for two andhalf hours, where 14 and 10 students were enrolled in the class, in 2019 and 2020, respectively.The major difference between the two years was the mode of instruction, face-to-face in 2019and online in 2020 during

Conference Session

Mentoring Graduate Students, Diversity, and Assessment

Collection

2010 Annual Conference & Exposition

Authors

Adrienne Minerick, Mississippi State University; Rafael Hernandez, Mississippi State University

Tagged Divisions

Graduate Studies

front of committees a. Review of presentation using rubric provided Page 15.630.5Figure 1: Schedule of assignments, lectures, and activities in the research proposition course. Page 15.630.6This was probably one of the most writing intensive courses these students had been enrolled insince beginning graduate school. For this reason, originality of the writing was highly stressed.The policy was clearly communicated in the syllabus and a special session was conducted bylibrary personnel on plagiarism. Students were told that all written prose and

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Warren F. Smith, UNSW, Canberra, Australia; Zahed Siddique, University of Oklahoma; Farrokh Mistree, University of Oklahoma

Tagged Divisions

Design in Engineering Education

Paper ID #9046The Development of Competencies in a Design Course from a Student Per-spectiveDr. Warren F Smith, UNSW, Canberra, Australia Warren Smith is a Senior Lecturer in the School of Engineering and Information Technology, University of NSW, Canberra at the Australian Defence Force Academy. He joined the University in 1998 after spending 20 years as a practicing Naval Architect with the Australian Department of Defence. He is also an Affiliate Research Scholar at the University of Oklahoma. He is passionate about project-based authentic and immersive learning in engineering design education, believing design is

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Corinna Marie Fleischmann P.E., United States Coast Guard Academy; Hudson V. Jackson P.E., United States Coast Guard Academy; Kassim M. Tarhini P.E., United States Coast Guard Academy

Tagged Divisions

Civil Engineering Division (CIVIL)

. • Once the semester commences, the course coordinator provides a steady stream of materials and information to instructors and students. These materials cover a wide range, including project assignment, submission deadlines, example problems, and innovative ways to present the material. • The coordinator posts course content information to online platforms (MS Teams and D2L) to ensure proposed materials are shared among the instructors for peer review and comment, confirming the product is ready for students well in advance. Assessment: Course coordinator is also responsible for course assessment including selection of assignments for assessment, and the development and implementation of

Conference Session

Educational Research and Methods Division (ERM) Technical Session 30

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julianne Latimer, Georgia Institute of Technology; Mary Lynn Realff, Georgia Institute of Technology; Clara Blue Templin, Georgia Institute of Technology; Jill Fennell, Georgia Institute of Technology; Christie Stewart, Georgia Institute of Technology; Lesley Baradel, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods Division (ERM)

learning objectives, which students should be able todo upon the completion of the course: A. Explain the value of managing stress in achieving optimal health/well-being. B. Identify one's personal coping style and strengths for transforming stress into a positive factor. C. Explain key strategies to flourish in a challenging environment through optimistic and resilient thinking. D. Describe how to use the concept of “failure” to learn and grow. E. Identify how to use emotional intelligence to prevent stress and fatigue and improve one’s health/well-being.Students were made aware of the learning objectives through the course syllabus that wasdistributed at the beginning of each course. Appendix A contains the course

Conference Session

Multidisciplinary Division Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer R Brown, Montana State University, Bozeman; Leslie Hopkinson, West Virginia University; Saundra Duplicate Johnson Austin, University of South Florida; Sara E Wilson, The University of Kansas

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19,” Education Sciences, vol. 10, 2020, Accessed: Feb. 05, 2024. [Online]. Available: https://eric.ed.gov/?id=EJ1277023[6] L. E. Gin, R. A. Scott, L. D. Pfeiffer, Y. Zheng, K. M. Cooper, and S. E. Brownell, “It’s in the syllabus … or is it? How biology syllabi can serve as communication tools for creating inclusive classrooms at a large-enrollment research institution,” Advances in Physiology Education, vol. 45, no. 2, pp. 224–240, 2021, doi: 10.1152/advan.00119.2020.[7] C. J. Stanny, M. Gonzalez, and B. McGowan, “Assessing the culture of teaching and learning through a syllabus review,” Assessment & Evaluation in

