Conference Session

Pre-College: Evaluation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deborah A. Lange, Carnegie Mellon University; Donna M, Beck, Carnegie Mellon University; Judith R. Hallinen, Carnegie Mellon University; Susan Finger, Carnegie Mellon University; Annette M. Jacobson, Carnegie Mellon University; Alicia Angemeer, Carnegie Mellon University; G. Lynn Berard, Carnegie Mellon University

Tagged Divisions

Pre-College Engineering Education Division

observation, experimentation, data collection, analysis,and iteration to improve their designs. This approach is aligned with the Framework forImplementing Quality K-12 Engineering which notes, “Engineers use a variety of techniques,skills, processes, and tools in their work. Students studying engineering at the K-12 level need tobecome familiar and proficient with some of these techniques, skills, processes, and tools.2” Thekits are designed to be used in different contexts, from short term demonstration experiences toactivities which involve students in partial design challenges that require them to collaboratewith their peers to solve a problem or answer a question. Recognizing that engineering hasconnections to science, mathematics and technology

Conference Session

Innovative Techniques in Structural Engineering Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew W. Roberts, University of Wisconsin, Platteville; Angela Marie Jones, University of Wisconsin, Platteville; Michael K. Thompson, University of Wisconsin, Platteville

Tagged Divisions

Civil Engineering

. Angela Marie Jones, University of Wisconsin–Platteville Angela Jones teaches First-Year English Composition / Rhetoric and Research Writing at UW–Platteville and adds Screenwriting to the above courses at the University of Dubuque. She has worked as a Tech- nical Writer & Editor at ENGEO, a geotechnical engineering company in San Ramon, CA. She takes special care to uphold brevity in most writing instances, and has led a writing workshop for engineers and geologists that tackles wordiness and related style issues.Dr. Michael K Thompson, University of Wisconsin, Platteville Keith Thompson is an associate professor in the Department of Civil & Environmental Engineering at the University of Wisconsin

Conference Session

Design Tools & Methodology I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bill Crockford P.E., Sam Houston State University; Bruce Hamby, The Hamby Law Firm

Tagged Divisions

Design in Engineering Education

method of addressing the issue of variance reduction due to group evaluation inthis type of projects course is well treated by Earle and Wood12. To determine individual gradesfrom group efforts, they use a nomograph in conjunction with (a) student assigned values ofpercent contribution for each member of their own group, and (b) an overall team grade assignedby the instructor. This assumes, of course, that the students provide an honest assessment oftheir peers, and on the whole this would seem to be a reasonable assumption if it is done “in theblind”. To evaluate the initial project proposals, we used a similar concept but did not use thesame approach. We had the students rank the project proposal presentations and the instructorprovided his

Conference Session

K-12 & Pre-College Engineering Division: Fundamental; K-12 Students & Engineering Division: Fundamental; K-12 Students & Engineering Design Practices: Best Paper Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue Ph.D., Towson University; Elizabeth A. Parry, North Carolina State University

Tagged Divisions

Pre-College Engineering Education Division

engineering in her elementary and early childhood science methods courses, and has developed engineering education courses for middle school pre-service teachers and practicing ele- mentary teachers. She has provided science and engineering professional development to multiple schools and school systems in Maryland, and has significantly contributed to the writing of many integrated STEM units of instruction used by teachers and school systems. Her research has examined factors that support and those that hinder elementary teachers as they learn to teach engineering, and currently focuses on how children and teachers learn to engineer and in the process, learn to fail and productively persist. She is the Director of the

Conference Session

Energy Conversion and Conservation Division Technical Session 2: Solar Track

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tessa Veurink, University of Pittsburgh; Bradley G. Fox, University of Pittsburgh; Sabrina R. Helbig, University of Pittsburgh; Duncan Penizotto, University of Pittsburgh; Robert J. Kerestes, University of Pittsburgh; Brandon M. Grainger, University of Pittsburgh

