Conference Session

Cooperative and Experiential Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lelanie Smith, University of Pretoria; Nadia Millis Trent P.E., University of Waikato

Tagged Divisions

Cooperative and Experiential Education

and development of professional skills as a result. The paper also considersfuture possibilities of the project, where the initial developmental phases were to ensure sustainability,we reflect on scalability of the AREND and similar projects to large cohorts.2. Theoretical framework2.1. A blended project and problem-based learning approachVarious authors have studied the differences between project and problem-based learning (PBL)[4]-[6]. Project-based learning typically is a more real-world directed application of knowledge whileproblem-based work takes a shorter time and is more directed to acquiring knowledge. The students’ability to be self-directed plays an important role in project-based learning in engineering since itrequires

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pedro E. Arce, Tennessee Technological University; Andrea Arce-Trigatti, Tallahassee Community College; Stephanie Jorgensen; Robby Sanders, Tennessee Technological University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

of this Enhanced InnovationSchema. These models include the Renaissance Foundry Model (herein the Foundry) [1], [4] forCollaboration and for Teamwork, Sawyer’s [2] group genius guidelines and the Functional-BasedApproach [5] that guides the organization of teams for a given target academic activity. Section 3will describe the key aspects involved in the Enhanced Innovation Schema. Section 4 will offerselected illustrative examples where the approach has been successfully applied. Section 5 willoverview selected lessons learned, and reflection pieces of the co-authors involved in theseexamples. Finally, Section 6 will highlight key pieces of additional research needed to advance thedevelopment and implementation of the approach.(1) Motivation

Conference Session

Pre-college Engineering Education Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madhurima Das, NuVu Studio

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

a Bill of Materials to determine what to buy, quantities, sizes, etc. 10. Construct final model 11. Host exhibition of learning in front of an audience of peers and an invited audience 12. Reflect on the session including personal progress and skills learnedSince the students are at different stages of core skills (Math, Reading, English, etc.), theopen-ended aspect of the project parameters enables the students to learn much moreindividualized engineering skills. Students take the initiative to learn skills necessary to completethe projects they have designed. The instructors then help the students learn these skills and helpmanage safety during the process. However, the design process being followed is consistentacross all ages

Conference Session

Design Methodologies 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sangarappillai Sivaloganathan, United Arab Emirates University; Ali H. Al-Marzouqi, United Arab Emirates University; Essam K. Zaneldin P.E., United Arab Emirates University

Tagged Divisions

Design in Engineering Education

throughexperiencing things and reflecting on those experiences. The core elements of theconstructivist approach are (a) knowledge is not passively received but actively built up bythe cognizing subject and (b) the function of cognition is adaptive and serves the organizationof the experiential world [16]. The constructivist theory is built on the concept that learning issomething the learner does, not that it is imposed on the learner, and emphasizes that thelearner actively constructs his knowledge [1]. In this process the student should be given theopportunity to explore in finding a design solution and learn or construct his/her knowledgein the process.Facilitating the constructivist learning relates to the choice of learning experience and refersto

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tuoyu Li, Zhejiang University; Zicong Zhao, Zhejiang University; Yujie Wang, Zhejiang University; Chen Li, Zhejiang University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

physical distancebetween a university and its partner. UIC Local (%Local) measures the percentage of UICpublications of a university collaborating with industry within a 100-km radius from the centerof the city in which the university (or its main campus) is located. This indicator can reflect therelative propensity to engage with partners nearby or within the same urban agglomeration.The UIC Foreign (%Foreign) is the percentage of UIC publications that involve a partnerlocated abroad, which reflects the internationalization of a university in its collaborations.The 2018 data cover 148 universities in China, 308 in the EU, and 175 in the U.S. The publicationsare classified into five broad fields: “Biomedical and Health Sciences,” “Life and Earth

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth A. Sanders, University of Michigan; Molly H. Goldstein, University of Illinois at Urbana-Champaign; Gretchen M. Forman, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

