Collection

2025 Northeast Section Conference

Authors

Teresa Piliouras; Steffi Crasto; Chinmay Dharap; Pui Lam Yu; Navarun Gupta

meaningfully in civicsolving, while low numeracy skills have also become more and everyday life.prevalent among working-age adults [18]. These deficiencieshinder individual achievement and limit workforce F. Addressing the Challenges: the Path Forwardadaptability. Several key factors contribute to these While broad, systemic reforms to strengthen criticalchallenges: thinking education are urgently needed, history shows that • Curriculum Constraints: Widespread reliance on large-scale educational changes—whether in math, reading, rigid curricula, high-stakes tests, and lecture-based writing, or critical thinking—are difficult

Collection

2014 ASEE Zone 1 Conference

Authors

Tara Kulkarni

, the longitudinal study conducted by Astin et. alpartners, along with detailed notes for faculty wishing to develop (2000), gathered data from over 20, 000 undergraduatesimilar projects in their communities, and a summation of the students engaged in various service activities within thelessons learned. A similar course design this academic year California colleges and universities7. All 11 outcomesinvolves six projects with four community partners. Students and measured qualitatively and quantitatively, and ranging fromcommunity partners will take surveys and specific metrics on the academic performance such as writing and

Collection

2010 ASEE Zone 4 Conference

Authors

Kenneth W. Santarelli

Writing Exam _______ Fall Seventh Semester Spring Eighth Semester Name (Units) Taken Name (Units) Taken ME 145 – Heat and Mass Transfer –(3) _______ ME 155 – Elements of Systems Design –( 3) _______ ME 154 – Design of Machine Elements –( 3) _______ ME 166 – Design –( 3) _______ ME 156 – Advanced Thermodynamics –( 3

Conference Session

Track 7: Technical Session 3: Latine STEM Doctoral Students' Perceptions Regarding Doctoral Mentoring Relationships - A Qualitative Study

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Dilara Yaya-Bryson Ph.D., University of North Carolina at Charlotte; Lisa R Merriweather, University of North Carolina at Charlotte

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

-generation, LGBTQ, and special needs backgrounds [15]. These groups reportfeeling invisible and questioned about their scientific competencies compared to their White andAsian peers [15], [32]. Latine Doctoral Students and Cross-Cultural Mentoring Relationships in STEM FieldsAmong the full-time STEM doctoral program enrollment in the US context, Latine students, whoare citizens or permanent residents, constitute only about 6.9%, despite representing the nation’slargest marginalized group (19.5%) [5], [17], [25]. Parallel to the lack of diversity in the STEMstudent body, the percentage of Latine faculty members in the US higher education system isreported to be around 6% [26]. This number is even more drastically scarce within theengineering and

Conference Session

Inclusive and Reflective Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Robert Hayes, Tufts Center for Engineering Education and Outreach; Jennifer Cross, Tufts Center for Engineering Education and Outreach; Elissa Milto, Tufts Center for Engineering Education and Outreach

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

same access to STEM as their typically developing peers,specifically, as discussed in this paper, access to computational thinking and robotics. We reporton the co-design of technologies for Opportunities for Robotics, Building, and InnovativeTechnology (ORBIT), an educational robotics program for autistic middle school studentsdesigned to integrate learning computational thinking (CT) practices with executive functioning(EF) skills. The program includes a computer coding component and several student-facingscaffolds. We are developing this program through a research-practice partnership betweenresearchers at a private northeastern university and practitioners at a local public school within asub-separate, special education program designed

Conference Session

Shaping Inclusive STEM Curriculum and Teacher Development for K-12 Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Krista Dulany Chisholm, University of Florida; Sarah Louise Langham, University of Florida; Kassandra Fernandez, University of Florida; Nancy Ruzycki, University of Florida