Tagged Divisions

Energy Conversion and Conservation

/ambitiousness, (2) completion of checkoff goals, (3) individualwork, and (4) clarity of explanation. Teams were then required to present their midterm progressin front of an audience of peers and instructors. These presentations were graded on a team basisfor time management, clarity, style, content, and organization. This was followed by two morecheckoffs that used the same grading criteria as the first one as well as a final presentation whichused the same criteria as the midterm presentation. Finally, each group was required to submit afinal report which was graded on presentation, grammar, and a heavy focus on technical content.In most groups, the grades for individual team members were very similar unless there was ateam member who was not

Conference Session

Graduate Studies Division (GSD) Technical Session 4: Interdisciplinary Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Margaret Webb, Virginia Tech ; Marie C. Paretti, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

, to university structures and national research agencies; they can also‬ ‭include relationships with peers, faculty, and other significant actors in their academic‬ ‭environment as well as the expectations of the roles these students and others take on when in‬ ‭these spaces‬‭[50]‬‭. At the heart of the EST model for‬‭human development is the developing‬ ‭person, along with their attributes, interests, and goals, as well as previous experiences, meaning‬ ‭that students are not blank slates when they enter school and are rather agents of change with an‬ ‭entire life history. However, EST also proposes that developing individuals are embedded in‬ ‭multiple nested environmental systems, ranging

Conference Session

Poster Sessions for Unit Operations Lab Bazaar and Tenure-Track Faculty

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael E. Prudich, Ohio University; Daina Briedis, Michigan State University; Robert Y. Ofoli, Michigan State University; Robert B. Barat, New Jersey Institute of Technology; Norman W. Loney, New Jersey Institute of Technology; Ali Pilehvari, P.E., Texas A&M University, Kingsville; Michael J. Elsass, University of Dayton; Robert J. Wilkens, University of Dayton; Danilo Pozzo, University of Washington; Jim Pfaendtner, University of Washington; William B. Baratuci, University of Washington; Jim Henry, University of Tennessee, Chattanooga; Bridget R. Rogers, Vanderbilt University; John F. Sandell, Michigan Technological University; Adrienne R. Minerick, Michigan Technological University; Jason M. Keith, Michigan Technological University; Horacio Adrian Duarte, Texas A&M University, Kingsville; David W. Caspary, Michigan Technological University; Charles Nuttelman, University of Colorado, Boulder; Pablo LaValle, University of Michigan; Naoko Ellis, University of British Columbia; Sergio Mendez, California State University, Long Beach; Arne Biermans, University of Washington

Tagged Divisions

Chemical Engineering

lose it” prevailed.The faculty responded to this situation by re-designing our undergraduate unit operations courseto include both statistics content and its direct application in the planning of laboratoryexperiments and analysis of data.The original junior-level three-credit course was comprised of two hours of lab (two 2 ½-hoursessions per week) and one hour of lecture. The course included a good blend of traditional andmodern experiments and lecture topics on lab safety, writing skills, professionalism and ethics,and a token discussion of statistics and experimental design. When a one-credit junior seminarcourse, “Chemical Engineering as a Profession,” was introduced in our curriculum, studentslearned about many of the professional topics

Conference Session

Socially Responsible Engineering II: Pedagogy, Teamwork, and Student Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Larkin Martini, Colorado School of Mines; Jordyn MacKenzie Helfrich, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

dualism, and the meritocracy ideology (for further details on theseideologies read: [13], [14]). Cech found that the need to meet accreditation requirements and be considered,“legitimate purveyors of knowledge” [10, p. 64] can put pressure on even the most ethically andpedagogically innovative of schools to fall into the same culture of disengagement. The study found thatwhile all four of the engineering programs studied showed a decrease in the perceived importance of publicwelfare amongst students as they progressed through their time in school, programs perceived by studentsas focusing on ethical and social issues, with a general education and writing skills emphasis, and a focuson policy implications overall found ethical responsibilities

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alice L Pawley, Purdue University, West Lafayette; Canek Moises Luna Phillips, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

)? Reflect and memo. Memo: how does this help us think about answering our research questions? Consider: Memo on RCG lenses 7. A. how is my RCG (including intersectionally) operating here? (Word doc) B. how is RCG (including interjectionally) operating here? Of what is this a case? Write up short case of interview using insights from passes, memos (especially the ruling relations memos (step 4) and the TOC