Collection

2001 Annual Conference

Authors

Pamela Mack; Yacob Astatke

theway to expand the online course and offer it to more freshmen engineering studentsnext summer.Bibliography1.Joyce Menges, ‘‘Preparing Underprepared Students for College’’, Syllabus Magazine, Volume 13, No.7,March 2000.2.Sally Illman, ‘‘Advanced Placement Online Reaches Geographically Dispersed Students’’, SyllabusMagazine, Volume 13, No.8, April 2000.3. Jonathan Lewin ,‘‘Using Technology to teach College Mathematics’’ Syllabus Magazine, Volume 13,No.6, February 2000.4. Lawrence E. Levine, ‘‘Using Technology to teach Linear Algebra: A Case Study’’ Syllabus Magazine,Volume 13, No.7, March 2000.YACOB ASTATKEYacob Astatke received his B.S.E.E. from Morgan State University, and his M.S.E.E.from Johns Hopkins University. His is currently a full

Conference Session

Environmental Engineering Division Technical Session 3: Teaching Environmental Engineering in the COVID-19 Era

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David V.P. Sanchez, University of Pittsburgh; Tony Lee Kerzmann, University of Pittsburgh; Claire P. Chouinard, University of Pittsburgh; Gregg P. Kotchey, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

. The majority of the students chose to attend class online via a live Zoomvideoconference feed. A smaller portion of the students attended class in a traditional classroomusing social distancing and following the university COVID safety protocol. The students whowere in-person we able to communicate in real-time with the online students and faculty throughthe use of the classroom audio visual equipment, as shown in Figure 2. The class syllabus andrequirements for the same for students attending online and in-person. Figure 2: In-Person Classroom and Zoom Online Synchronous InstructionMethodologyA sophomore sustainability course with two sections and 92 total students (10 of which weregraduate students) was taught in the fall semester

Conference Session

MECH - Technical Session 1: Foundations of Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

James Hiram Cover, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln

Tagged Divisions

Mechanical Engineering Division (MECH)

27-114 2023 4(3,0,0,0,1) 19(14,0,0,0,5) 20 32-86a Number of courses(In-person, Asynchronous, Online Synchronous, Hybrid, No Information)b Up until midspring 2020 all courses were in-personB.  Data CollectionLMS feature use data was collected from each Canvas course for spring semesters from 2019 to2023. This data included LMS feature use at two points in time each semester: mid-Spring and atthe end of the semester. For comparison purposes to Spring 2020, mid-Spring (denoted m19-m23) LMS feature use data were recorded at the end of the 9th week of the semester (i.e., whenin-person instruction stopped). Spring data accounts for all LMS feature use across the semester.LMS feature use data were provided

Conference Session

Mechanical Engineering Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bobby G Crawford P.E., Quinnipiac University; Jose Antonio Riofrio, Quinnipiac University; Richard Melnyk, U.S. Military Academy

Tagged Divisions

Mechanical Engineering

, 2017].[2] “Best Undergraduate Engineering Program Rankings (No doctorate),” U.S. News and World Report, 2017. [Online]. Available: https://www.usnews.com/best- colleges/rankings/engineering-overall. [Accessed Nov. 27, 2017].[3] “Engineering Curriculum,” Harvey Mudd College, 2017. [Online]. Available: https://www.hmc.edu/engineering/curriculum/courses/engineering-course-descriptions/#84. [Accessed Nov. 30, 2017].[4] “ES 203 Electrical Systems, Course Syllabus,” Rose-Hulman Institute of Technology, 2017. [Online]. Available: https://www.rose- hulman.edu/~berry123/Courses/ES203/ES203_Syllabus.pdf. [Accessed Nov. 27, 2017].[5] “Mechanical Engineering (ME),” Franklin W. Olin College of Engineering, 2017. [Online