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

equitable teaching practices and encouraged student agency to ensure positive learning outcomes. Their first year of PhD research focused on undergraduate student perceptions of social responsibility in STEMM, with special emphasis on science communication and policy advocacy, as well as the intersection of institutional culture and transformational change towards cultivating more inclusive and equitable access for underrepresented STEMM students. They are currently exploring undergraduate perceptions of STEM mentorship within student organizations and near-peer mentorship between undergraduate student mentors and K-12 student mentees within educational out-of-school time STEM programs. Outside of their research, they

Conference Session

First-Year Programs Division (FPD) Technical Session 5: Supporting Student Transition

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kathryn Hasz; Jessica Lavorata, Carthage College

Tagged Divisions

First-Year Programs Division (FPD)

design firsthand, fostering a deeperappreciation for the importance of integrating diverse perspectives and disciplines inproblem-solving.This paper describes the redesign of the Introduction to Engineering Design course for Fall 2024.The structure and rationale of the course design is discussed, including the integration of theEOP Framework and an assessment method based on writing engineering memos. Results of anIRB approved (Protocol 2232887-1) survey taken at the beginning and end of the semester arealso included. The goal of the survey was to assess how the students’ understanding of theinterconnected nature of design decisions, especially in terms of how sustainability encompassesmore than just environmental concerns, evolved throughout

Conference Session

ERM Technical Session: Methods in Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Malini Josiam, Virginia Tech Department of Engineering Education; Olivia Ryan, Virginia Polytechnic Institute and State University; Varun Sridhar, Independent Researcher

Tagged Divisions

Educational Research and Methods Division (ERM)

, collaborating/working on a team 6 research Conducting theory, practice, critiquing, writing, presenting 18 Development of content, assessment, pedagogy, EngE teaching research driven teaching 16 other Did not fit into an identified category 7Of the 67 POs, 34 (50%) focused on research or teaching. 21 POs (31%) were in the categoriesof career, DEI, engineering expertise, engineering education issues, and professionaldevelopment.The remaining 13 POs (19%) were not neatly categorized, as we disagreed on the category (6),or the POs did not fit into an identified

Conference Session

Inclusive and Interdisciplinary Approaches in Labs and Research

Collection

2025 ASEE Annual Conference & Exposition

Authors

Felipe Anaya, The University of Kansas; Claudia J. Bode, The University of Kansas; Kent Smith, The University of Kansas; Mark B Shiflett P.E., The University of Kansas

Tagged Divisions

Chemical Engineering Division (ChED)

included their research experience, fieldof study, or the life events that led them to this program. Student choices of topic were diverse,and some created multiple story spines. Most students wrote about the life events that led them tothis program, with many others writing additional story lines about their love of science, thesummer research experience, or aspects of their research project.The incubators were intended to foster a low-stake space for experimenting and practicing.Students had fun creating narratives about familiar topics, while also practicing and developingskills for effective communication. Additionally, students shared their work with each otherduring the incubator sessions helping them to learn from everyone’s experiences

Conference Session

Student Success and Support Mechanisms in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jemal Bedane Halkiyo, Arizona State University; Abdisa Bedane Halkiyu, Bule Hora University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

to the absence of immediate feedback from instructors and peers, making the understandingof demographic influences on self-regulated learning essential for recognizing the specificchallenges diverse learners face. Additionally, Tinto’s Model of Student Retention underscoresthe significance of institutional support and personal commitments in influencing students’academic persistence [10]. This model is especially pertinent when considering the timemanagement challenges experienced by students from various demographic backgrounds, asminority students frequently encounter unique pressures related to cultural expectations andresponsibilities, complicating their capacity to allocate time for academic pursuits [11]. Bysituating this research

Conference Session

Software Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stefan Christov, Quinnipiac University; James Walker, Michigan Technological University; Mark Hoffman, Quinnipiac University