Conference Session

Gender Perceptions and Girls in K-12 Engineering and Computer Science

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christina Deckard, SPAWAR Systems Center Pacific; David Quarfoot, SDSU/UCSD; Kimberly C Csanadi

Tagged Divisions

K-12 & Pre-College Engineering

compriseabout 28% of the population, but their presence in nonacademic science and engineeringpositions is only about 9%[5]. Clearly, these groups represent large reservoirs of untappedpotential for new STEM professionals. We can no longer afford to waste the talent of two-thirdsof our increasingly diverse population. As stated in President Obama’s Executive Order No.13583[6]: “We are at our best when we draw on the talents of all parts of our society, and our greatest accomplishments are achieved when diverse perspectives are brought to bear to overcome our greatest challenges.”This important idea is extended in Peter Godfrey-Smith’s “Theory and Reality”, who writes thatsome female philosophers believe that “the experiences of the

Collection

2009 Pacific Southwest Section Meeting

Authors

Discrete-Time Convolution, Gordana Jovanovic Dolecek and Fred Harris 37042. Expanding Engineering Education through Undergraduate Research Experience in Micro-Robotic Drug Delivery, Eniko T. Enikov and Malcolm T. Gibson 38043. Towards A Joint Degree Program In Ambient Computing, Yusuf Ozturk, Emrah Orhun, and Chris Bowerman 38644. Engineering 101: Peer Teaching with LEGO NXT Robotics, Stephen Beck, Joshua Brent, Thomas Brown, Agostino Cala, Eniko T. Enikov, and Richard Lucio III 39545. Teaching

Conference Session

Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jonathan Seth Krones, Boston College; Jenna A. Tonn, Boston College; Russell C. Powell, Boston College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Can a Body Do? How We Meet the Built World, the artist, design researcher, and OlinCollege professor Sara Hendren writes, “Engineering is not the science of the laboratory alone…It is fundamentally applied, which means its results live in the world. It belongs to people, notjust as ‘users’ but as protagonists of their dimensional lives” [1, p. 23]. Hendren’s invocation of avision of engineering as radically human-centered provided the philosophical and humanisticcore to our interdisciplinary teaching team as we embarked on designing a new course forfirst-year students at Boston College (BC). Our course, Making the Modern World: Design,Ethics, and Engineering (MMW), situated engineering practice and knowledge within its social,political, and

Conference Session

Pre-College Engineering Education Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Perkins Coppola, Purdue University Fort Wayne

Tagged Divisions

Pre-College Engineering Education

examines the self-reported reflections of121 preservice elementary teachers after participating in an exemplar lesson, then writing andteaching a modified or original engineering design lesson (an “Engineering Mini Unit”) to K-6students as part of their school-based field experience. The first section of this paper highlightsthe research done on the needs of preservice elementary teachers. Next, the paper describes thecontext in which the preservice teachers learned about engineering design through first-handparticipation in engineering design and the teaching of an engineering design lesson. Then thepaper examines the qualitative approach to analyzing the preservice teachers’ responses to fourquestions constructed to help them reflect on their

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christopher Herring, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

Educational Research and Methods

PI first coded using in vivo and topic codes. This was followed by grouping codes intocategories. During the categorization process the two investigators discussed the categories asthey emerged from the codes providing peer review for the study58. After an initial set ofcategories emerged, the PI examined categories having a large number (>20) of codes andlooked for sub-categories. After coding was completed for a student, codes were compared withthe previous coding resulting in a repeated process of coding a student followed by comparing tothe previous coding results. This provided an ever emerging, expanding, and contracting codeand category list throughout the process. By saving the entire NVivo record after coding eachstudent, we were

Conference Session

The Best of Design in Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kristin L. Wood, University of Texas, Austin; Rajesh Elara Mohan, Singapore University of Technology and Design; Sawako Kaijima, Singapore University of Technology and Design; Stylianos Dritsas, Singapore University of Technology and Design; Daniel D. Frey, Massachusetts Institute of Technology; Christina Kay White, University of Texas, Austin; Daniel D. Jensen, U.S. Air Force Academy; Richard H. Crawford, University of Texas, Austin; Diana Moreno, Singapore University of Technology and Design; Kin-Leong Pey, Singapore University of Technology and Design

