Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amy Kramer, The Ohio State University; Yiqing Li, The Ohio State University; Bailey Braaten, The Ohio State University; Rachel Kajfez, The Ohio State University; Emily Dringenberg, The Ohio State University

identity development through engaging in reflective qualitativeresearch practices. While the student researchers were not the participants who provided the data,their engagement with the research team helped us incorporate a student view directly into ourwork as we made sense of our data, which we believe was beneficial and necessary.In this executive summary and poster, we report on the summer undergraduate researchexperience by detailing the undergraduate research associates (URAs) engagement with the data.We also provide a summary of our key takeaways highlighting the benefits to both the URAsthemselves and to the added quality of the data analysis because of the insight from the URAs.We end with a series of suggestions for researchers working

Conference Session

Technical Session 5 - Paper 2: Opportunities from Disruption - How lifelong learning helped create more connected classrooms

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Krishna Pakala, Boise State University; Sreyoshi Bhaduri, Society of Women Engineers

Tagged Topics

CoNECD Paper Sessions, Diversity

inclusion and diversity initiatives as well as employing innovative, ethical and inclusive mixed-methods research approaches to uncovering insights about the 21st century workforce. American c Society for Engineering Education, 2022 Opportunities from Disruption -how lifelong learning can help create more connected classroomsAbstractThe coronavirus pandemic has led to instructors worldwide seeking ways to engage studentsbetter through virtual platforms. As the world interacts online, more than ever before, thispaper reflects on an educator’s experience with the virtual teaching and learning spaces pre andduring the ongoing

Collection

2000 Annual Conference

Authors

Steven B. Shooter; Catherine A. Shooter

through meaningful reflection. The result is thatstudents gain more than just the experience of completing a design, but an enrichment andrealization of the methods and skills developed.I. IntroductionMany engineers contend that design is the heart of engineering. Traditional engineeringcurricula were based on the concept that a strong foundation in engineering sciences wouldnaturally lead to better designers. The curriculum would often contain some form of a capstonedesign experience where students would be given a design problem to resolve. The students mayor may not have been taught how to best approach the solution to the design problem. At the endof the allotted time period (a semester or some other number of weeks), the design project

Collection

2000 Annual Conference

Authors

Mark McNeill; Steven Shooter

through meaningful reflection. The result is thatstudents gain more than just the experience of completing a design, but an enrichment andrealization of the methods and skills developed.I. IntroductionMany engineers contend that design is the heart of engineering. Traditional engineeringcurricula were based on the concept that a strong foundation in engineering sciences wouldnaturally lead to better designers. The curriculum would often contain some form of a capstonedesign experience where students would be given a design problem to resolve. The students mayor may not have been taught how to best approach the solution to the design problem. At the endof the allotted time period (a semester or some other number of weeks), the design project

Collection

1999 Annual Conference

Authors

Tom Ward; Elizabeth Alford

challenge is to find meaningful ways to engage freshman in analyzing ethicalchallenges.This presentation explains a collaborative approach to integrating an ethics module intoUniversity 101-Engineering (UNIV 101-E), a freshman course for engineering students at theUniversity of South Carolina patterned after USC’s nationally recognized Freshman YearExperience course, University 101. Sections of the engineering course described here include aclassroom instruction and discussion on the NSPE Code of Ethics and case studies whichstudents gather from specified websites. To support the classroom instruction, the courseinstructor and the director of the College of Engineering’s Professional Communications Centercollaborated in developing a reflective

Collection

1999 Annual Conference

Authors

Mary K. Handley

ofengineering technology can be evaluated for technical merit, practical applicability, or any othercriterion of interest to the instructor or college.Along with achieving program goals for assessment of student learning, portfolios supportstudents in developing awareness of their strengths and weaknesses. In a good portfolioprogram, students collect their work, choose representative pieces, and reflect on this work in thefinal presentation of the portfolio. In this process they can address questions such as: Why was Isuccessful with this project? What makes a good design? How did I perform in group tasks?What else am I learning that builds on this information or skill? How can I change myperformance to better enable me to succeed?In 6 semesters of