Tagged Divisions

Software Engineering Division

• Conduct status reports and peer reviews • Submit status reports • Demo project • Submit final work plan and demo project • Conduct a team postmortem • Conduct and report a team postmortem14-15 Final Report, Presentation/Demo, and Project Packaging Final Report and Presentation/Demo • Package project code and documentation for next team • Give a comprehensive presentation describing project • Submit a final report and make a final development over the semester and demo the project in presentation/demo to a general audience its final state. Table 1: Team Software Project Course

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Desen Sevi Ozkan, Tufts University; Cynthia Hampton, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

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

engage the students in theideas of the articles, we provided students with three reading questions that they would respondto before coming to class. The questions are listed below: 1. What do you want to know more about regarding air pollution exposure across race and poverty level? What questions do you have? 2. How might past policies and events help you make more sense of the paper's findings? 3. As the study’s authors write: “A focus on poverty to the exclusion of race may be insufficient to meet the needs of all burdened populations.” The researchers found that even after accounting for poverty, they saw differential impacts based on race. Why do you think it is important to separate out race and poverty level and

Conference Session

Work-in-Progress Session: Understanding Issues Faced by Graduate Students and Faculty

Collection

2023 ASEE Annual Conference & Exposition

Authors

Todd M. Fernandez, Georgia Institute of Technology; Shayla Ellington, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods Division (ERM)

by Monfort et al., [15], we also drew ontheir methods. We added and adjusted questions to fit the participants’ primary stance as learners as opposed toemerging educators and to fit the disciplinary shift from ‘science’ into ‘engineering’. We sought to use broad,general, terminology to avoid evoking a socially desirable response from participants (e.g., ‘good teaching’ asopposed to ‘effective learning’)[21]. Such concerns also motivated having an undergraduate peer with lowerpower distance to participants be the interviewer [22,23]. The major interview questions appear in the appendix.Participants were interviewed once using typical interview techniques that included asking probing questions togather specific examples and deeper explanation

Conference Session

Exploration of Written and Team Communication

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kristin L. Schaefer P.E., UH; Jorge Rosales; Jerrod A. Henderson, University of Houston

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

quantitative summarydimensions such as total word count, the number of “big” words (longer than 6 letters), andpercentage of the dictionary’s words appearing in the text, as well as various psychologicalcategories, using both standard and custom dictionaries [8]. The psychological portion using thestandard dictionary reports four summary measures (analytical thinking, clout, authenticity, andemotional tone) and nine dimensions (linguistic, drives, cognition, affect, social, culture,lifestyle, physical, perception, and conversation).The four LIWC summary measures provide their analysis of the text as a dichotomy comparisonfrom a normalized percentage of several variables [7]. Lower analytical thinking scores indicatemore informal, personable writing

Conference Session

CoNECD Session : Day 3 Slot 5 Technical Session 2

Collection

2021 CoNECD

Authors

Gretchen A. Dietz, University of Florida; Elliot P. Douglas, University of Florida; Erica D. McCray, University of Florida

Tagged Topics

CoNECD Paper Submissions, Diversity

multiple marginalized identities for all three participants. 4As mentioned, this presentation is part of a larger NSF funded study assessing thein/authentic experiences of engineers in tech. We are interviewing 40 engineers, 10each of Black men, Black women, White men, and White women. Data is currentlybeing collected for the study. The three participants for this presentation werechosen due to their unique stories centered around their self-identified intersectingmarginalized identities. At the time of writing, there were only five womeninterviewed. Four White women working in the tech industry and one Black womanworking outside of tech.Two semi-structured

Conference Session

Implementation of the Civil Engineering Body of Knowledge and Recent ABET Experiences

Collection

2009 Annual Conference & Exposition

Authors

Ronald Welch, University of Texas, Tyler

Tagged Divisions

Civil Engineering

fall of senior year, Fig 2) to ensure the firstgroup of seniors had at least one environmental course to meet growing East Texas needs.CENG 3333 Codes, Contracts, and Specifications was combined with CENG 3338 CEMaterials (w/lab) (Fig 1) into CENG 3434 CE Materials, Codes, and Specifications(w/lab) (Fig 2). The combining of topics seemed natural in that codes and materialcapabilities (ASTM specifications within the labs) ultimately leads to the specificationsprepared for contractors. Contract writing was moved to a graduate level. Combiningthese two courses allowed for the addition of CENG 3371 Introduction to EnvironmentalEngineering (Fig 2) for those students graduating in 2010 and later. Once the studentstake CENG 3371, CENG 4371 will focus

