Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Janet Callahan Ph.D., Boise State University; Patricia Pyke, Boise State University; Susan Shadle Ph.D., Boise State University; R. Eric Landrum, Boise State University

Tagged Divisions

Educational Research and Methods

approximately 19,042 (16,136 FTE) has been animportant step toward creating a climate conducive to facilitating fundamental change. Examplesof such change include building collaborations among faculty within and across departments,establishing the identity of students as part of a community beyond their chosen major,improving the efficiency and effectiveness of university systems, and perhaps most importantly,developing a framework to think deliberately about ways to effect change. This paper is focusedon describing and categorizing the development of a STEM “identity” over the past decadewithin a metropolitan campus that does not have an overall STEM central mission.The College of Engineering (CoE), established in 1997 as a result of a regional demand

Conference Session

Assessment of Engineering Leadership Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mike Klassen, Institute for Leadership Education in Engineering, University of Toronto; Doug Reeve, University of Toronto; Cindy Rottmann, University of Toronto; Robin Sacks, University of Toronto; Annie Elisabeth Simpson, Institute for Leadership Education in Engineering, University of Toronto; Amy Huynh, Institute for Leadership Education in Engineering, University of Totonto

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

-credit curricular and not-for-credit extracurricular engineering learning environments. Paper presented at the Canadian Engineering Education Association Conference, Montreal, QC.22. Ha, Minha R. (2013). Experiential learning in leadership development: Select program at McMaster University. Paper presented at the Canadian Engineering Education Association Conference, Montreal, QC.23. McGrath, Laura. (2010). Report on focus groups on engineering and leadership (pp. 57). Toronto: ILead, University of Toronto.24. Bayless, David J. (2013). Developing leadership skills in engineering students: Foundational approach through enhancement of self-awarness and interpersonal communication. Paper presented at the Canadian

Conference Session

Multidisciplinary Endeavors: Engineering, Art and Society

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katherine Hennessey Wikoff, Milwaukee School of Engineering; James R. Kieselburg, Milwaukee School of Engineering; Margaret T. Dwyer, Milwaukee School of Engineering; Candela Marini, Milwaukee School of Engineering

Tagged Divisions

Multidisciplinary Engineering

results of innovative learning strategies and art-relatedpartnerships and developments across campus. A Qualtrics survey of faculty and academic staffconducted in 2021 rounds out the snapshot of STEAM (Science, Technology, Engineering, Arts,and Mathematics) at our institution.The paper concludes with potential future directions for implementing changes in curriculum andbringing art more fully into our campus life. A focus on art as something communallyexperienced in public places and legitimately connected to engineering coursework serves tohighlight its importance as an intrinsic, exciting part of engineering design. Integration of art inengineering education fosters critical and creative thinking, allowing students to conceivealternative

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)

theory and facilitating interdisciplinary graduate programs; the identity development and experiences of interdisciplinary engineering graduate students and faculty; and the decision-making processes and factors impacting implementation of interdisciplinary graduate education initiatives. She works as a graduate research assistant for the Virginia Tech Disaster Resilience and Risk Management interdisciplinary graduate program, as well as for the VT Center for Refugee, Migrant, and Displacement Studies.Dr. Marie C. Paretti, Virginia Polytechnic Institute and State University Marie C. Paretti is a Professor of Engineering Education at Virginia Tech, where she directs the Virginia Tech Engineering Communications Center

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexis Prybutok, The University of Texas, Austin; Anita D. Patrick, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; Carolyn Conner Seepersad, University of Texas, Austin; Mary Jo Kirisits, University of Texas, Austin

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

students.3 Though much research has been conducted on predicting what willlead students to pursue engineering, exposing P-12 students to engineering to foster interest at anearlier age2, and determining why students leave engineering4, few studies have been conductedon how undergraduate engineers who persist to graduation develop throughout their collegecareers. Thus, in recent years, the framework of engineering identity and the factors thatencompass it, based on previous research on physics and math identities, has been used as a lensto study engineering students.Engineering identity is both a subset of and affected by the larger student identity, which alsoincludes personal and social identities.1 Identity can be defined as how students