Collection

2021 First-Year Engineering Experience

Authors

Frederick Alexander Farah, UMD Keystone Program; W. Ethan Eagle, University of Maryland

. Discord’s downside, that students may have no priorexperience with the platform, would be overcome through tutorial videos posted to Youtube [8].Student Onboarding, Server Structure and Function Notice about the availability of the Discord server was posted to the course syllabus, butparticipation remained optional to both students and faculty1. The only incentive for use was theability for students, professors, and teaching assistants to connect through social and educationalchannels during an entirely online semester. Academic messages would continue to be sent fromCanvas, and mirrored and discussed in a separate Discord communication channel. 232 students,15 TAs, and 5 faculty signed up for the server during the Fall. Figure 1 has

Conference Session

Improving the BME Classroom on the Ground and Virtually

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Charles J. Robinson, Clarkson University; Loretta Driskel, Clarkson University; Erin Blauvelt, Clarkson University; Laura J. Perry, Clarkson University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

andragogy (the practice ofteaching adult learners), industry best practices, Quality Matters, and the seven Principles forGood Practice in Undergraduate Education (adapted for hybrid learning).7 This workshop wasloosely modeled after the Quality Matters’ Designing Your Online Course Workshop.10 Duringand as a result of this RISE program the BR200 instructor with the help of his coauthors: 1. Developed a detailed BR200 course map including measurable objectives, assessment types, and a schedule overview. This included a syllabus appropriate for online and hybrid courses using a specified Syllabus Template. 2. Created engaging instructional materials and further used technology to create high quality learning experiences for students

Conference Session

Biomedical Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joseph Towles, University of Wisconsin, Madison; John G. Davis, University of Wisconsin, Madison; Brian Frushour, Wisconsin Alumni Research Foundation (WARF)

Tagged Divisions

Biomedical

Undergraduate Biomedical Engineering Design TeamsIntroductionProject management, a course/field that aims to teach students the application of knowledge, skillsand techniques to project activities to meet project requirements, is popular among a variety ofprofessions. Project management courses are often taught online, or in short-course format with aseries of extended lectures with little to no application.Emerging evidence from research on teaching methods strongly indicates that active learningmethods lead to better educational outcomes than standard lecture methods (Wieman, 2014).Further, it has been shown that a project-based learning approach is effective at teaching projectmanagement concepts (Keser and Karahoca, 2010

Conference Session

Bringing a Different Perspective

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Josué Njock Libii, Purdue University Fort Wayne

Tagged Divisions

Mechanics

was studiedfor three consecutive semesters and met face to face every semester.Design of the studyThe instructor (the first author) used the syllabus to lay out the homework policies in the course[10], [12], [13]. It spelled out clearly all the dates on which homework was to be submitted forgrading. It was required that homework papers be submitted at the beginning of class. Therequired formats of its presentation and the definitions of homework that was on time,moderately late, very late, or unacceptably late were specified; so were the penalties associatedwith each type of late submission. Submitted homework was collected, graded, and returned tothe students promptly. All homework assignments were graded.There were four exams in addition to

Conference Session

CPDD Technical Session 1 - Design of Professional Development Curricula

Collection

2022 ASEE Annual Conference & Exposition

Authors

Wei Lu, Texas A&M University; Scott Tingey, Texas A&M University; Denise Preusser; Behbood Zoghi, Texas A&M University

rate the organization of this course. 3.60 4 90.00% Based on what the instructor(s) communicated, and the information7 provided in the course syllabus, I understood what was expected of me. 2.82 3 94.08% Begin this course evaluation by reflecting on your own level of engagement and participation in the course. What portion of the class preparation activities (e.g., readings, online modules, videos) and8 assignments did you complete? 3.89 4 97.19% Future Plans and ConclusionThis paper could shed some lights to engineering programs or institutions who are interested inoffering a similar

Conference Session

Software Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tamaike Brown, State University of New York at Oswego; Bastian Tenbergen, State University of New York at Oswego