Tagged Divisions

Design in Engineering Education

which we may develop innovativeeducational approaches to capturing, archiving, and projecting pivotal concepts in support of and incollaboration with teaching faculty. A Concept Vignette may be embodied through video media, but italso may be embodied in many other forms, such as artistic renderings, poetic verse, writings, etc. Figure2d illustrates the fourth dimension of the 4D Big-D pedagogy. The fourth dimension cannot be readilyvisualized, but instead embodies the extra-curricular and outside the classroom activities that arestrategically developed and coordinated to enrich design in the students’ experiences.II.2 Pedagogical UnderpinningsEngineering education continues to change as we encounter more interdisciplinary learning and

Conference Session

Marge's Mission: Empowering STEM Innovation

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

no input,with input from peers, or with input from the teacher. A key aspect of their study was exploringthe positions that students take up as they experience design failures. Students take on multiplepositions including observer, tester, idea–sharer, tinkerer, and director. The context of these andother positions determine the extent to which they are productive. For example, Silvestri et al.observed power struggles and disagreements among some student teams as students within themtook up different roles (e.g., one student shifting from observer to tester to director, ultimatelynot including other team members in the design process after failure). Parry and I also observedhow team conflict can challenge productive responses to design

Collection

2025 Northeast Section Conference

Authors

Nadia Albishi; Peter Cavanaugh

approaches in the methodologies of teaching.uncertain. Ha2: There is a presence of significance among the participants of OPD and the inclusion of structural technologyD. Purpose of the Study approaches in the methodologies of teaching. The purpose of this study is to investigate the relationship RQ3: How does OPD contribute to the scalable leadershipbetween participation in online professional development development of the teachers while focusing on the enhancementcourses and their impact on digital literacy, technology of peer

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brianna N. Griffith, University of Arkansas; Eric Specking, University of Arkansas; Jena Shafai Asgarpoor, University of Nebraska, Lincoln; Stephanie G. Adams, University of Texas, Dallas; Meagan C. Pollock, Engineer Inclusion; Adrienne Minerick, Michigan Technological University; Patrice Nicole Storey

Tagged Topics

Diversity

Tagged Divisions

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

accounts for the differences?Literature ReviewLiterature was identified by searching various databases (Web of Science Core Collection, Webof Science Inspec, and ASEE Peer) for keywords, which included “disparities”, “academia”,“women”, “engineering”, “inequities”, and “gender”. The identified records were screened forrelevance, availability, and duplicates. In total, 110 papers were selected to be analyzed from allareas of academia in a full-text analysis. 30 papers were disqualified after review for not fittingthe scope of the study. Some of those reasons included a focus on undergraduate students and afocus on women in engineering in the industry. 18 papers focused on engineering and wereanalyzed to identify disparities for women, the causes of

Conference Session

Intersections of Identity and Student Experiences: Equity, Culture & Social Justice Technical Session 10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rachael Cate, Oregon State University; Aiden Nelson

engineering education. Not only can thesecommunities offer engagement opportunities through experiential education in the discipline,they also provide professional relationships that are key to supporting a sense of belonging inthe career among participants, such as mentorship connections that foster career developmentand peer networks within which engineering identity can be explored. In our most recent studyof the impacts of the Communities of Practice program [2], our analysis helped us todemonstrate that community participants were significantly more likely than non-participants toreach what we called a “crossroads of questioning” in their career development. This turningpoint of uncertainty and questioning aligns with critical thinking and

Conference Session

International Division (INTL) Technical Session #4: Global DEI

Collection

2023 ASEE Annual Conference & Exposition

Authors

Moses Olayemi, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

that“inclusivity” and the “presence of better educators” are not commonly cited reasons whyinternational students come to the US for higher education [4], [5].The presence of international students is often described in terms of its socioeconomic benefits tothe host countries [6], but this perspective often cloaks the associated nuances of studying abroad.One commonly cited statistic on this topic is that international students contributed more than $45billion of revenue money to the United States within one calendar year [7]. Yet, other studies haveattempted to expound on the benefits of developing interculturally competent graduates throughthe interactions between domestic American students and their international peers [8].International