Engineering Despite the country’s growing diversification, engagement in STEM is not reflecting thischange [2]. Understanding the still-present underrepresented racial minority students (URMs) iscomplex, as there are numerous barriers present in both secondary and post-secondaryeducational institutions such as deficits in academic advising, uninviting environments resultingfrom adverse stereotypes, inadequate access to information about college preparation [1], andlack of family, faculty, and peer support [3]. In addition to underrepresented racial minorities,women continue to be underrepresented in engineering fields and experience many of the samebarriers [4]. While navigating these barriers, underrepresented students additionally

Conference Session

Biomedical Engineers and Professional Development - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emmett Jacob Springer; Aileen Huang-Saad, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

, BME has been recognized as an engineering discipline unique in itspurpose and practice. Early on, BME was recognized for being more deeply aligned withtraditional science, biology in particular, than other engineering disciplines [4]. BME’s uniqueposition is illustrated in the varied structures of BME programs at institutions around the world.BME programs stem from electrical, mechanical, and materials engineering departments andmany programs partner with medical schools [1]. Across different institutions, BME career pathsvary, ranging from medical school, graduate school, the medical device industry, thepharmaceutical industry, and more. The broad interpretation of a BME degree is also reflected instudents’ perceptions of BME. When asked

Conference Session

Integrating Sustainability and Resilience Concepts into Courses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Benjamin Sanchez, Tecnologico de Monterrey; Romeo Ballinas-Gonzalez, Tecnologico de Monterrey (ITESM); Miguel X. Rodriguez-Paz, Tecnologico de Monterrey (ITESM); Juan Arturo Nolazco-Flores, Tecnologico de Monterrey

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

. communities where it is in the project. 2) Each team member presents a final reflection where they discuss the reality of our society in terms of the problems detected and the intervention that as professionals through the construction industry, can have to improve the quality of life of the same. Bibliography Identify the origin of the data and information. (5%) Format Present the report in a professional and organized way. (5%) Teamwork Bring an individual feedback to your team members Teamwork; resilience. rubrics about their participation and performance in the (5%) development of the project.4.0 Case

Conference Session

Pre-College Engineering Education Division Technical Session 20

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lori Caldwell, Utah State University; Angela Minichiello P.E., Utah State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

toengineering by placing them in teams and asking them to build and customize the design of anunderwater remotely operated vehicle (U-ROV). Students were also tasked with competing withthe U-ROV in a timed obstacle course at the end of the program. In this study we examined howstudents participated in and built intra-team working relationships within the EAP using anembedded graduate student researcher, who simultaneously functioned as a team member, and anapproach informed by ethnographic research methods. Data were generated by the graduatestudent researcher through a reflective journaling practice, design artifacts detailing materialsproduced by students, as well as debriefings conducted with program mentors and directors. Inaccordance with an

Conference Session

NSF Grantees: K-12 Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rebekah J, Hammack, Montana State University; Nick Lux, Montana State University; Paul Gannon, Montana State University; Brock J. LaMeres, Montana State University

Tagged Topics

NSF Grantees Poster Session

means to identify FoI in both child and adult populations.AcknowledgementsThis material is based upon work supported by the National Science Foundation Research in theFormation of Engineers program under Grant Number EEC- 1916673. Any opinions, findings,and conclusions or recommendations expressed in this material are those of the authors and donot necessarily reflect the views of the National Science Foundation.References[1] Esteban-Guitart, M. & Moll, L. C. (2014). Funds of identity: A new concept based on funds of knowledge approach. Culture & Psychology, 20(1), 31-48.[2] Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and