Conference Session

Middle School Students' Engineering Identity, Efficacy, Attitudes, and Perceptions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica D. Gale, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Jeremy Lingle, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Roxanne A. Moore, Georgia Institute of Technology; Jeffrey H. Rosen, Georgia Institute of Technology

Tagged Divisions

Pre-College Engineering Education

self-efficacy beliefs- can have a powerful influence on academic performance[15], [16]. Students with strong self-efficacy beliefs tend to work harder, engage in more self-regulatory strategies, evaluate their progress more frequently, solve problems more efficiently,and show greater levels of persistence than equally capable peers with lower self-efficacy [17],[18]. As self-efficacy beliefs are thought to be context-specific [17], researchers examiningstudents’ self-efficacy beliefs have often focused student beliefs within specific subject areasincluding mathematics [19], [20] and science [21].While self-efficacy is well established as a powerful predictor of academic performance, less isknown about how self-efficacy beliefs within specific

Conference Session

Making, Hacking, and Extracurricular Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Paul Alexander Horton, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Steven Weiner, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

creative when designing their solution. Foradvanced courses, students may even be the one to select the topic and nature of the project bydeveloping their own project questions and defining project success in their own terms.e. Critique and RevisionStudents in a PBL environment should be able to critique other projects and revise their ownproject based on criticism. This will ensure that the projects they create are that of a higherquality. This is different from a typical classroom as it is not just the teacher providing feedbackon the project but other individuals such as other students, experts, and peers. This gives thecritique and revision of the project a real-world point of view and helps enforce the authenticitybrought up earlier.f. Public

Conference Session

Mechanics Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ashraf Badir P.E., Florida Gulf Coast University; Jiehong Liao, Florida Gulf Coast University; Galen I. Papkov, Florida Gulf Coast University; Robert O'Neill P.E., Florida Gulf Coast University

Tagged Divisions

Mechanics

, either fall or spring. Although the course has been taughtby seven different instructors over the past several years, it is essentially a team-taught course.The instructors use the same textbook and syllabus, they assign the same homework, theycollaborate on writing quizzes and exams, and they use common grading rubrics. The courseinstruction closely follows the ExCEEd Teaching Model with the use of common board notesamong the instructors. Since the course is taught in the combined lecture/lab format, there isample time and opportunity for active, hands-on learning during the class period. Students spenda good portion of class time working in groups to solve problems under the supervision of theinstructor. All instructors require attendance

Conference Session

Engineering Ethics Division Technical Session - Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Indiana University Purdue University, Indianapolis; Grant A Fore, Indiana University Purdue University, Indianapolis; Brandon H Sorge, Indiana University Purdue University, Indianapolis; M A Coleman, Indiana U Purdue U Indianapolis; Mary F. Price; Thomas William Hahn, IUPUI

Tagged Divisions

Engineering Ethics

ethics alone.Future WorkFuture directions for this project include a Faulty Learning Community (FLC) wherein facultywill consider and discuss community engagement, scholarly values, ethical reflection, andcurriculum transformation. As of this writing, faculty in each department are currentlyparticipating in this FLC, which is focused on integrating community-engaged learning andethical reflection [13]. In the FLC, faculty have shared their strengths and wisdom in ethics andcommunity engagement for collective discussion and reflection among their peers. Hence,expertise has come from not only the multidisciplinary team of investigators, but also from thedisciplinary experts (the FLC members). In the future, our team’s methods of research

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2016 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; David Reeping, Ohio Northern University; Heather Sapp, Ohio Northern University

