Conference Session

Research and Models for Professional Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Augusto Z. Macalalag Jr., Stevens Institute of Technology; Chris Jurado, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

defined these skills as the ability to apply prior knowledge to a newsituation, organize concepts, resolve disagreements, generate new ideas, engage in inquiryprocess and synthesize information. For instance, Evelyn described how she fosters problemsolving in her classroom: “One of the traits of people who have been very successful in theirlives... they have been able to problem solve and look at situations from different angles and trydifferent solutions. And in the classroom, one of the things that I try to get the students to do is,when they find themselves stuck to the point where they don’t know how to proceed or they don’tsee that they can go any further…, getting them to reflect on steps – you know, what do I know sofar, what is it that we

Conference Session

First-Year Activities and Peer Review Strategies in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Luciana Barroso, Texas A&M University; James R. Morgan, Texas A&M University

Tagged Divisions

Civil Engineering

for the course, but it is also a criticalengineering skill for students. This paper presents a model for classroom practice, which is basedon the peer review, tutoring, and teaching literature, to develop both knowledge and skills instudents.IntroductionActive and project-based learning (PBL) strategies provide a great means for students to enhancetheir learning and further develop critical engineering skills [1-6]. PBL provides complex tasksbased on challenging questions or problems that involve the students' problem solving, decisionmaking, investigative skills, and reflection. The activities are student centered and focus on real-world problems and issues, which further helps motivate students to learn. However, studentsstill struggle with

Conference Session

Globalizing Engineering Education II: Best Practices

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brent K. Jesiek, Purdue University, West Lafayette; Yating Chang, Purdue University, West Lafayette; Yi Shen, Purdue University; Joe J.J. Lin, Purdue University, West Lafayette; Daniel Hirleman, University of California, Merced; Eckhard A. Groll, Purdue University, West Lafayette

Tagged Topics

ASEE Global Programs

program phase we used avariety of surveys and instruments to collect relevant data, including demographic information,self-assessment of readiness for an experience abroad, and general measures of culturalorientation (using the MGUDS-S survey12), and global engineering competency. Other surveysallowed the participants and their research hosts to evaluate all major program components.Finally, a series of exercises and assignments provided participants with reflective learningopportunities, while also giving the program team rich insights about student experiences.In the remainder of the paper we present preliminary results of our program evaluation, includingevidence of the quality and success of the program generally and a number of major

Conference Session

Curricular Innovations in College-Industry Partnerships

Collection

2011 ASEE Annual Conference & Exposition

Authors

Josh Tenenberg, University of Washington, Tacoma

Tagged Divisions

College Industry Partnerships

an emphasis on intrinsic motivation9 to encourage participation by faculty,industry fellow, and students. I then present an evaluation of the model based on data collectedfrom interviews with industry fellows, self-reflection by the instructor, and post-course surveysof students to argue that all three of the challenges mentioned earlier are addressed. Finally, Iprovide an argument for why Industry Fellows is novel as compared to other models foracademic-industry collaboration, such as guest speakers and student internships. I conclude by Page 22.866.2summarizing the model and its key characteristics. In the balance of this paper, I use the

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Meltem Alemdar, Georgia Institute of Technology; Jeffrey H. Rosen, Georgia Institute of Technology, CEISMC

Tagged Divisions

K-12 & Pre-College Engineering

awarded Georgia Tech a contract to develop online professional development (PD)courses for STEM teachers. Electronic professional development (ePDN) courses are designed tomodel best practices in teacher PD by incorporating inquiry-based learning and by promoting thetypes of active interaction and reflection by participants that normally occur in effective face-to-face professional development sessions. In this study, the collaborative online courses and theirimpact on teachers’ professional development are described. Additionally, a case study approachwas employed to examine the effectiveness of online PD courses in classrooms and schools.Each teacher experience after completing the robotics course was presented as a case, and eachcase was used

Conference Session

Design Communications & Cognition II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Caleb DeValve, Virginia Polytechnic Institute and State University; Richard M. Goff, Virginia Polytechnic Institute and State University