Conference Session

Graduate Student Support

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hoda Ehsan, Purdue University-Main Campus, West Lafayette (College of Engineering); Matilde Luz Sanchez-Pena, Purdue University-Main Campus, West Lafayette (College of Engineering); Hossein EbrahimNejad, Purdue University-Main Campus, West Lafayette (College of Engineering); Hassan Ali Al Yagoub, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

target themsystematically within programs. Therefore, it remains to the graduate students to createknowledge to support each other during their journeys through graduate education. Thus, thisstudy takes the approach of researcher to participant, to uncover our own experiences as ESLgraduate students. The experiences we have during our doctoral training influence the development of anidentity as researchers and as potential future scholars that will facilitate the education of the newgenerations or will perform successfully in non-academic contexts. The construction of suchidentities would influence our persistence in our graduate programs. A recent study aboutengineering doctoral students used Identity-Based Motivation theory to explore

Conference Session

International Division (INTL) Technical Session #5: Best Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, Pennsylvania State University; Robert J. Rabb P.E., Pennsylvania State University

Tagged Divisions

International Division (INTL)

, conflict management, innovation, andoral and written communication. The need for effective communication permeates through everyengineering discipline. The accrediting board for engineering programs in the US and manyschools abroad is ABET, and they define student outcomes as “what students are expected toknow and be able to do by the time of graduation.” One of the Student Outcomes is (3)“demonstrate an ability to communicate effectively with a range of audiences” [9]. Clearly,discipline-specific vision statements see communication as an essential component in theprofessionalization of the modern engineer. As educational institutions follow suit, students willneed to become fluent in managing personal narrative and mission in online contexts—as

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Katherine E Winters, Virginia Tech; Holly M Matusovich, Virginia Tech; Samantha Ruth Brunhaver, Stanford University; Helen L. Chen, Stanford University; Ken Yasuhara, University of Washington, Center for Engineering Learning & Teaching (CELT); Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

as juniors and then again fiveyears later as practicing engineers. Brunhaver et al. found a distinction between the ways inwhich technical skills and professional skills are developed and used. They also found that Page 23.621.3participants talked about skills differently over time with working engineers ascribing differentdetails or meanings to skill categories such as communication and interpersonal skills. In thispaper, we seek to extend the timeframe and examine the earlier college years through earlyprofessional practice for some of the same participants. Therefore, we draw on a sample thatreflects freshman year in college through four

Conference Session

Exploring Student Affairs, Identities, and the Professional Persona

Collection

2016 ASEE Annual Conference & Exposition

Authors

Najla Mouchrek, Virginia Tech ; Liesl M Baum, Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice. c American Society for Engineering Education, 2016 Student Persistence Through Uncertainty Toward Successful Creative PracticeAbstract: To increase creative practice among students in engineering and other

Conference Session

Student Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kayla R. Maxey, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Student

Experience(REEFE) during my graduate educational journey on “who I am” and “who I want to be” as anaspiring faculty member in the engineering education community. The autoethnographic studyincludes analysis of interviews conducted at the beginning, middle, and end of the professionaldevelopment experience and weekly reflective journals to identify significant interactions thatinfluenced my construction, negotiation, or rejection of professional identities. In addition, thepaper discusses how my identity development through this experience has informed mydissertation direction for degree completion. This study intends to highlight the benefits ofprofessional development opportunities through avenues beyond coursework and researchprojects to encourage