Tagged Divisions

Software Engineering Division

. The taskgiven by the instructor is of similar complexity to that which is covered as an example duringlecture. For the first four to six weeks of the syllabus, TPS activities did not occur since studentswere systematically introduced to the principles and concepts of SQA. Rather, open discussionson systems that failed were discussed as a class. As the course schedule progressed to the modulesof formal methods and justifications for engineering practices, TPS was introduced. During thisperiod all students were fully online due to the college closing down as a result of spike in COVID-19 cases. Online synchronous activities involve students participating in TPS by working collaborativelyas a group in Zoom breakout sessions on tasks that

Collection

2024 CIEC

Authors

Nathan Luetke; Orlando Ayala

activity has been a successful idea.Overall, the students liked the technique and found it beneficial, regardless of whether the studentwas an online student or a face-to-face student. Furthermore, former students have come back totell the faculty that they have used the excel spreadsheet they developed for the project. Havingfaculty colleagues’ workload in mind and for easy implementation in their own courses, links tothe course syllabus, project assignment, and two student final reports were provided. Proceedings of the 2024 Conference for Industry and Education Collaboration Copyright ©2024, American Society for Engineering Education

Conference Session

Materials Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Steven M. Yalisove, University of Michigan; Shanna R. Daly, University of Michigan

Tagged Divisions

Materials

one third of the classsessions. The course was traditionally taught on Mondays, Wednesdays, and Fridays with arecitation on Thursdays that was run by graduate student instructors. A fixed syllabus has beenused for many years and we kept that strictly in place. The same textbook and the sameassessment tools (two midterms and a final) were used. What was changed was that onWednesdays, no lecture was given. Instead, active learning methodologies were used to coverthe main points that the lecture would have been focussed on. Instead of using the lecture tointroduce material, we had the students read the book and take a short online quiz. We alsoprovided a short, optional, video about the topic to be covered on Wednesdays. These videoswere

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jean Larson, Arizona State University; Claudia Zapata, Center for Bio-mediated and Bio-inspired Geotechnics; Edward Kavazanjian, Arizona State University

were then assigned todevelop 2-3 modules on each of the topics.Course FormatThe 1-credit, 5-week course was offered online or in-person, live and instructor-led, with twosynchronous modules and one asynchronous module including assessments per week. The coursewas designed to be taught in person at each of the institutions and synchronously with the partneruniversities. Since all four institutions used the same Learning Management System (LMS), eachcampus created their own course for the Fall 2020 semester and then added the shared materials.To reduce confusion, only one LMS course was created (through ASU) for the Fall 2021semester and students at the other institutions were given courtesy accounts to access the postedinformation.Each campus

Conference Session

Engineering Inclusivity: Challenging Disparities and Cultivating Resilience in Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jacquelynn Ann Horsey, University of Arkansas; Alyssandra P Navarro, University of Arkansas; Timothy J. Muldoon, University of Arkansas; Mostafa Elsaadany, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

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

inadvertentlyadvantaged students of their own background [6]. Some schools have developed programs thatattempt to increase the feeling of belonging for historically marginalized groups, but most ofthese interactions occur outside the classroom [3]. The purpose of this study is to quantify andevaluate the efficacy of a clinical observations and needs-finding course on historicallymarginalized groups, to create a more welcoming and equal learning environment.Methods:To measure students’ perceptions before and after completing the course, a Qualtrics survey wascreated with Likert scale questions and open-response questions that directly aligned with thecourse objectives as stated in the syllabus. The survey was administered to all 75 junior-levelundergraduate

Conference Session

Professional Papers

Collection

2025 ASEE Southeast Conference

Authors

Phyllis Beck, Mississippi State University; Alexis P. Nordin, Mississippi State University