Tagged Divisions

Design in Engineering Education

other engineers will work through the first four stages of design as stated by Ullman [13] (product discovery, project planning, product definition, and conceptual design) in detail throughout the remainder of the semester. Aspects of the design process which have been stressed in this course should be reflected in your design team's methodology and approach to the problem. To culminate the course, a final report will be turned in to the instructor and a presentation will be made to the class regarding your design process and final design."The above project statement reflects the primary learning goals of the course, where the projectis intended to be the culmination of the course requirements. In addition to the above

Conference Session

Novel Approaches to Teaching Materials

Collection

2011 ASEE Annual Conference & Exposition

Authors

John A. Nychka, University of Alberta

Tagged Divisions

Materials

Page 22.1266.3concepts is an active process involving visual thinking; looking is not seeing, nor is seeingnecessarily believing, understanding, and being able to demonstrate knowledge. Upon viewing anew concept students often reflect about their own tacit knowledge and try to make a connectionto the new concept, thereby creating their own knowledge. Unfortunately, as educators we oftenassume we don’t have control, or even awareness, of such connections in each of our students’minds, thus it is exceedingly difficult to correct miss-steps along the way. However, by taking aproactive and creative approach, we can guide the visualization process through seeded commonexperiences generated in the classroom, study hall, or laboratory. Setting

Conference Session

Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Daniel D. Jensen, U.S. Air Force Academy; Kristin L. Wood, University of Texas, Austin; Joseph J. Rencis, University of Arkansas; Ashland O. Brown P.E., University of the Pacific; Christina Kay White, Columbia University

Tagged Divisions

Mechanical Engineering

- and post-quizare recorded in Table 3 for each of the learning style categories. Recall that the learning stylecategories are paired. So a student is either “Active” or “Reflective”, either “Sensing” or“Intuitive”, either “Visual” or “Verbal” and either “Global” or “Sequential.” Therefore theaverage delta computed as ‫ ݖ݅ݑݍݐݏ݋݌‬െ ‫ݖ݅ݑݍ݁ݎ݌‬ ‫ ܽݐ݈݁ܦ‬ൌ ൬ ൰ ‫ݔ‬100 ‫ݖ݅ݑݍ݁ݎ݌‬is found and compared for each of these pairs of learning styles. The goal of this analysis is todetermine if one learning style is benefiting more from the ALM than another learning style.From Table 3, note, for instance, that the Delta

Conference Session

Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

James M. Widmann, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; Lynne A. Slivovsky, California Polytechnic State University, San Luis Obispo; J.Kevin Taylor, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Mechanical Engineering

client’sneeds a service-learning pedagogy is employed. Service-learning occurs when “Students engagein community service activities with intentional academic and learning goals and opportunitiesfor reflection that connect to their academic discipline” (Cress et al, 2005)5. Reflection is anintegral part of learning and helps to develop critical thinking skills (Jacoby, 1996; Tsang, 2000;Tsang, 2002).6,7,8 The development of these critical thinking skills enables engineeringundergraduates to develop a broader appreciation of and ability to deal with the constraintsfacing the engineering profession and the ever changing world. Currently senior project designstudents are asked to reflect on their experiences in the form of monthly 500 word essays

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Walter W. Schilling, Milwaukee School of Engineering; John K. Estell, Ohio Northern University; Frederick Clayton Berry, Milwaukee School of Engineering

Tagged Divisions

New Engineering Educators

minimum quantitative score that is desired across all axes. On a five pointscale, this minimum might be set to a value of 3.0. That does not mean that a score of below 3would be entirely inappropriate, but rather, a score below 3.0 might require reflection by thefaculty member.However, a department chair may also be looking for scores that are excessively high. Forexample, on a five point scale, scores of 4.5 and above might not be indicative of effectivenessbut of popularity. A professor who pushes students to the edge of their comfort zones mayreceive lower evaluations from weaker students, thus lowering their overall scores versus a Page

Conference Session

Research in Engineering Education I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sandra Loree Dika, University of North Carolina, Charlotte; Jae Hoon Lim, University of North Carolina, Charlotte