Conference Session

Civil Engineering Division - Innovative Changes to the Typical Civil Engineering Coursework.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jakob Bruhl, United States Military Academy; Andrea Surovek, South Dakota School of Mines and Technology; James Klosky, United States Military Academy

inclusion of artistic expression within the built environment creates a real and growingdemand on engineering educational systems to produce graduates who are both technicallycompetent and creative. It also emphasizes the importance of engineers who are comfortablywith the delicate balance of creativity and risk. Similar forces are at work in nearly allengineering disciplines.The tech industry, one of the largest employers of engineering graduates, is full of creativepeople and famous for underwriting innovation and even art. The implications of this forengineering education are clear; we must build communities that support those key elements ofsuccess. Lisa Su, the CEO of AMD, one of the largest semiconductor companies in the world,addressed the

Conference Session

Student Experiences with Undergraduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caitlin Donahue Wylie, University of Virginia; Kathryn A. Neeley, University of Virginia; Brian P. Helmke, University of Virginia

Tagged Divisions

Educational Research and Methods

identity and belonging. This qualitative analysis will be reported in future publications.The URES tool developed in this study represents a preliminary effort to collect and analyzeperceptions of undergraduate research experiences across all class years. Items were drawnfrom constructs associated with assessment of research training programs that overlappedwith constructs of engineering identity. Responses suggest that students build their definitionsof engineering based primarily on didactic training and do not necessarily view high-impactextracurricular research experiences as part of what it means to be an engineer. Future workwill examine the overlap among measures of engineering identity and research skills and willmap the qualitative

Conference Session

Socio-cultural Elements of Learning through Service

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kaitlin Litchfield, University of Colorado, Boulder; Amy Javernick-Will, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Cathy Leslie P.E., Engineers Without Borders - USA

Tagged Divisions

Community Engagement Division

survey in order to build upon this finding.The other remaining seven sub-themes in the survey include engineering motivations, ABETlearning outcomes, EWB-USA learning impacts (compared with coursework, questions onlygiven to EWB-USA members), global competency, engineering identity, career outcomeexpectations, and future career goals. These themes are briefly described below.Methods Page 24.439.4Findings from qualitative data, combined with the literature shared above, led to the selectedsurvey themes presented in Table 1. Of the nine survey themes, seven themes used items fromexisting scales, and two themes used items developed by the research

Conference Session

Empowering Marginalized Voices in STEM: Perspectives and Initiatives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tryphenia B. Peele-Eady Ph.D., University of New Mexico; Tahira Reid, Penn State University; Lizandra C. Godwin, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

assistant professor in the Electrical and Computer Engineering Department at the University of New Mexico. Her research focuses on materials development (metals, dielectrics, phosphors) for advanced manufacturing processes, process optimization for microelectronic devices, biomaterials, and broadening participation in engineering through engineering education research. The focus of her inclusive, multi- disciplinary lab is to create material solutions for a more sustainable and earth conscious future. Dr. Godwin earned her M.S. and Ph.D. degrees in Materials Science and Engineering from the University of Florida where she focused on phosphor development and degradation. Her B.S. is in Mechanical Engineering from Florida

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Jennifer I Clark, Montana State University - Bozeman; Bryce E. Hughes, Montana State University - Bozeman

Tagged Topics

Diversity, Works In Progress

college readiness, and fostering an inclusive academic community to inform programming and support student persistence in STEM, particularly for underrepresented and at-risk populations.Dr. Bryce E. Hughes, Montana State University - Bozeman Bryce E. Hughes is an Associate Professor in Adult and Higher Education at Montana State University, and holds a Ph.D. in Higher Education and Organizational Change from the University of California, Los Angeles, as well as an M.A. in Student Development Administration from Seattle University and a B.S. in General Engineering from Gonzaga University. His research interests include teaching and learning in engineering, STEM education policy, and diversity and equity in STEM

Conference Session

Student Performance and Learning & Open-ended problems

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jessica E. S. Swenson, University at Buffalo, SUNY; Emma Treadway, Trinity University; Shea E. Lape; Alison Casson

