Conference Session

Big Picture Questions in BME

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole L. Ramo, University of Michigan; Aileen Huang-Saad, University of Michigan; Barry Belmont, University of Michigan

Tagged Divisions

Biomedical Engineering

Education and Biomedical Engineering. Previously, Aileen was the Associate Director for Academics in the Center for Entrepreneurship and was responsible for building the Program in Entrepreneurship for UM undergraduates, co-developing the masters level entrepreneur- ship program, and launching the biomedical engineering graduate design program. Aileen has received a number of awards for her teaching, including the Thomas M. Sawyer, Jr. Teaching Award, the UM ASEE Outstanding Professor Award and the Teaching with Sakai Innovation Award. Prior to joining the University of Michigan faculty, she worked in the private sector gaining experience in biotech, defense, and medical device testing at large companies and start-ups

Conference Session

Liberal Education/Engineering & Society Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie A. Claussen, Colorado School of Mines; Janet Y. Tsai, University of Colorado, Boulder; Alyssa Miranda Boll, Colorado School of Mines; Jenifer Blacklock, Colorado School of Mines; Kathryn Johnson, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

primarily tasked with the education of undergraduate engineers. In her courses, she employs active learning techniques and project-based learning. Her previous education research, also at Stanford, focused on the role of cultural capital in science education. Her current interests include en- gineering students’ development of social responsibility and the impact of students’ backgrounds in their formation as engineers.Dr. Janet Y. Tsai, University of Colorado, Boulder Janet Y. Tsai is a researcher and instructor in the College of Engineering and Applied Science at the University of Colorado Boulder. Her research focuses on ways to encourage more students, especially women and those from nontraditional demographic groups

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Dina Verdin, Purdue University-Main Campus, West Lafayette (College of Engineering); Juan C. Lucena, Colorado School of Mines

Tagged Topics

Diversity, NSF Grantees Poster Session

. R. Thorndyke, “Identifying Factors Influencing Engineering Student Graduation: A Longitudinal and Cross-Institutional Study,” J. Eng. Educ., no. October, pp. 313–320, 2004.[8] C. P. Veenstra, E. L. Dey, and G. D. Herrin, “Is Modeling of Freshman Engineering Success Different from Modeling of Non-Engineering Success?,” J. Eng. Educ., no. October, pp. 467–479, 2008.[9] T. Nomi, “Faces of the Future: A Portrait of First-Generation Community College Students,” 2005.[10] J. Ma and S. Baum, “Trends in community colleges: enrollment, prices, student debt, and completion,” Coll. Board Res., pp. 1–23, 2016.[11] K. E. Gerdes, C. A. Lietz, and E. A. Segal, “Measuring empathy in the 21st century: Development

Conference Session

Liberal Education/Engineering & Society Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole Farkas Mogul, University of Maryland, College Park; David Tomblin, University of Maryland, College Park; Timothy Duane Reedy, University of Maryland, College Park

Tagged Divisions

Liberal Education/Engineering & Society

adding context, especially asit improves professional skills, student understanding of engineering identity and the meaning ofengineering, understanding of real world applications, and even skills related to empathy. Wecould build on these desires to develop curriculum that focuses on context. However, we alsoidentified significant challenges to adapting curriculum to include contextualized problems. Forinstance, there is a danger to relating contextualized problems to professional development, asone student sees it: I think decontextualized questions are lacking in purpose because they fail to address the real life situation that is requiring the question to be solved. This causes many college graduates to have

Conference Session

M3A: Learning in Context 1

Collection

2019 FYEE Conference

Authors

Jennifer Felder Marley, Valparaiso University; Doug Tougaw P.E., Valparaiso University

Tagged Topics

FYEE Conference - Paper Submission

future course that is the focus of this work incorporates many ofcareers. Third, they are unsuccessful in building meaningful these practices. As described in the following sections, itconnections with their engineering faculty and peers, and as provides students with significant mastery experiences, thesuch do not develop a strong identity as an engineer [1]. opportunity to collaborate on a design project with their peersAnother study found that the three most common reasons for and apply their theoretical background to concretestudents leaving engineering were poor advising and engineering activities. Moreover, our results demonstrateteaching, the difficulty of engineering curriculum, and

Conference Session

Outreach and Beyond in the Chemical Engineering Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Byron Hempel, University of Arizona; Paul Blowers, University of Arizona; Kasi M. Kiehlbaugh, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