Conference Session

Laboratory Learning in Biomedical Engineering (Works in Progress) - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabia Zehra Abidi, Rice University; Renata Fortuna Ramos, Rice University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

plotted with error bars representing standard deviation.The qualitative survey results indicated student perceptions on intervention related activities andtheir overall confidence in knowledge gained. For the survey statement “Completion of theequipment specific worksheet helped me feel more confident in equipment specific expertisenecessary to troubleshoot the associated device”, 73% of the students agreed or strongly agreedon its utility (Figure 2). Overall, majority of students recognized the effect of tear down activitiesin improving confidence as reflected by survey results (Figure 2).Because this data is representative of 3 males and 12 females, additional data needs to becollected before any statistically significant difference can be

Conference Session

2-Year College Division: Students and the Pipeline

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emily Knaphus-Soran, University of Washington; Roberta Rincon, Society of Women Engineers; Alexandra Schaefer, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

transcribedand coded using Dedoose software. A coding scheme was developed inductively based oncommonly occurring themes and themes relevant to existing literature. The aim of this study wasto identify factors contributing to persistence of women in engineering, so particular attention waspaid to respondents’ reflections on both supports received and barriers faced in their pursuit ofengineering at a community college. Detailed demographic characteristics of interviewrespondents are reported in Appendix B.FindingsMotivation to study engineering and choice of majorResearch indicates that about 70% of students who complete bachelor’s degrees in engineeringintended to do so as early as their senior year in high school and motivations for

Conference Session

Women in Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chris Gewirtz, Virginia Tech; Francesca Giardine, Smith College; Robin Ott, Virginia Polytechnic Institute and State University; Anne Kary

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

was based on the work ofLutz & Paretti [18], which reflected the kinds of learning that newcomers reported as necessaryon-the-job. A priori codes consisted of four categories of engineering activity: “Teamwork andCommunication,” “Self-Directed Learning,” “Engineering Design,” and “Engineering Identity.”In coding the interview data, new codes were allowed to emerge from an inductive approach, andthe codebook underwent changes. A new activity category, “Adulting,” was added, “EngineeringDesign” was changed to “Technical work,” and within each category, subcodes were developedto describe the specifics of that genre of activity (such as “Interpersonal - Manager” under“Teamwork and Communication,” or “Time Management” under “Self-Directed

Collection

AEE Journal

Authors

Jung-Hoon Sul; Zhongxiao Peng; Nicole Kessissoglou

paper describes the evolution of a mechan-ics course in the School of Mechanical and Manufacturing Engineering at the University of New SouthWales using blended learning. Significant changes were implemented to (a) reduce the administrativeburden associated with the large number of students, (b) maintain student interest and engagementthroughout the semester, and (c) successfully deliver the learning outcomes. Student participation wasobserved to increase with integration of additional information and communication technology, as wellas implementation of online assessments into the course structure. Surprisingly, implementation of theblended learning did not improve student academic performance in the summative assessments. Thispaper reflects

Conference Session

CoNECD Session : Day 2 Slot 4 Technical Session 4

Collection

2021 CoNECD

Authors

Sharnnia Artis, University of California, Irvine; Gregory N. Washington, George Mason University

Tagged Topics

CoNECD Paper Submissions, Diversity

youth development. Afterschool Matters, 16, 48–57. 8. Jolly, E.J., Campbell, P.B., & Perlman, L. 2004. Engagement, Capacity and Continuity: A Trilogy for Student Success. GE Foundation. www.campbell-kibler.com. Accessed April 1, 2016. 10. Campbell, P.B., and Jolly, E.J. Ten Years of Engagement, Capacity and Continuity: Reflections on a Triology for Student Success, http://www.campbellkibler.com/ECC_10_final.pdf. Accessed April 1, 2016. 9. Campbell, P. B., Jolly, E. J., Hoey L., & Perlman, L. K. (2002). Upping the Numbers: Using Research-Based Decision Making to Increase Diversity in the Quantitative Sciences. Newton, MA: Education Development Center, http://www.campbellkibler.com