Tagged Divisions

Entrepreneurship & Engineering Innovation

engineering instruction, and the pedagogical aspects of writing computer games. John has held a variety of leadership positions, including currently serving as an ABET Commissioner and as Vice President of The Pledge of the Computing Professional; within ASEE, he previously served as Chair of the Computers in Education Division. He is a past recipient of Best Paper awards from the Computers in Education, First-Year Programs, and Design in Engineering Education Divisions, and has also been recognized for his contributions to the ABET Symposium. Dr. Estell is a Senior Member of IEEE, and a member of ACM, ASEE, Tau Beta Pi, Eta Kappa Nu, Phi Kappa Phi, and Upsilon Pi Epsilon.Mr. David Reeping, Ohio Northern University

Conference Session

Capstone Design Courses II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nikhil Gupta, Florida State University; Matthew J Jensen, Florida Institute of Technology; Chiang Shih, Florida A&M University/Florida State University

Tagged Divisions

Design in Engineering Education

Fruit Harvester System IME X X 27. Stokes Drifter ECE X X Efficient 28. Electric Bike Charging System X X System, LLC 29. Strength Assisting Robot COE X XIn the capstone senior design course the students are expected to work as a cohesive teammember with a given opportunity to become team leader, learn how to communicate effectivelyand efficiently among the team members, peers, and sponsors. The course also

Conference Session

Systems Engineering Learning Outcomes and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Peizhu Zhang, Stevens Institute of Technology; Douglas A. Bodner, Georgia Institute of Technology; Richard Glenn Turner, Stevens Institute of Technology; Ross David Arnold, Stevens Institute of Technology; Jon Patrick Wade, Stevens Institute of Technology (School of Systems & Enterprises)

Tagged Divisions

Systems Engineering

of program elements (via testing/tuning)  Develop artifacts to be populated with simulation output to provide learner insight into current and previous program status  Develop non-player characters and state-based dialog whereby the learner can query the NPCs to discover additional information (or be distracted by inconsequential minutia).  Embed challenges and landmines into simulation models and NPC dialog.  Develop/write desired artifacts (e.g., program background material, learner decision/recommendation forms, etc.).  Write scripted feedback to learner based on alternate learner decisions, linked to program outcomes  Integrate artifacts, simulation models, NPC dialogs, and learner

Conference Session

Aerospace Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Antonette T. Cummings P.E., Purdue University; William C. Oakes, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Aerospace

student will identify in-plane motion of the blade from the lead-lag hinge. The student will identify feathering motion from the pitch links.The student may choose to draw swashplate pictures showing a tilt change from neutral position,or an elevation from neutral position, as indicators of cyclic inputs or collective pitch inputs.The student may draw before-after pictures of blade coning, blade flapping, and blade feathering.The student may draw pictures of lift distribution and Mach number distribution across the spanof the rotor blade in hover. The student may write equations for the conservation of momentum,with the Coriolis Effect and rotor speed or RPM.Alternatively, the student may choose to use a physical model of an articulated rotor

Conference Session

Dynamics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob Michael Wild, James Madison University; Robert L. Nagel, James Madison University; Robert J. Prins, James Madison University

Tagged Divisions

Mechanics

the laboratory exercise created.The student was given the full Spring 2014 semester to develop the rotational mechanicslaboratory assignment as well as all of the equipment required to develop the assignment, the labassignment write-up, and a sample lab report representing what a student assigned the laboratoryassignment might ideally turn in as their report. The lab assignment write-up and the sample labreport are provided as Appendices 1 and 2, respectively.Coincidentally, it should be noted that the student was also enrolled in two technical electives,Introduction to Sensors and Solid Modeling & Prototyping. Through the student’s course workin Introduction to Sensors, the student was able to gain an understanding of how to work with

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katey Shirey, University of Maryland, College Park