Tagged Divisions

Educational Research and Methods Division (ERM)

on students’ identity, asking:RQ1: How does an open-ended, real-world problem influence the development of studentengineering identity?RQ2: How do open-ended, real-world problems generate a sense of engineering identity?BackgroundThe engineering education community has recently shown high interest in the study ofengineering identity development in undergraduate students, which has been found to haveimportant links to student retention and education, perhaps particularly for students frompopulations underrepresented in engineering [6], [7], [10]. Godwin’s work on the developmentof a survey instrument to measure engineering identity [1] has been widely cited and used withinthe field in recent work. Godwin’s instrument employs a three-factor

Conference Session

Preparing Minority Students for Undergraduate and Graduate Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Erin J. McCave, Clemson University; Jordon Gilmore, Clemson University; Karen Burg, Clemson University

Tagged Divisions

Minorities in Engineering

been shown to be effective in fostering the interest,skills, and aspirations that may develop into pursuit of graduate/professional school and potentialresearch and innovation careers.5,6 The concept of “communities of practice” described byWenger supports the idea that participation in different communities and experiences affectsparticipant identity development.16 The National Science Board members, in their report“Moving Forward to Improve Engineering Education”, propose participation in researchexperiences, specifically in the freshman and sophomore years, as a desirable means to engageURM students in the community of STEM.17 These experiences aim at introducing students toSTEM and broadening their education while improving retention. One

Conference Session

Supporting Successful Progression From First-year Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Erica J. Marti, University of Nevada, Las Vegas; Eakalak Khan, University of Nevada, Las Vegas; Amit Gajurel, University of Nevada, Las Vegas; Neil Christian Ledesma Tugadi

Tagged Divisions

Civil Engineering

engineering.Consequently, many first-year programs aim to address one or more of these issues.The TRANSCEnD program at the University of Nevada, Las Vegas seeks to improveundergraduate civil engineering and construction management education, as well as increaseretention and graduation by specifically focusing on students and curriculum in the first twoyears of the civil & environmental engineering and construction management (CEEC/CM)programs. Retention and graduation rates are on the lower side of national averages; therefore,faculty at the institution are taking the lead and making changes within the department. Oneaspect of the program is community cohesion building (CCB), i.e., a learning community, wherefirst-year students create connections, engage in

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heather Lee Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Cheryl Cass, North Carolina State University

Tagged Divisions

Educational Research and Methods

interests include student development of identity and motivation in graduate engineering environments and understanding creativity in engineering design processes.Dr. Adam Kirn, University of Nevada, Reno Adam Kirn is an Assistant Professor of Engineering Education at University of Nevada, Reno. His re- search focuses on the interactions between engineering cultures, student motivation, and their learning experiences. His projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers, their problem solving processes, and cultural fit. His education includes a B.S. in Biomedical Engineering from Rose-Hulman Institute of Technology, a M.S. in Bioengineering and Ph.D. in Engineer- ing

Conference Session

ERM: Engineering Identity: (Identity Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ciera Fluker; Lara Perez-Felkner; Kiaira McCoy, Florida A&M University - Florida State University

, peers, and community members seemed to influence their engineering identitydevelopment as well as their career and educational goals. Lastly, students’ described howtheir families—and in particular, their fathers—shaped their engineering identitydevelopment. Taken together, our study indicates the importance of students’ identities andsupports as factors shaping their pathways through undergraduate research experiences andonward towards careers in these fields. Thus, structured mentorship opportunities includingand beyond funded REU summer internship programs may encourage students to developa plan to continue to develop STEM identities by participating in meaningful experiencesand opportunities at their home institutions. Continued

Conference Session

Development as Faculty and Researcher: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephanie Pulford, University of Washington Center for Engineering Learning & Teaching (CELT); Nancy Ruzycki, University of Florida; Cynthia J. Finelli, University of Michigan; Laura D Hahn, University of Illinois, Urbana-Champaign; Denise Thorsen, University of Alaska, Fairbanks