Conference Session

CoNECD Session : Day 1 Slot 1 Technical Session 4

Collection

2021 CoNECD

Authors

Medha Dalal, Arizona State University; Stacy S. Klein-Gardner, Vanderbilt University; Jennifer Kouo, Towson University; Kenneth Reid, University of Indianapolis; Cheryl Beauchamp, Regent University; Briana O'Neal, University of Maryland College Park; Jackelyn Raquel Lopez Roshwalb, University of Maryland, College Park; Darryll J. Pines, University of Maryland College Park

Tagged Topics

CoNECD Paper Submissions, Diversity

for anxiety experienced in evaluative situations [17]. ● Provide students with alternate, positive stereotypes [21]. ● Emphasize high standards as you provide feedback to students, holding them accountable to those standards. Reassure students that they are capable of meeting the standards [22]. ● Teach students to self-affirm – the act of reflecting on a valued, personal attribute. [23], [24]. ● Teach female math students about women who have achieved high levels of success in math [25]. ● Limit or eliminate variables that are likely to “trigger” negative stereotypes during test- taking situations [26]. ● Improve a group’s critical mass in a setting as this may allow the marginalized group to

Conference Session

CoNECD Session : Day 1 Slot 4 Technical Session 2

Collection

2021 CoNECD

Authors

Yousef Jalali, Virginia Tech ; Christian Matheis, Guilford College; Christine Tysor, Virginia Tech; Vinod K. Lohani, Virginia Tech

Tagged Topics

CoNECD Paper Submissions, Diversity

collaborationinternationally. One significant work was a series of sessions that were held in differentinternational engineering education conferences from July 2007 to December 2008 in whichengineering education research and scholarship were discussed (Borrego et al. 2009; Jesiek et al.2010). Borrego et al. (2009) reported that participants in the workshops agreed on the need ofcollaboration, knowledge, and skills from multiple disciplines to advance engineering educationscholarship. They also reflected on the challenges of collaboration such as language barriers,exchanges between engineers and non-engineers, shared language, culture, and body ofknowledge. In another effort, Beddoes et al. (2011) reported the details and the results from threeinternational workshops

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Koopman, Virginia Polytechnic Institute and State University; Robert S. Emmett, Virginia Polytechnic Institute and State University; Nicole P. Sanderlin, Virginia Polytechnic Institute and State University

Tagged Divisions

Cooperative and Experiential Education

. Emmett is a certified Project Management Professional and since 2018 has supported strategic global and online initiatives in engineering, including developing online modules to train global engineering competencies. He is the author of the books Cultivating Environmental Justice: A Literary History of US Garden Writing (University of Massachusetts Press, 2016) and with David E. Nye, Environmental Humanities: A Critical Introduction (MIT Press, 2017). With Gregg Mitman and Marco Armiero, he edited the collection of critical reflections and works of art, Future Remains: A Cabinet of Curiosities for the Anthropocene (University of Chicago, 2018). His humanities scholarship has appeared in the journals Environmental

Conference Session

Hands-On in the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mohammad Shafinul Haque, Angelo State University

Tagged Divisions

Mechanics

Excitation) that generates non-identical data maintaining the originality of the learningprocess.Later it is identified that experimental learning serves only a part of the learning cycle. Acomplete learning cycle comprises three phases (predict-observe-explain) that can be achievedby hands-on inquiry-based learning activities (IBLAs) [8]. In an IBLA module, students areprovided with physical models and asked to predict the outcome of an activity. Afterward, theywork in groups to perform an experiment (observe) and explain the results.Kolb stated that experiential learning includes all modes of learning cycle and ensures effectiveknowledge acquisition [9]. Experiential learning includes four modes: Concrete Experience(CE), Reflective Observation (RO

Conference Session

Design Teams 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Caroline Clay, Arizona State University; Johannah Daschil; Melissa Wood Aleman, James Madison University; Julie S. Linsey, Georgia Institute of Technology; Robert L. Nagel, James Madison University