Tagged Divisions

Educational Research and Methods

in engineering such aswomen and ethnic minority students. The authors suggest that future research should includethe re-development of the social engagement concept to reflect distinguishing characteristics ofengineering fields.Introduction During the last two decades, the retention and academic success of engineering studentshas emerged as a major topic for discussion among policy makers and researchers in highereducation. However, the current record of engineering student retention and graduation doesnot suggest a positive outlook. Based on the most recent U.S. Bureau of Labor Statisticsprojections 1, the demand for qualified engineering graduates will grow 11% between 2008 and2018, yet the number of engineering graduates remained

Conference Session

Towards Global Competency for Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gregg Morris Warnick, Brigham Young University; Spencer P. Magleby, Brigham Young University; Brent E. Nelson, Brigham Young University

Tagged Divisions

International

resources outside of the college. Reflections on the experiences andlearning gained in the development and implementation of the experiences, programs, andhoped-for college-wide system are presented. These reflections are generalized to be lessons-learned that could apply to other institutions working to build their international programs and toachieve integrating global competence into the curriculum.IntroductionLike many institutions across the country, the Ira A. Fulton College of Engineering andTechnology at BYU has embarked on development of experiences and programs related to theobjective of achieving global competence in our engineering and technology students. Theseinitiatives, aimed at global competence, have occurred in parallel with

Conference Session

FPD IV: Innovative Curriculum Elements of Successful First-year Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

John C. Moosbrugger, Clarkson University; Jan DeWaters, Clarkson University; Melissa Carole Richards, Clarkson University; Elisabeth A. Chapman, Clarkson University

Tagged Divisions

First-Year Programs

whenthey made up more than a third of the class. The grade point average of the NMs was higher thanthe 1stYEs in both semesters, though only slightly, probably reflecting a higher level of maturityand more fully developed verbal/communication skills. Unfortunately, the much lower fractionof approximately one NM/seven 1stYEs in the fall semester roll-out is likely to continue to Page 25.34.12prevail as it represents more closely the steady state demand. Nevertheless, enrollment ofBusiness School and Arts and Science School majors adds a multidisciplinary element to thecourse through the student cohort that goes beyond the fact that multiple

Conference Session

Learning and Assessment III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jenna L. Gorlewicz, Vanderbilt University; Robert James Webster III, Vanderbilt University

Tagged Divisions

Mechanical Engineering

options: (1) at the beginning of a lab session,(2) after a pre-lab lecture, (3) immediately after completion of the lab, and (4) after completion ofthe lab report. This assessment architecture enables us to determine whether learning happened inlecture, in the lab itself, or during subsequent reflection on laboratory results during the process ofwriting the lab report. 1 Introduction A common challenge in engineering education is to develop students’ intuitive understandingof how physical systems behave, despite the fact that many students have never physically observedor interacted with the systems they are learning about. A variety of approaches have previouslybeen developed to address this, including implementation of hands-on

Conference Session

Design Across Disciplines

Collection

2012 ASEE Annual Conference & Exposition

Authors

Keith G. Sheppard, Stevens Institute of Technology; John Nastasi, Stevens Institute of Technology; Eirik Hole, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

engineering from the University of Stuttgart, Germany, in 1995. Page 25.88.1 c American Society for Engineering Education, 2012 A Pilot for Multidisciplinary Capstone Design incorporating a Systems Engineering FrameworkSynopsisIn this paper we discuss a pilot project to develop an approach to multidisciplinary capstonedesign that incorporates a systems engineering (SE) framework which can be a model for broadimplementation. It is a reflection of the growing demand for engineers educated to recognize theoverarching significance of systems engineering approaches for the

Conference Session

Faculty and Program Developments, Exchanges, and Best Practices

Collection

2012 ASEE Annual Conference & Exposition

Authors

Holt Zaugg, Brigham Young University; Alan R. Parkinson, Brigham Young University; Spencer P. Magleby, Brigham Young University; Greg Jensen, Brigham Young University; Randall Davies, Brigham Young University; Aaron G. Ball, Brigham Young University