Conference Session

Curriculum & Student Enrollment I

Collection

2014 ASEE Annual Conference & Exposition

Authors

Veto Matthew Ray, Indiana University Purdue University, Indianapolis; J. William White, Indiana University Purdue University, Indianapolis; Dan D. Koo, Indiana University Purdue University, Indianapolis

Tagged Divisions

Engineering Technology

learning objectives and compile evidence supporting assessment programming to maintain accreditation. Project Objective: Improve collection of data and evaluation of courses for program enrichment and accreditation assessment. Project Scope: The process being evaluated initiates with course offerings beginning in the fall semester and ends with a semester reflection and program review in the spring. Goal Statement: Develop methodology within the 12-16 weeks allotted that provides consistent data collection and evaluation of courses for program enrichment and accreditation assessment to reduce reactive measures taken to provide assessment documentation. Deliverables: Reflection Packet Template, Data Collection

Conference Session

Cooperative and Experiential Education Division (CEED): Developing Professional and Career Readiness

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laurie A. Sutch, University of Michigan; Caitlin Hayward

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

the primary focus is directing students toengage with the tool to reflect on their experiential learning activities such as project teams,study abroad or research so they can build a story bank of their growth and development toprepare for interviews or other employer interactions. In the business school, the tool isintegrated into the undergraduate curriculum, and students achieve different levels of eachcompetency through the courses they take, with some direct interaction with the tool. Lastly,public health has fully integrated the tool with a masters program, where students use the tool toexplore the pathways to different careers as they gain proficiency in various skills, and much ofwhat happens in the tool is automated through the

Conference Session

New Approaches and Leadership Development Frameworks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kim L Paige, Georgia Institute of Technology; Bianca Bernada Chuma, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

, and develops student leaders to embody the principles of professional academic advising and leaders within their academic, professional, and social communities. These student leaders serve as invaluable resources for their peers, offering guidance, support, and insights into the biomedical engineering experience. Grounded in student development and servant leadership principles, the PALs program fosters ethical and inclusive leadership, building strong peer-to-peer relationships that facilitate knowledge transfer and personal growth. Dr. Paige’s unwavering commitment to guiding and educating students in higher education drives her to advocate for the development of critically reflective students, scholars, leaders

Conference Session

Committee on Educational Policy Presents: Pillars of Professional Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ellen Zerbe, Georgia Institute of Technology; Adjo A. Amekudzi-Kennedy, Georgia Institute of Technology; Kevin Haas, Georgia Institute of Technology; Robert Benjamin Simon, Georgia Institute of Technology; Janece Shaffer

Tagged Divisions

Civil Engineering Division (CIVIL)

cognitively but also in the affectivedomain, fostering students’ identity as engineers who have an entrepreneurial mindset. We presenttwo accounts of how story-driven learning and focused team development were integrated intodifferent courses and highlight how they can amplify the impacts of activities fostering curiosity,connections, and value creation (the 3Cs), which nurture entrepreneurial mindset. In one, thisresults in students who have more clarity regarding their own engineering identity and the uniqueperspectives their peers can contribute. In the other, students learned and applied principles ofeffective teaming and used stories to reflect on their experiences. Student reflections, individuallyand in teams, show augmented self-awareness

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Purdue University-Main Campus, West Lafayette (College of Engineering); Allison Godwin, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

for making a difference in their community and world or personalagency. Personal agency is a capability that every individual holds; it is described by Bandura asan individual’s beliefs about their capabilities to exercise control over events that affect their livesthrough purposeful and reflective actions. Agentic actions allow students to explore, maneuverand impact their environment for the achievement of a goal or set of goals. This study identifieshow cognitive processes of forethought, intention, reactivity, and reflection shape a students’agentic behavior and together influence first-generation college students’ goal of making adifference in their community through their engineering degree.Data for this study came from a large-scale