Paper ID #24615Scalable and Practical Interventions Faculty Can Deploy to Increase StudentSuccessMr. Byron Hempel, University of Arizona Byron Hempel is a PhD Candidate at the University of Arizona, having received his B.S. in Chemistry at the University of Kentucky and Masters in the Chemical and Environmental Engineering Department at the University of Arizona. Working under Dr. Paul Blowers, Byron is focusing on improving the classroom environment in higher education by working in the flipped classroom. He is a University Fellow, a Mindful Ambassador, and Chair of the Graduate Student Working Group for the ASEE Chapter

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Melissa Wood Aleman, James Madison University; Megan Tomko, Georgia Institute of Technology; Julie S. Linsey, Georgia Institute of Technology; Oumaima Atraoui, James Madison University; Caroline Clay, James Madison University; Zachary Harris De Bey, James Madison University; Johannah Daschil, James Madison University ; Bethany Popelish, James Madison University

Tagged Topics

NSF Grantees Poster Session

of practice are demonstrated to cultivate identity and connection to boththeir work and other members of the community [6]. In the makerspaces of interest to this research,the work and identity are oriented towards engineering. Thereby, students are forming anengineering identity and developing a greater connection to engineering work and otherengineering students due to involvement in the makerspace. Moreover, a key component of acommunity of practice is the negotiating competence within a domain [7]. Since a community ofpractice is a group of people, who are oriented towards a specific domain, a member’s involvement,and qualification is certified through constantly negotiating competency of and developingexpertise in that specified domain

Conference Session

Mechanics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amir Hedayati Mehdiabadi, University of Illinois, Urbana-Champaign; Rebecca A. Atadero, Colorado State University; Daniel W. Baker Ph.D., P.E., Colorado State University; Anne Marie Aramati Casper, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

Innovative Intervention to Infuse Diversity and Inclusion in a Statics CourseAbstractEngineering educators strive to prepare their students for success in the engineering workforce.Increasingly, many career paths will require engineering graduates to work in multidisciplinaryteams with individuals possessing a diversity of skill sets, backgrounds, and identities. Therefore,it is important not only for future engineers to have the opportunity to work in teams as students,but also to have specific instruction that teaches them about teamwork skills and the valuediversity and inclusion bring to engineering practice. Furthermore, it is important that thisinstruction occurs throughout their engineering coursework, giving

Conference Session

Track: Collegiate - Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Jessica R. Deters, Virginia Tech; Ashley R. Taylor, Virginia Tech; Teirra K. Holloman, Virginia Tech; Dustin M. Grote, Virginia Tech; David B. Knight, Virginia Tech

Tagged Topics

Collegiate, Diversity

for Enhancement of Engineering Diversity and an advisor for international senior design projects in the Department of Mechanical Engineering. Ash- ley received her MS in Mechanical Engineering, MPH in Public Health Education, and BS in Mechanical Engineering from Virginia Tech. Her research interests include access to higher education, broadening participation in engineering, the integration of engineering education and international development, and building capacity in low and middle income countries through inclusive technical education.Teirra K Holloman, Virginia Tech Department of Engineering Education Teirra Holloman is a doctoral student in engineering education at Virginia Polytechnic Institute and State

Conference Session

Engineering Physics and Physics Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Huseyin Sarper P.E., Old Dominion University; Drew Landman, Old Dominion University; Nebojsa I. Jaksic, Colorado State University, Pueblo; Ben J. Stuart P.E., Old Dominion University; Joseph Tyler Zongolowicz, NAVAIR; Linda Vahala, Old Dominion University

Tagged Divisions

Engineering Physics and Physics

studies in engineering, and gaining aninsight into what engineers do. The practical experience consists of several activities. There areseveral project learning outcomes that stem from project educational goals that arereinforced/implemented through project activities. The project learning outcomes include 1)development of teamwork skills, 2) increased appreciation for future coursework in physics,statics, dynamics, and thermodynamics, 3) an early understanding of the role of experimental andanalytical approaches to engineering problem solving, 4) development of written communicationskills through writing technical team reports, and 5) increased appreciation for engineering byexperiencing a “real life” like hands-on engineering project from start

Conference Session

Track: Collegiate Technical Session 12

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Michael Scott Sheppard Jr., Arizona State University; Nadia N. Kellam, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Topics