Tagged Divisions

Educational Research and Methods

aircraft engineer. Her research and professional interests include faculty development, innovations in engineering communication education, engineering student learning motivation, and nar- rative structure in technical communication.Dr. Nancy Ruzycki, University of Florida Director of Undergraduate Laboratories, Faculty Lecturer, Department of Materials Science and Engi- neeringDr. Cynthia J. Finelli, University of Michigan Dr. Cynthia Finelli, Director of the Center for Research on Learning and Teaching in Engineering and research associate professor of engineering education at University of Michigan (U-M), earned B.S.E.E., M.S.E.E., and Ph.D. degrees from U-M in 1988, 1989, and 1993, respectively. Prior to joining U

Conference Session

Developing Technological Literacy in Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Justin Lee Clough, University of Southern California; Patricia Chaffey, University of Southern California; Gautam Salhotra, University of Southern California; Colin G. Cess, University of Southern California; Rey Pocius, University of Southern California; Katie Mills, University of Southern California

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

RPPmodel, this partnership might best be described as a Community of Practice in which equal valueis placed on in-service teachers, Ph.D. students in CS and engineering majors, and students with ahistory of robotics learning experiences in elementary schools, all supported by the staff,infrastructure, and grants of the K-12 STEM Center. External independent assessment has beenprovided by STEM Program Evaluation, Assessment, and Research (SPEAR) consultants withsubstantial experience in evaluating education interventions such as BOTS.Called Building Opportunities with Teachers in Schools (BOTS), the collaborators aimed todesign a low-cost, scalable solution that focuses on improving the teachers’ confidence inteaching computer science through

Conference Session

Instrument Design and Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kyeonghun Jwa, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

, persistence, and career trajectories; engineering writing and communication; and methodological development. ©American Society for Engineering Education, 2023Capturing attrition decisions in engineering graduate students using longitudinal SMS dataKeywords: Attrition, longitudinal study, SMS (Short Message Service), time series dataAbstractThis research paper reports results from a longitudinal Short Message Service (SMS) text messagesurvey study that captured attrition decisions from engineering graduate students who decided toleave their Ph.D. program or change degree objectives from Ph.D. to M.S. (Master’s-leveldeparture). While past research has investigated doctoral attrition across disciplines to

Conference Session

Design in Engineering Education Division (DEED) - Case Studies in Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hannah S. Stuart, University of California, Berkeley; Wilson Oswaldo Torres, University of California, Berkeley; Andrew I. W. McPherson, University of California, Berkeley

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

relationship between engineering education and the provision of orphan devices. In http://www. resna. org/news-events/annual-meeting/annual-meeting-proceedings/annual-conference-proceedings, volume 2017. Rehabilitation Engineering and Assistive Technology Society of North America . . . , 2017.[7] Veronica Mitchell, Benjamin Matheson, Phuong Nguyen, Tye Martin, Vanessa Svihla, Eva Chi, and Heather Canavan. Diverse by design: Increasing the representation of people with disabilities in stem through community engagement. In 2020 Gulf Southwest Section Conference, 2020.[8] Barbara Jacoby et al. Building partnerships for service-learning. John Wiley & Sons, 2003.Appendix Question

Conference Session

Graduate Studies Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo, The State University of New York; Casey E. Wright, Purdue University at West Lafayette; Erica M. Stone, Middle Tennessee State University; Alice L. Pawley, Purdue University at West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

Visualizing Arguments to Scaffold Graduate Writing in Engineering EducationAbstractMany graduate students come to engineering education research with technical backgrounds inengineering. This can present a challenge for them in learning to write social science research,with new expectations around the structure of academic arguments for the field of engineeringeducation research. Existing research suggests that even graduate students familiar with writingstrategies struggle when entering new communities of practice and disciplines. Although somescholarship has focused on writing, minimal strategies for encouraging argumentation through arhetorical approach have been developed for graduate students. Unlike a focus on writtenproduct

Conference Session

Developing Identities for Robust Careers in Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julie P Martin, Clemson University; Renata A Revelo , University of Illinois at Chicago; Shannon K Stefl, Clemson University; Stacey D Garrett, Clemson University; Stephanie G. Adams, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