Conference Session

International Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kent A. Wayland, University of Virginia

Tagged Divisions

International

cultural upbringing. The reaction to this realization can be emotionallydistressing, as noted, but it can also provide the opportunity for transformative learning, as it hasbeen described in the literature on adult education.Transformative learning occurs when students are able to reflect critically on the culturalassumptions, values, beliefs, and behaviors that guide their everyday activities. As Mezirow putit, it is: a rational process of learning within awareness as a metacognitive application of critical thinking that transforms an acquired frame of reference - a mind-set or worldview of orienting assumptions and expectations involving values, beliefs, and concepts - by assessing its epistemic

Conference Session

Computers in Education Division (COED) Track 4.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Reine Azzi, Lebanese American University

Tagged Divisions

Computers in Education Division (COED)

will beshared in the study) also expose students to another aspect of the pedagogical framework: Amindful awareness of the AI Usability Spectrum. For instance, while Bloom’s revised taxonomyis instrumental in the creation of Human-AI learning outcomes and course content, theframework also encourages faculty to reflect upon the AI Usability Spectrum. To maintainacademic integrity and embrace the full use of Human-AI learning, faculty can engage studentsin the learning process, determining the ‘right’ amount of AI usage for every task. This practiceincludes breaking down tasks into categories pertaining to writing, critical thinking, and researchwhile classifying AI use into low, medium, and high intensity. This interactive processintroduces

Conference Session

Mechanical Engineering Division (MECH) Technical Session 1: Diversity, Inclusion, and Accessibility

Collection

2023 ASEE Annual Conference & Exposition

Authors

Breigh Nonte Roszelle, University of Denver; Jason Andrew Roney, University of Denver

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering Division (MECH)

activities that can be used throughout various engineering andcomputer science courses from first year to upper division [5].As part of this project, the University of Denver (DU) has developed and implemented severalactivities, including a group-based hairdryer design task for second year thermodynamicsstudents. The pilot of the activity took place in spring of 2019 and this initial experience waspresented at ASEE in 2020 [6]. Since then, the activity has been run four times and iterated tohelp strengthen the goals of the activity and assess its effectiveness. Changes since the initialpilot have included options for remote courses, added reflection time, and a focus on overalldesign process instead of detailed mathematical questions. The current

Conference Session

Effective Teaching and Learning, and Post-Pandemic Classrooms

Collection

2023 ASEE Annual Conference & Exposition

Authors

Wei Shen Theh, Iowa State University of Science and Technology; Rachel Shannon, University of California Los Angeles; Mani Mina, University of California Los Angeles

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

undergraduate students over the years. Next, we will introduce and discuss the twoclasses (Freshman Engineering and Electromagnetism) where we deployed the method. We willalso highlight the students’ work and introduce their journeys by sharing their reflections andsome examples of their activities and challenges. The main question that we are trying to ask andfind evidence for is, "Can we re-engineer mistakes and use them as an important part of thelearning, changing, and adapting to the process, examinations, and growth of the students?” Wefound that providing low-stakes learning opportunities is impactful in encouraging collaborationsamong the students and allowing them to openly engage in their own identity, discuss, examinetheir knowledge and not

Conference Session

Information Literacy in First-year Courses and Co-curricular Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brianna B. Buljung, Colorado School of Mines; Leslie Light, Colorado School of Mines

Tagged Divisions

Engineering Libraries

and its placement within the course structure.The 2019 reinforcement lesson provided a mid-semester opportunity for teams to revisit thescholarly and authoritative sources module from early in the semester. A short group writingassignment asked students to reflect on sources they had found and used thus far. It also providedan opportunity for faculty to remind students about related help materials in the course’s libraryresearch guide. The new mid-semester lesson was piloted in 6 course sections; deployed andgraded via Canvas, the university’s learning management system (LMS).A sampling of course faculty, both those who piloted the lesson and those who did not, wereinterviewed about their perceptions of the success of the pilot and the role