Tagged Divisions

Design in Engineering Education

differences in the learning processes and skills developed by team members on projects that vary by scope and ambiguity?3 MethodologyThis study uses methodologies of collaborative autoethnography [18] in which fourundergraduate engineering students adopted the roles of “complete member” as well asresearcher in exploring the team dynamics and learning processes in four different seniorcapstone teams. Chang et al. [18] define collaborative autoethnography as “a qualitative researchmethod in which researchers work in community to collect their autobiographical materials andto analyze and interpret their data collectively to gain meaningful understanding of socioculturalphenomena reflected in their autobiographical data” [p. 23-4]. Over a period of

Collection

2021 ASEE St. Lawrence Section Conference

Authors

Belinda B. Wang P. Eng., University of Toronto

. Students could ask questions during a lecture and get instant feedback. Inearly 2020, the COVID-19 pandemic smashed through the traditional educational model that wehave known since 1635 – the creation of the first public school in America. The physicaldistancing requirement erected an unimaginable barrier between the educators and the learnersovernight. Educators had to rethink and make huge adjustments to adapt to teaching in a virtualenvironment. In this paper, I share my personal experience developing an integrated onlinecourse from inception to implementation, and reflect on online education for the future.Mode of DeliveryFirst and foremost, when building an online course, the mode of delivery needs to be determined– whether to give lectures

Collection

2021 ASEE Midwest Section Conference

Authors

Manuel D. Rossetti; Bryan Hill; Ronna Turner; Wen-Juo Lo; Ed Pohl; Xintao Wu

. Participationin activities will be used to identify a model that can account for variability in retention andgraduation of low-income MDaS students versus low-income non-MDaS students and otherunderrepresented minority (URM) and non-URM student groups in similar STEM programs.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1930532. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.ReferencesNoneManuel D. RossettiDr. Rossetti is a University Professor in the Industrial Engineering Department at the Universityof Arkansas and Director of the undergraduate degree

Collection

2021 ASEE Midwest Section Conference

Authors

Judy L. Cezeaux

in 1962. Themomentum for a US version of the Canadian Calling intensified in the 1960s as members of theOSPE formed a committee to establish a similar organization in the US. The committee enlistedthe assistance of the deans of the Ohio colleges of engineering and on June 4, 1970, the firstmembers of the Order of the Engineer were inducted at a ceremony at Cleveland StateUniversity. As with the Canadian Calling, the Order of the Engineer ceremony included thereciting of an Obligation and the receipt of a ring to be worn on the little finger of the workinghand. Unlike the rings of the Canadian Calling, the rings worn by Order of the Engineermembers are stainless steel. [1] The Obligation encourages engineers to reflect on the work of

Collection

2018 Public Policy Colloquium

Authors

Miriam Quintal; Otto Katt

entities: universities, scientific societies, managers of large federal facilities• Goals of ASEE Advocacy – Conducting outreach to Congress to support funding and sound policy for engineering research and education – Supporting ASEE Councils to enhance advocacy goals of deans and other constituencies – Engaging the Administration and federal agency officials to inform future programs and create new opportunities – Elevating the role of ASEE within the Washington, DC-based scientific, STEM, and higher education advocacy communities and ensuring community advocacy reflects ASEE prioritiesASEE/EDC Congressional Priorities• Advocate for Funding at Critical Agencies –National Science Foundation research and education funding –Department of

Collection

2013 North Midwest Section Meeting

Authors

Sousada Chidthachack; Mark A. Schulte; Forster D. Ntow; Jia-Ling Lin; Tamara J. Moore

Program Model For the past two decades, there has been a call from the National Academy ofEngineering, National Science Board, Industry Leaders, Engineering Education leaders andothers for a new model of engineering education that will produce engineers who will meetcurrent and future challenges to keep the United States competitive in an increasinglycompetitive global economy. One common realization is a consensus among engineering 147educators is that to better prepare engineering students, education models need to be improved,moving away from traditional ones to reflect the demands and challenges in work place.2, 8 Inresponse to the urgent needs in engineering education reform, a Midwest