Tagged Divisions

K-12 & Pre-College Engineering

. 410 E: And you have to assume that the person that gave you the design knew what the 411 heck they were doing and understood how to make this so that when you go to use 412 their plan that it's going, going to work. 413 K: Yeah 414 J: Yeah 415 [00:32:22.14] 416 E: That--‐--‐ that's that's the level I mean, that's the level of expertise that we didn't 417 have today. You know, we put stuff together and learned some things through each 418 iteration, but they really didn't, I mean, when we talked about writing stuff down 419 and those sort of things we we, I, we just seeing what they would write down is 420 important, and most of what they wrote down they could never repeat. Nobody

Conference Session

Multidisciplinary Teamwork

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ada Hurst, University of Waterloo; Erin Jobidon, University of Waterloo; Andrea Prier, University of Waterloo; Taghi Khaniyev, University of Waterloo; Christopher Rennick, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Jason Andrew Grove, The University of Waterloo; Samar Mohamed, University of Waterloo; Stephanie Joan Johnson M.Ed, University of Waterloo; Sanjeev Bedi P.Eng., University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

limited level of teamwork instruction is achieved passively inthe form of team peer evaluations, usually in capstone design courses and more rarely in othercourses. Given the currently limited and fragmented opportunities to learn about why and how towork in teams, engineering students may not know: (1) why teams exist and why good teamworkis important, (2) how individuals can be effective team members, and, (3) how to structure workwithin the team, track progress, and deal with issues along the way.In response to this identified weakness, a committee of representatives from various departmentsin the Faculty of Engineering and other teaching and support units are developing a series of sixworkshops that will be delivered to engineering students

Conference Session

Diversity in Community Engagement Implementation II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ziyu Long, Colorado State University; Sean Eddington, Purdue University; Jessica Pauly; Linda Hughes-Kirchubel, Purdue University; Klod Kokini, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

findings and continued their analysisthrough collaborative writing interactions of the paper (e.g., commenting, editing, askingquestions to broaden/deepen the findings).Quantitative findings Of the faculty surveyed (n=49), 29 faculty stated that they participated in the NFLCprogramming, conversely, 20 of the participants stated that they did not participate. RegardingRQ-1 about reasons faculty reported about their attendance of NFLC, 12 out of 20 non-participant faculty noted that they had not heard of the NFLC; however, the other eightparticipants stated that they had heard of the NFLC or were invited but could not attend due toschedule conflicts, teaching commitments, overall busy-ness, or the programming did not meettheir specific needs

Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Todd Fernandez, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Jacqueline Doyle, Florida International University; Dina Verdin, Purdue University, West Lafayette; Hank Boone, University of Nevada - Reno; Adam Kirn, University of Nevada - Reno; Lisa Benson, Clemson University; Geoff Potvin, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

data collection. The format ofdemographic items can influence data whether researchers collect demographic data verbally, ona paper form, or electronically. A good strategy is to collect demographic information that isconsistent with a theoretical framing of social identities. Optimally, survey items arecomprehensive of all potential choices; however, the individualized nature of demographicvariables necessitates the collection of self-described identities as well.Speaking pragmatically, a good approach is to structure such questions not as either/or questionsbut as “select all that apply” questions. Another approach is to provide open-ended “write-in”responses that allow for students who do not fit within the predefined choices to document

Conference Session

Materials Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bre Przestrzelski, University of San Diego; Elizabeth A. Reddy, University of San Diego; Susan M. Lord, University of San Diego

Tagged Divisions

Materials

: The assorted assigned category cards that were distributed to the teams. Each teamreceived only one card.The second segment of the class period included whole class discussion and debrief of theprevious trash-sorting activity, starting with questions related directly to the trash sorting leadinginto larger questions of social context. After the class, students were invited to do an onlineindividual reflection to be completed within a week of the class.Module ImplementationApproximately 30 students from General, Electrical, and Mechanical Engineering collaboratedwith their peers on the in-class portion of the module during a 55-minute class period in Fall2017. The activity was a required part of class. All students were invited to participate