Conference Session

Classroom Methodologies

Collection

2021 Illinois-Indiana Regional Conference

Authors

Julie Mendez, Indiana University-Purdue University Columbus

Tagged Topics

Classroom methodologies

, affordances within a learning managementsystem (LMS) were used to highlight student learning outcomes, require foundational coursecontent to be completed before attempting more complex topics, provide mastery-orientedfeedback, allow students to track their progress, and promote metacognitive reflection. Thispaper describes the use of these options within the Canvas LMS. Additionally, this studyinvestigated whether student self-regulatory behaviors changed during the course. Students wereasked to complete a survey about their metacognitive self-regulatory activities related to studyingfor this course. The first survey was completed during the fifth week of the course, after moststudents had completed two reflection assignments. The same survey

Conference Session

Educating Graduates in Engineering for a Flat World

Collection

2008 Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Chris Swan, Tufts University; Douglas Matson, Tufts University

Tagged Divisions

International

evaluation of the educational benefits of service-learning projects byfocusing on one case study. The most recent endeavor of the Tufts University Engineers WithoutBorders (EWB) Chapter involved a Green Building Initiative in Ecuador. During the summer of2007, six students accompanied by a professor embarked on a month-long project in HaciendaPicalqui and El Cristal, Ecuador. During the project, students evaluated their own skill sets byfilling out Pre-Travel, Post Travel, and Post-Post Travel surveys and reflected daily on events,health and progress. Comparisons of the Pre and Post-Travel surveys verify substantialadvancement in leadership, teamwork, communication and problem solving skills; however, dueto the debatable reliability of self

Conference Session

Student Division Development of Professional Skills Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marissa Capobianco, The College of New Jersey; Courtney June Faber, University of Tennessee

Tagged Divisions

Student

teachers, because it helpsteachers think through all the necessary pieces of teaching an exemplary lesson. Knowing howpreservice teachers write lesson plans will inform the support that teacher preparation programsprovide. For this study, data was collected from a group of junior level STEM educationpreservice teachers to understand their lesson plan writing process. Specifically, we wanted toknow where preservice teachers struggled in the process. To accomplish this goal, we collectedthe preservice teachers’ lesson plans, reflections, log of their steps, and screen capture video.Because the data collection was coupled with the preservice teachers’ class and we did not wantto interfere with the course, we were not able to collect a full set of

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rachel Ann Shannon, Iowa State University; Sara Kaye Jones; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Electrical and Computer Engineering at Iowa State University. He has been working on better understanding of students’ learning and aspects of tech- nological and engineering philosophy and literacy. In particular how such literacy and competency are reflected in curricular and student activities. His interests also include Design and Engineering, the human side of engineering, new ways of teaching engineering in particular Electromagnetism and other classes that are mathematically driven. His research and activities also include on avenues to connect Product Design and Engineering Education in a synergetic way. c American Society for Engineering Education, 2019 Designing a Multi-Cycle

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

David W. Gatchell PhD, Northwestern University; Bruce Ankenman, Northwestern University; Penny L. Hirsch, Northwestern University; Adam Goodman; Koshonna Brown, Northwestern University Center for Leadership

Tagged Divisions

First-Year Programs

which all engineering freshmen work on real design projects for real clients.Prof. Adam GoodmanMs. Koshonna Brown, Northwestern University Center for Leadership Koshonna Brown is a Life Science doctoral student at Northwestern University. As a fellow with North- western University’s Center for Leadership, she analyzes the date collected through the Center’s online assessment tools. Such assessments allow students and faculty to reflect and develop their own leadership and apply lessons and insights gained to current leadership challenges and positions. Page 24.1048.1 c American

Conference Session

ERM Technical Session: Broadening Methodological Impacts

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elizabeth Volpe PhD, EIT, LEED-GA, University of Florida; Denise Rutledge Simmons P.E., University of Florida