Collection

2013 North Midwest Section Meeting

Authors

Luis Rodriguez; Gail Coover; Dalelia Davis; Angela Frey; George Johnson; Oumar Kaba; Andrew Pham; Kathlyn Bender

variables including motivation andachievement in the face of challenge or difficulty. Some individuals tend to believe thatintelligence is fixed, not changing over time or across contexts, an “entity theory.” Because theybelieve that ability is fixed, entity theorists [2] are highly concerned with messages and outcomesthat supposedly reflect their "true" abilities. When facing challenges, entity theorists tend todemonstrate lowered focus and task avoidance. Others tend to view intelligence as a quality thatcan be developed and that it changes across contexts or over time, an “incremental theory.”Incremental theorists tend to be more focused on improving rather than proving ability to 439themselves or

Collection

2013 North Midwest Section Meeting

Authors

Jerry Gao; Lianbo Zhu

construction companies and review their projects and data formats. • Companies and the university establish an agreement of collaboration between the 444 selected companies and classroom teaching. The collaboration assigns responsibilities for each party. • Instructors obtain the initial project data and establish the data server. The raw data will be sorted and processed to make sure the data used for classroom is live, real and reflects the actual construction practice, i.e., typical construction processes that are critical for students learning are selected. • Instructors establish the frequency and channels to update the project data with selected

Collection

ASEE 2021 Gulf-Southwest Annual Conference

Authors

Byron Newberry, Baylor University

completeness, has to think very carefullyabout how to select, organize, and articulate the content in a clear way – that is, in a way that minimizesthe potential for questions or the need for elaboration. As a result, I found that I needed to prioritize thecontent, pick out the more salient concepts, and then script the production in a way that develops andhighlights those concepts most effectively. Of course it seems obvious that this is what we should bedoing no matter how we are teaching, but the need for doing this, in my opinion, is amplified in this modeof delivery and has caused me to reflect on this issue in a more concerted and explicit way. As a result, Ifeel I was able to streamline and clarify the material in a much more focused way, at

Conference Session

Student Success & Development - Focus on Academic Support

Collection

2017 FYEE Conference

Authors

Donald F. Hayes PE, University of Nevada, Las Vegas; Wonjoon Hong, University of Nevada, Las Vegas; MATTHEW L BERNACKI, University of Nevada, Las Vegas; Nicholas Voorhees

Tagged Topics

Diversity, FYEE Division - Paper Submission

students by using students’ focused only on the lecture portion of the course.LMS usage to trigger early alerts to struggling students.Students use of LMS-hosted digital resources were EGG 101 students reflect a broad spectrum of preparation.observed using Splunk software, and data mining Only about 30% of the students take calculus concurrent withmethods were also to produce a prediction algorithm EGG 101 with a similar number in remedial math (i.e., unablebased on digital course material usage. Students’ usage of to qualify for pre-calculus). Only 42% of the students had acourse resources were found to correlate to performance

Conference Session

LGBTQ+ Track - Technical Session IV

Collection

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

Authors

Kristin Boudreau, Worcester Polytechnic Institute; David DiBiasio, Worcester Polytechnic Institute; Paula Quinn, Worcester Polytechnic Institute; Zoe Reidinger

Tagged Topics

Diversity, LGBTQ+

discovered that students were not only eager to talk to us, butalso very articulate and self-reflecting about their experiences. The WPI Alliance, astudent organization of LGBTQ people and allies, whose main focus is to discuss andeducate the community about themes related to sexual identity and orientation, averagesabout 25 students at each weekly meeting, with about 50 attending multiple meetingsover the course of the year; at least seven of these, including the past president of theAlliance, are transgender students. Many other openly LGBTQ students are not affiliatedwith the Alliance because they have found a community of other LGBTQ students andallies in other organizations with different focuses. LGBTQ students are heavilyrepresented at some