Tagged Topics

Professional Papers

which the creator intended—for example, an image that requires payment may not be used for free. If you find some interesting artwork online, credit the creator (e.g., name, location). Unspash.com and creativecommons.org are good places to search for free images. Follow the attribution cues on these sites. If an image specifically says no attribution is necessary, then you do not need to provide any citation. You may add attribution/acknowledgement and citation slides at the end of the presentation.• When in doubt, always cite! You should over acknowledge rather than under acknowledge sources. If AI is used, provide an acknowledgement statement, as specified on the course syllabus. Failure to

Conference Session

Mechanical Engineering Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Randall D. Manteufel, University of Texas, San Antonio; Amir Karimi, University of Texas, San Antonio

Tagged Divisions

Mechanical Engineering

tasks outside of meetings.Uniform SyllabiA uniform format for course syllabi has been used for many years. The assessment committeeperiodically reviews and updates the syllabus template. The syllabus is divided into two majorparts. The part A consist of a uniform format that contains the same major elements for allcourses, regardless of the instructor teaching the course. Part B varies based on who is teachingthe course. Part B is used for information on office hours, grading policy, or any otherinformation provided by the instructor. A sample of part A of a course syllabus is included in theAppendix.Uniform Course AssessmentA uniform format for course assessment of SOs has been used for many years. The assessmentcommittee periodically reviews

Conference Session

Biological & Agricultural Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joel Peterson P.E., University of Wisconsin, River Falls; Matthew Francis Digman, University of Wisconsin, River Falls

Tagged Divisions

Biological and Agricultural Engineering

. c American Society for Engineering Education, 2018 A Comparison of Learning Outcomes and Learner Satisfaction in a CADD Course With Flexible and Rigid DeadlinesAbstractAn introductory computer aided drafting and design (CADD) course has been offered in aflipped format for six years. The course syllabus details the schedule of topics, assignments andassessments. Because of the volume of material, a rigid course schedule was kept (i.e., no latework allowed). This model is adequate for the majority of learners. However, some students, fora variety of reasons, fall behind by not watching lecture material or missing assignmentdeadlines. Given the obvious advantages of a flipped classroom for self-paced learning, we askedthe

Conference Session

Engineering Ethics Division (ETHICS) Technical Session _Monday June 26, 11:00 - 12:30

Collection

2023 ASEE Annual Conference & Exposition

Authors

Frank A. Mazzola, Virginia Polytechnic Institute and State University; Siddhartha Roy, Virginia Polytechnic Institute and State University; Marc Edwards, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

|Exponentially More Stories, 11-Nov-2011. [Online]. Available:https://vtx.vt.edu/articles/2011/11/111111-engineering-marcandyannastudy.html. [LastAccessed: 02-Feb-2023].[8] Y. Lambrinidou and M. Edwards, “Learning to listen: An ethnographic approach toengineering ethics education,” 2013 ASEE Annual Conference & Exposition Proceedings, pp.23.860.1–23.860.6, Jun. 2013.[9] Lambrinidou and Edwards, Engineering Ethics and the Public Course Syllabus, 2010-2022[10] “Flint water crisis: For Young Engineers, a lesson on the importance of listening,” NSF,23-Mar-2016. [Online]. Available:https://www.nsf.gov/discoveries/disc_summ.jsp?cntn_id=138060. [Last Accessed: 02-Feb-2023].[11] National Academy of Engineering, “Infusing Ethics into the Development of

Conference Session

Enhancing Student Success in Two-Year Colleges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Richard Brown Bankhead III, Highline College; Tessa Alice Olmstead, Highline College; Judy Mannard PE, Highline Community College

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

CL. Theories of Group Processes. London : London ; 1975.13. Turns JA, Sattler B, Yasuhara K, Borgford-Parnell JL, Atman CJ. Integrating reflection into engineering education. 2014.14. Peuker S, Landis RB. Workshop A - Implementing the “ Design Your Process of Becoming a World Class Engineering Student ” Project. 2013:8-9.AppendixTable A.1: Typical Introduction to Engineering Careers Course ScheduleWeek Day One Day Two Reading Quiz Reflection Topic Assignment Topic Syllabus Overview Getting to Know 1 Introductions Newspaper Towers Newspaper Towers Highline