Tagged Divisions

International

toget to know each other. This assignment helps to jump start the GV team experience as studentsare compelled to plan and to get to know one another. Learning new technology also becomesimportant for team members to communicate and share documents with one another. While thetendency is to focus on the task, team members must take the time to develop on-linerelationships with team members they likely will never meet outside of this project. Thisrelationship building becomes critical as the project proceeds and team members requireassistance and support from one another during stressful and critical times. It also increasesstudent commitment to the GV team project. Upon completion of the course students should reflect on what they have

Conference Session

Experiential Learning Programs and the Transition to Industry

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cheryl A. Carrico P.E., Virginia Tech; Katherine E. Winters, Virginia Tech; Samantha Ruth Brunhaver, Stanford University; Holly M. Matusovich, Virginia Tech

Tagged Divisions

College Industry Partnerships

inadequate for the research questions 12. The focus of this manuscriptis on the qualitative interviews, as the findings are meaningful in themselves in addition toinforming the survey.To answer our first research question, we conducted a content analysis of the transcribedinterviews to determine ECPs’ initial career choices and the prevalence of each 13. This contentanalysis relied on a priori codes of “graduate school” and “workforce”. To answer the secondresearch question, we coded the data for ECPs’ reflection about remaining on their planned path(“doing what they thought they would be doing”) using emergent themes. Using tables andcounts of codes, we then quantitized the qualitative data with regard to career pathways. Contentanalysis and

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nathan W. Klingbeil, Wright State University; Karen A. High, Oklahoma State University; Michael W. Keller, University of Tulsa; Ian M. White, University of Maryland; Bradley J. Brummel, University of Tulsa; Jeremy S. Daily P.E., University of Tulsa; R. Alan Cheville, Oklahoma State University; Jennifer Wolk, University of Maryland, College Park

Tagged Topics

NSF Grantees Poster Session

day. Each topic will be covered over two weeks and each topic has anengineering analysis project and an engineering design project. How each topic starts, beginningon Tuesdays, and is taught over two weeks is shown on the right-hand side of the figure. Figure OSU-2. ENGR 1113 Course StructureAt the conclusion of a four week module (this is for the three major topics, Algebra,Trigonometry, and Calculus) each team submitted a report and each individual studentcompleted a reflection paper. Topics included in the team reports and reflections will include: thestudent’s contribution to lab, summary of data, and what the student learned in the lab. The

Conference Session

Capstone and International Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard S. Stansbury, Embry-Riddle Aeronautical University, Daytona Beach; William C. Barott, Embry-Riddle Aeronautical University, Daytona Beach; Salamah Salamah, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Divisions

Multidisciplinary Engineering

distributed to each team member. 4. Students have a standup meeting to plan out development and integration. 5. Students work using side-by-side development to build the solution. 6. Students frequently integrate and test the developed components. 7. Students demonstrate the completed work to the customer who provides feedback. 8. The students have a reflection meeting to identify what process issues were encountered, what process elements were useful and worth keeping, and what possible solutions exist to ensure the team performs better on future iterations.Description of Mini-ProjectsThe mini-project sequence consists of three consecutive two-week modules. These modules aredesigned as a guided sequence for the design of a hand

Conference Session

Training and Mentoring of Graduate Teaching Assistants

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Graduate Studies

in the assignment resulted in self-reflection on their own teaching skills.The students learned that observing a peer teacher made them aware of teaching strategies andmethods that work or do not work and why; and how to constructively give and receivefeedback.GTIs are coached in both giving and receiving feedback from a peer, which includes discussionson the roles of the observer and the one being observed. Students are provided with a rubric(Appendix A) for this project with the deliverable being a paper that describes the experience.Using the rubric as a guide the paper requires a detailed description of each part of theassignment, the pre-observation meeting, the observation, the post-observation meeting and aformal letter providing

Conference Session

Computers in Education Division Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