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

hierarchies.This paper describes a research design that integrates participant-centered methods such asnarrative inquiry, reflective journaling, and member-checking to ensure participants’ experiencesare authentically captured and interpreted. Additionally, the design includes interviews withparticipants’ self-identified mentors to provide a holistic view of the mentorship dynamics thatsupport early-career success. By situating the research design within NSF’s broader mission todiversify STEM fields, this paper serves as a foundational resource for researchers committed toconducting inclusive, asset-based studies that advance equity in engineering education andpractice.Importantly, this paper does not present empirical findings; instead, it is a detailed

Conference Session

Tricks of the Trade for Teaching II

Collection

2006 Annual Conference & Exposition

Authors

Zhiwei Guan, University of Washington; Steve Lappenbusch, University of Washington; Jennifer Turns, University of Washington; Jessica Yellin, University of Washington

Tagged Divisions

New Engineering Educators

created over time, toshow the changes and advancement of their writing skills. These two types of portfolios areconsidered to be the basis of the portfolios used in engineering discipline.Besides these two commonly used portfolio models, there are several other types of portfoliomodels being suggested and used in the practice. Cress and McCullouogh-Cress1 designed astudent portfolio as a collection of student goals for learning, works in progress, peer andinstructor feedback, and reflections on the work and processes. Gottlieb2 pointed out thatportfolio designs, contents, and purposes could take on many forms, all of which areeducationally defensible. In order to clarify the variety of portfolios, he proposed adevelopmental scheme, which includes

Conference Session

Tools of Teaching and Learning

Collection

2003 Annual Conference

Authors

Elizabeth Davis; David Socha; Valentin Razmov

balance conflict with safety. Too much or the wrongtype of conflict can be detrimental to learning. The techniques we used, some of them borrowedfrom professional leadership training programs, had a positive impact on the students, asrevealed by their weekly reflective essays and by individual communication with them duringand after the course. Students, perhaps subconsciously, created conflicts that enabled them tolearn lessons they needed to learn.One aspect of safety is how to limit the damage of mistakes while encouraging learning frommistakes. To that end, we chose not to have a real-world customer whose dependence on theproject success would have increased the damage from a potential project failure. Our focus wason the learning – in the

Conference Session

First-Year Programs Division (FPD) Technical Session 4: Fostering Belonging - Identity, Self-Efficacy, and Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brian Patrick O'Connell, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Richard Whalen, Northeastern University; Constantine Mukasa, Northeastern University; Susan F Freeman, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

projectthat directly influences performance. With this intervention, we intended to cultivate a learningenvironment where students truly improved their ability to maturely and equitably handle a largeintegrated hands-on project. To measure the success of this initiative, the team analyzed the collectedpeer evaluations to examine the data provided by the tool and data obtained from reflective reports bothpre and post-intervention to provide comparative insight on the success of this intervention.Additionally, the paper describes the use of the software in various projects and analyzes the outcomes,offering recommendations for broader implementation. While acknowledging the complexity andnuance of team dynamics, we anticipate this research will

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Catherine G. P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Thomas John Wallin, Cornell University; Marc James Murphy; Amanda Michelle Lorts Harding, Norfolk State University; Rabia Hussain, Norfolk State University; Sonny James Penterman, Cornell University; Vanessa Nicole Peters, Norfolk State University; Thejaswi U. Tumkur, Rice University; Quincy Leon Williams, Norfolk State University; Suely M. Black, Norfolk State University

Tagged Divisions

Student

. The Integrative GraduateEducation Research and Traineeship on Magnetic and Nanostructured Materials (IGERT-MNM)is a collaboration between Purdue University, Cornell University, and Norfolk State Universityto train interdisciplinary science and engineering doctoral students for future roles as leaders inthe materials science and engineering fields. As part of this socialization into future careers,students proceed through a variety of modules. This paper specifically covers student learning ina pedagogy module, which introduces students to best practices in teaching and learning.Graduate student reflections on the development of high-school level student and teacher scienceand engineering activities were analyzed via thematic coding methods in