Conference, we discoveredthat both of our studies provide striking similarities in their findings despite having beenconducted without any knowledge of each other’s engagement with similar work. We contendthat our mutual findings are of great significance to the engineering education community.The author of one study (Renata) utilized a mixed methods approach to explore how SHPEmembership influenced the engineering identity development of Latina/o students. Previousstudies show that students who build engineering identities in their college career are more likelyto persist within their engineering programs, thus illustrating the importance of engineeringidentity development to persistence. However, previous studies of engineering identitydevelopment

Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Janet Aderemi Omitoyin, The University of Illinois at Chicago ; Renata A. Revelo, The University of Illinois at Chicago; Betul Bilgin, The University of Illinois at Chicago; Houshang Darabi, The University of Illinois at Chicago; Rezvan Nazempour, The University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

] hasbeen used as the basis to develop a construct for engineering identity development within theengineering education community. The science identity model advances that science identitydevelops intersectional and over time. Research on engineering identity emerged from variousacademic strands, including psychology and sociology. The definition of identity in this study isviewed through the social lens. Identity is defined as "being recognized as a certain 'kind ofperson' in a given context" [16, p.99]. The given context focuses on individual socialperformances rather than their uniqueness as a person. Our context is this study is specific toengineering and how students self-described and are seen within the context of engineering

Conference Session

CEED Paper Session 2: Leveraging Internships and Experiential Learning in Higher Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lisa Massi, University of Central Florida; Jenna Christie-Tabron, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Mari Pina, University of Central Florida; Richard Allan Quinn, University of Central Florida; Jackie Herold, University of Central Florida; Kim A. Small, University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

fieldsupport the need for universities to find ways to effectively foster professional identitydevelopment. For example, three ways in which the institution can foster identity formation asan engineer are: (1) program admission criteria, coursework, etc. (institutional identity), (2) co-ops and internships (self-identification through exposure to the norms and values held byprofessional engineers), and (3) communities of practice (recognition by other in-group membersas a professional in the field)12,13. Co-ops and internships contribute to students’ desire tobecome an engineer14, retention and work self-efficacy15, and higher starting salaries and thepotential for a job offer by graduation16. However, “lack-of-belonging” has been found to be

Conference Session

Cooperative and Experiential Education Division Technical Session 1 - Skill and Competency Development through the Co-op Experience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Haaniyah Ali, York University; Jeffrey Harris, York University

Tagged Divisions

Cooperative and Experiential Education

University Dr. Jeffrey Harris is an assistant professor (teaching stream) in mechanical engineering at York University in Toronto, Canada. He currently serves at the Director of Common Engineering and Science within the Lassonde School of Engineering. He has a PhD in mechanical engineering from the University of Toronto and is completing a M.Ed. from York University. c American Society for Engineering Education, 2020 Development of Employability Skills in Engineering Disciplines through Co-op1. Introduction This study aims to understand the varying levels of the development of skills vital tothe success of a cooperative experience, per each engineering

Conference Session

Energy Conversion and Conservation Technical Session 2: Enhancing Energy-Related Education with Student Design Projects

Collection

2022 ASEE Annual Conference & Exposition

Authors

Leon Liebenberg, University of Illinois at Urbana - Champaign; Taylor Tucker, University of Illinois at Urbana - Champaign

Paper ID #37571WIP: Implementing Mini-Projects to Build Community andImprove Student EngagementLeon Liebenberg (Teaching Associate Professor) Leon is a Teaching Associate Professor in mechanical science and engineering at the University of Illinois at Urbana- Champaign. He is also a Fellow of the UIUC's Center for Innovation in Teaching and Learning. In the Grainger College of Engineering, Leon leads the ENGagement In eNgineering Education (ENGINE) instructional innovation team, where he and his multidisciplinary colleagues are investigating ways to promote deep learning. Before coming to UIUC, he was a professor