JUDITH VIRGINIA GUTIERREZ; Aurelio Lopez-Malo, Universidad de las Americas, Puebla; Enrique Palou, Universidad de las Americas, Puebla

Tagged Divisions

Computers in Education

redesign of IA-530 significantly (p<0.05) increased studentparticipation and formative assessments. Instructors utilized the information gained through real-time formative assessment to tailor instruction to meet student needs. Particularly important wereopportunities to make students’ thinking visible and give them chances to revise, as well asopportunities for “what if” thinking. Attempts to help students reflect on their own processes aslearners were also emphasized3, 6. The VaNTH Observation System (VOS, an assessment tooldeveloped to capture qualitative and quantitative classroom observation data from teaching andlearning) was used to systematically assess HPL framework implementation in the redesignedclassroom and results are reported

Conference Session

Expanding Access and Opportunities for M/30

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brock E. Barry P.E., U.S. Military Academy; Scott M. Katalenich, U.S. Military Academy; Brad C. McCoy, U.S. Military Academy

Tagged Divisions

Civil Engineering

appear broad, it is reflective of the variety of activities and roles that civilengineers undertake. The BOK was thus designed to accommodate the wide-ranging nature ofthe practice within the discipline.Since the American Society of Civil Engineers (ASCE) first published the BOK report in 2004and the BOK2 report in 2008 , numerous papers have been written about this effort. Asignificant number of papers on the Body of Knowledge have been submitted to the AmericanSociety of Engineering Education’s (ASEE’s) Annual Conference and Exposition. Much of thatliterature is discussed and synthesized herein.Student perceptions of the BOK2 are of particular interest in the academic realm. A studyconducted by Bielefeldt at the University of Colorado at

Collection

2001 Annual Conference

Authors

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

communicators5.A new paradigm: the integrated approach used in one freshman courseIn the 1990s, a new and more promising approach to engineering communicationpedagogy—one of genuine collaboration--has been emerging. In this paradigm, engineering andcommunication experts work together to develop a curriculum that blends engineering andcommunication instruction and leverages the synergies between the two fields to help studentslearn more about each than if they studied each separately. The emergence of collaborativeprograms reflects a number of changes in academia over the last decade: an increased emphasison creative problem-solving in engineering; conceptual advances in other fields about howpeople learn; and institutional advances, such as greater

Conference Session

First-Year Programs Division Technical Session 5: Identity & Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joseph McCusker, University at Buffalo, The State University of New York; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

first-year engineering experienceto incoming students in general, and particularly those that have additional challenges for asuccessful transition to college, many of whom have underrepresented or marginalized identities.During the first two years of these improvements, which started in Fall 2022, the maininstructional additions have consisted of (1) inclusion of opportunities for students’ self-reflection, (2) inclusion of training in metacognition, and (3) specific modifications to courseassessments.Literature review on first-year innovationsIn what follows, we present a review of some successful research-based initiatives that havesucceeded in supporting students’ achievement and retention through the first years inengineering.A pilot

Conference Session

Student Division Technical Session 6: Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kaitlyn Pope, Utah State University; Cassandra McCall, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

. Grade point average, test scores, and course completion then becomemeasures of success in between these significant milestones. Students may each have their ownperception of acceptable academic performance and achievements, which may contribute to orhinder engineering professional identity.Grades are often viewed as the best measure of a student’s progress, but perceptions ofsuccessful performance vary across students. When asked if grades reflected their potential to bean engineer, each participant explained that grades play only a minor role in their journeys tobecoming successful engineers. Every participant commented that one’s understanding of coursematerial is much more important than test scores or final grades, as Connie explained

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Denise M. Driscoll, Purdue University, West Lafayette; Thomas Harris, National Society of Black Engineers; Maeve Drummond Oakes, Purdue University