Conference Session

Engineering Physics and Physics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Yukio Yoritomo, University of Illinois, Urbana-Champaign; Nicole Turnipseed, University of Illinois, Urbana Champaign; Maxx Joseph Villotti, University of Illinois, Urbana-Champaign; Aric Tate, University of Illinois, Urbana-Champaign; Kelly Searsmith, University of Illinois, Urbana-Champaign; Matthias Grosse Perdekamp, University of Illinois, Urbana Champaign; Paul Prior, University of Illinois, Urbana-Champaign; Julie L. Zilles, University of Illinois, Urbana-Champaign

Tagged Divisions

Engineering Physics and Physics

run of a faculty development program called WritingAcross Engineering (WAE). The program draws heavily on the Writing Across the Curriculum(WAC) and Writing in the Disciplines (WID) literature [2], [4]–[9], but differs in three key ways.First, WAE is grounded in a sustained interdisciplinary collaboration designed and led by a teamthat spans Physics, Engineering, and Writing Studies. Second, rather than the typical one-offintensive workshop model, WAE organized weekly meetings of a small cohort over a semester,similar to a faculty learning community. Meetings introduced technical faculty to best practicesfrom Writing Studies and promoted reflection and discussion about how those practices could beadapted most effectively for each faculty

Conference Session

International Division (INTL): Humanitarian Design and Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joanna G Burchfield, University of South Florida; Jamie Chilton, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

communication (ICC) and cohort-building before traveling abroad over spring break,where they engage with researchers and practitioners during tours, site visits, and lectures. Using a combination ofsurveys and reflections from four cohorts, we discuss participants’ pre- and post- trip assessments regarding their holisticunderstanding of sustainability, perceptions of their engineering disciplines, and their global, intercultural, andcommunication competencies. We assert that short-duration SA is an efficient, effective, and non-disruptive approach toproviding engineering students access to the high-impact benefits of SA experiences. Additionally, our preliminaryfindings align with prior research showing that combined ICC instruction and SA can improve

Conference Session

Diversity and Inclusion: Concepts, Mental Models, and Interventions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sean M. Eddington, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Andrew O. Brightman, Purdue University, West Lafayette; Rucha Joshi, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; David Torres, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

reflect upon and assess diversity and inclusion efforts within ECE [2].To interrogate students’ perceptions of diversity and inclusion, we interviewed 13 current or pastundergraduate ECE students. With nearly 40 percent of the undergraduate ECE studentsidentifying as international students, such a significant international population posestremendous learning opportunities as well as challenges related to diversity and inclusion. Thus,formal efforts within ECE have been made to bridge cultural differences, develop interculturalcompetencies, and promote inclusion of internationally and domestically diverse ECE members.However, these efforts have met with mixed results. Our analysis of the interview data suggeststhat these efforts often were not

Conference Session

Measuring Learning in Statics & Dynamics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Meera NK Singh P.Eng, University of Calgary; Leszek Sudak P.Eng., University of Calgary; Philip Egberts P.Eng., University of Calgary

Tagged Topics

Diversity

Tagged Divisions

Mechanics

gender. The high numbers in Mechanical Engineering reflect the overall size, relativeto Chemical Engineering (second largest), and Civil Engineering. As can be seen from the bottomof Table 2, the average school wide GPA was 2.57. The average GPA in the programs follows thesame order as the aforementioned minimum entrance requirements by program. This result is tobe expected, as those who did the best in first year would be expected to continue to achieve highresults in their second year. On the other hand, the material in Dynamics is more aligned with theinterests and strengths of Mechanical and Civil Engineers than with Chemical Engineers. Thisalignment may indicate that students are not necessarily enrolled in the program that is bestaligned