Conference Session

Attracting Young Minds: Part II

Collection

2009 Annual Conference & Exposition

Authors

Anant Kukreti, University of Cincinnati; Kenneth Simonson, University of Cincinnati; Kathleen Johnson, University of Cincinnati; Latiera Evans, University of Cincinnati

Tagged Divisions

Minorities in Engineering

one’s ability to relate new concepts and ideasto existing personal knowledge, and Cooperative Learning fosters this kind of interaction.Cooperative Learning’s broader impacts include: (1) Students develop collaboration skills thatthey can use for a lifetime. (2) There is a reduction in tutoring expenses since students beginrelying on each other for learning assistance. (3) Students experiencing academic difficulties areidentified earlier, so their peers can help them promptly.Supplemental Mentoring Opportunities for WomenAll women students had access to Peer Mentoring: University of Cincinnati’s College ofEngineering student government group organizes a “Big Brother/Big Sister” program thatmatches incoming freshmen with upperclassmen, ideally

Conference Session

Women in Engineering Division: Faculty and Gender Issues

Collection

2015 ASEE Annual Conference & Exposition

Authors

Canan Bilen-Green, North Dakota State University; Jenna P. Carpenter, Louisiana Tech University; Stacy Doore, University of Maine; Roger A. Green, North Dakota State University; Karen J. Horton P.E., University of Maine; Kristen L. Jellison, Lehigh University; Sharon Melissa Latimer, West Virginia University; Marci J. Levine, Lehigh University; D. Patrick O'Neal, Louisiana Tech University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Purdue University.Dr. D. Patrick O’Neal, Louisiana Tech University D. Patrick O’Neal is an associate professor in the Biomedical Engineering program which is part of the College of Engineering and Science at Louisiana Tech University. Prior to moving to academia in 2005, he served as PI on industrial nanomedicine-based development projects supported by NSF, NIH, and NIST funding. Given a research focus in biomedical optics, he has published peer-reviewed articles in basic and clinical cancer research, nanomedicine, and applied electro-optic instrumentation. Based on experiences instructing courses like Biomedical Engineering Senior Design and his ongoing involvement with the medical device industry, he has developed a

Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fanyi Zhang, Purdue University; Beth M. Holloway, Purdue University ; Eric Holloway, Purdue University

Tagged Divisions

Educational Research and Methods Division (ERM)

within thesurroundings, shaped by pre-college attributes (e.g., individual skills and prior collegeexperiences), goals and commitments, and institutional experiences (e.g., academic performance,interaction with peers and faculty, extracurricular involvement). Academic integration refers tothe extent to which students perceive themselves as part of the academic fabric of theengineering environment, while social integration pertains to the students’ integration into thesocial life of the engineering environment. Positive experiences in these domains reinforce thecommitment to educational goals and the institution, enhancing the likelihood to persist, whereasnegative experiences may lead to attrition.The Sophomore Experiences Survey [7], adapted to

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ann F. McKenna, Arizona State University, Polytechnic campus; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Carolyn Plumb, Montana State University; Hyun Kyoung Ro, Penn State University; Alexander Yin, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

Conference Session

Assessment & Quality Accredition in Engineering Education

Collection

2004 Annual Conference

Authors

John Rowe; Tim Mulroy

variety of workingenvironments, mostly within England but with a significant number working in other countries.In program documentation, the advantages of placement are celebrated and attempts to quantifythe learning outcomes achieved have been made. However, because of the wide variety ofgeographical and cultural locations, work environments and the faculty lack of day to daycontrol once a student has been placed, it is difficult to write these learning outcomes from anevidence base.In this paper a qualitative approach has been used to illuminate the academic, personal andprofessional development of students resulting from the placement experience, based on theanalysis of semi-structured student interview data. This paper reports upon the

Conference Session

Experiential Learning : Global Models and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lisa Romkey, University of Toronto; Daniel Munro, University of Toronto; Virginia Hall; Tracy L. Ross, Actua