Tagged Topics

Diversity, NSF Grantees Poster Session

NSBE SEEK mentors–and capture the synergies acrossboth parts of the REM program.Overall, the REM program has helped to increase the number of Blacks and otherunderrepresented groups in engineering. Reflecting the applicant pool, CISTAR has been able toattract a diverse cohort of engineering students (~75% are Black; ~50% are female) who arecurious about research, but also want to spend part of their summer “giving back” by mentoringkids. Similarly, the partnership has helped NSBE SEEK offer their SEEK mentors, who arepassionate about mentoring kids, an option to spend part of their summer learning research skillsthat will help them grow professionally. Most importantly, the REM program is a win forparticipating students who want to have two

Conference Session

DSA Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emily Nutwell, The Ohio State University; Thomas Bihari, The Ohio State University; Thomas Metzger, The Ohio State University

Tagged Topics

Data Science & Analytics Constituent Committee (DSA), Diversity

curriculum incorporates design and design thinking concepts to emphasizecreative problem-solving skills and the importance of data storytelling.There is a need for educators to understand how to develop a curriculum for workingprofessionals which introduces novice programmers to 1) core data and computational concepts;2) tools and techniques; 3) data-driven problem-solving workflows; and 4) data storytelling. Thispaper presents these four “swim lanes” to define a framework for describing a cohesiveinterdisciplinary curricular experience for an applied master’s program.Through reflection, the authors conclude that learners initially struggle with new concepts, butwith sufficient support, they successfully learn and apply data science and computer

Conference Session

Artificial Intelligence (AI) and Case Studies in Construction Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Long Duy Nguyen P.E., Florida Gulf Coast University; Zofia Kristina Rybkowski, Texas A&M University; Anh D. Chau P.E., Florida Gulf Coast University; Daniel Linares, Florida Gulf Coast University

Tagged Divisions

Construction Engineering Division (CONST)

engagement, in-class collaborative learningstrategies and post-class comprehensive student feedback in addition to instructor’s observationand reflection were employed in the pilot test – an important step in developing an effectiveeducational case study.IntroductionThe utilization of case studies in educational settings, tracing back over a century, represents asignificant evolution in pedagogical methods. Harrison et al. [1] provide a comprehensiveoverview of this evolution, highlighting the methodological development and flexibility of casestudy research. Their work underscores the adaptability of case studies in providing in-depthunderstanding across various disciplines, particularly social sciences, education, business, law,and health, to

Conference Session

College Industry Partnerships Division (CIP) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kerrie Danielle Hooper, Florida International University; Trina L. Fletcher, Florida International University; Edward Collins, National Society of Black Engineers; Rochelle L Williams, Graduate Fellowships for STEM Diversity; Ahlam Alharbi, Imam Abdulrahman Bin Faisal University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships Division (CIP)

ormilestones. Then we describe how we had applied various theoretical constructs to our project andhow it helped to shape our thinking and propel the project forward. Next, we reflected on lessonslearned and presented a roadmap of the steps we took to achieve our project milestones. Wedemonstrate the realities and practicality of conducting our collaborative research process andbridging gaps between theory and practice, and this is a common principle communicatedthroughout the paper.BackgroundThis paper represents a derivative exploration within the broader context of a comprehensivelongitudinal study examining the Summer Engineering Experience for Kids (SEEK), an initiativedelivered by the National Society of Black Engineers (NSBE). NSBE has

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Juan Salinas, The University of Texas Rio Grande Valley; Griselda Salinas; Elizabeth Salinas, The University of Texas Rio Grande Valley; Yocelin Chavez; Virginia Santana; Sherlyn De Alva; Sheila Cardenas Vazquez

Tagged Topics

NSF Grantees Poster Session

and excellence ineducation. Garcia, Nuñez, and Sansone’s (2019) also recommended ethnographic research tounderstand structures of servingness. The researchers utilized metrics on the sense of belongingand community engagement advanced by Mitchneck (2022) in the operationalization of Garcia,Nuñez, and Sansone’s (2019) multidimensional conceptual framework of servingness. Throughcritical reflection and reflexivity, the researchers used these metrics to assess the impact of theinternal processes and methods of the family-centered theory of change and the navigation ofinstitutional, pragmatic mechanisms that led to equitable outcomes among participants.IntroductionIn this study, we (authors/practitioners) engaged in deep critical reflection