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

utilization and application of their STEM knowledge. Networking with their peers - bothwithin their program and the national network - amplifies the experience and has the potential tocontribute to future career development. Participants, in the work itself, are given the opportunityto take ownership in the development of curriculum development and classroom management,building potential for self-efficacy development. Finally, the three interconnected strands holdmany connections to the Actua Future Skills Framework; “delivering results” requiresintellectual development, “working with others” draws from networking skills and institutionalknowledge; and future readiness draws from the three strands and makes connections to theparticipant’s future

Conference Session

Design in Engineering Education Division (DEED) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gregory Litster, University of Toronto; Patricia K. Sheridan, University of Toronto; Emily Moore P.Eng., University of Toronto

Tagged Divisions

Design in Engineering Education Division (DEED)

influences design cognition more broadly.Prof. Patricia K. Sheridan, University of Toronto Professor Sheridan is an Assistant Professor, Teaching Stream at the Troost Institute for Leadership Ed- ucation in Engineering (ILead) and the Institute for Transdisciplinary Studies in Engineering Education and Practice (ISTEP), and is cross-appointed to the Department of Mechanical and Industrial Engineering at the University of Toronto. Prof. Sheridan teaches teamwork and leadership in the first-year corner- stone design courses and oversees the integration of teamwork and leadership learning into the upper-year courses. She previously designed an online team-based self- and peer-assessment system that was used in multiple

Conference Session

Committee on Educational Policy Presents: Pillars of Our Curriculum

Collection

2023 ASEE Annual Conference & Exposition

Authors

Allen C. Estes, California Polytechnic State University, San Luis Obispo; Brent Nuttall, California Polytechnic State University, San Luis Obispo; Craig Baltimore, California Polytechnic State University, San Luis Obispo; Peter Laursen, California Polytechnic State University, San Luis Obispo; Michael James Deigert, P.E., California Polytechnic State University, San Luis Obispo; Cole C. McDaniel, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

methodology for making thisconversion was available, which became a key motivation for writing this paper. A number ofworks chronicled the relative advantages and disadvantages of the quarter and semester systems.Bostwick et.al. [4] contended that conversion to the semester system negatively impacts on-timegraduation rates and specifically lowers first-year grades, decreases the probability of enrollingin a full course load, and delays the timing of major choice. Johnson and Kestler [5] conducted amixed methods study, involving a sample of Midwestern university students’ favoritism towardquarters and semesters, the students’ predicted and perceived changes to their motivatedbehaviors, and their self-reported motivation/learning strategies during the

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 9: Practices of Mentorship & Liaisons

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kelli Paul, Indiana University-Bloomington; Karen Miel, University at Buffalo, The State University of New York; Adam Maltese, Indiana University-Bloomington; Merredith D Portsmore, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

to the youth participating in engineering outreach.Keywords: Role models, engineering education, outreach, elementary, career planningIntroductionIn this paper, we use data from a three-year study of an engineering outreach program tochallenge the notion that youth engaged in engineering outreach programming readily take upnear-age peers or adults as role models. This is not to say that this does not occur in certaincases, but we do not think that it occurs as readily nor at the magnitude that we and others in thefield have believed that it does.Outreach programs for youth often attempt to position adults as role models, usually with thegoal of inspiring youth by messaging that they, too, can be like the role model or do what theydo. In

Conference Session

Instrument Design and Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alicia Nicki Washington Ph.D., Duke University; Anna Romanova, Winthrop University; Philip Nelson; Siobahn Day Grady, North Carolina Central University; Legand Burge, Howard University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

, philanthropic efforts, college courses, and research grants and publications. She currently holds the following Quality Matters Certifications: Master Reviewer, Peer Reviewer, Ac- celerated Designing Your Online Course F2F Facilitator, Accelerated Improving Your Online Course F2F Facilitator, Reviewer Course for Program Reviews, and Applying the QM Rubric Face to Face Facilitator. She is a board member of the Winston-Salem State University Foundation, National Girls Collabora- tive Project, American Association for the Advancement of Science National Conference of Lawyers and Scientists, an advisory member for Nvolve, Inc, and several grants. She is also a member of sev- eral associations, including the Alpha Zeta Omega