Collegiate, Diversity

. Following military service, Michael obtained a Bachelor of Sci- ence in Engineering degree from Arizona State University, graduating in 2013. His research and service interests include veterans in engineering, veterans with service-connected disability, post-traumatic stress disorder (PTSD), and human sex trafficking.Dr. Nadia N. Kellam, Arizona State University Dr. Nadia Kellam is Associate Professor in the Polytechnic Engineering Program at Arizona State Uni- versity. Prior to this position, she was an Associate Professor at the University of Georgia, where she was co-director of the interdisciplinary engineering education research Collaborative Lounge for Un- derstanding Society and Technology through Educational

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karin Jensen, University of Illinois, Urbana-Champaign; Kelly J. Cross, University of Nevada, Reno

Tagged Topics

Diversity, NSF Grantees Poster Session

Engineering Department at the University Nevada Reno. After completing her PhD in Engineering Education at Virginia Tech in 2015, Dr. Cross worked as a post-doctoral researcher with the Illinois Foundry for Innovation in Engineering Education and in the Department of Bioengineering with the Revolutionizing Engineering Departments (RED) grant at the University of Illinois at Urbana-Champaign. Dr. Cross’ scholarship investigated stu- dent teams in engineering, faculty communities of practice, and the intersectionality of multiple identity dimensions. Her research interests include diversity and inclusion in STEM, intersectionality, teamwork and communication skills, assessment, and identity construction. Her teaching

Conference Session

Multidisciplinary Engineering Courses

Collection

2019 ASEE Annual Conference & Exposition

Authors

Samuel Aaron Snyder, Virginia Tech; Desen Sevi Özkan, Virginia Tech; Diana Bairaktarova, Virginia Tech; Thomas W. Staley, Virginia Tech; Stephen Biscotte, Virginia Tech

Tagged Divisions

Multidisciplinary Engineering

student experiences that lay “outsidetraditional engineering disciplines” [3, p. 39]. The integration of these educational features iswhat is currently lacking, as they may be included in engineering programs but generally asafterthought activities engineered to tick boxes for accreditation [3], [4].Individual faculty have undertaken efforts to provide more opportunities for students to broadentheir education through multi- and interdisciplinary design-related courses that engage studentteams in complex socio-technical problems [5], [6], [7]. However, there are many institution-specific challenges that faculty navigate when developing and implementing courses that divergefrom traditional content-heavy lectures [8], [9]. Additionally, as

Conference Session

Engineering Libraries Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gavin Paul, NYU’s Tandon School of Engineering; Yona Jean-Pierre, New York University; Ana Torres, New York University

Tagged Divisions

Engineering Libraries

modules for other platforms andaudiences, such as graduate orientation, online classes orientation, employee onboarding,student compliance and advanced research tutorials. IntroductionThe Bern Dibner Library of Science and Technology, having delivered orientations toundergraduate and graduate students in traditional workshop formats -- auditoriums,classrooms and library tours -- saw an opportunity to create a self guided multimodal modulefor Fundergraduates, and through university partnerships, make it available to a wider audience.We felt that an independent technology driven approach would be ideal for engineering studentswho will be engaging with and employing such an approach in their coursework and

Collection

2019 CIEC

Authors

Charles Feldhaus; John Buckwalter; Elizabeth Wager

Technology degrees awarded to women during the 2004-2013time period. In terms of overall enrollment in engineering and technology schools nationally, ETranks 4th.The Department of Technology Leadership and Communication (TLC) was formed on July 1,2012, as a result of a realignment of technology programs in E&T. TLC houses undergraduateprograms in both Organizational Leadership (OLS) and Technical Communication (TCM).Additionally, Master of Science in Technology students may select a focus area inOrganizational Leadership or pursue the new graduate certificate in Human ResourceDevelopment. In total, TLC offers and supports coursework for the following two bachelor’sdegrees, five certificate programs, graduate programs, and minor (hyperlinks are

Conference Session

Architectural Division Technical Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mohamed ElZomor, Florida International University; Omar Youssef, University of Arizona

Tagged Divisions

Architectural Engineering

context of the built environment. Based onthe transferable five modules, STEM and building sciences can implement these modules withsimilar approaches to enhance student retention in courses. Results suggest that immersingstudents in informal teaching environments support their engagement, as these encouragestudents to develop their technological knowledge that is strongly required in our evolving careermarkets. Advancing haptic learning through technology has provided students with an informallearning environment that supports their active learning and offers a cutting-edge technologicalknowledge.References[1] Olson, S., & Riordan, D. G. (2012). Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science

Conference Session

Track: Collegiate - Technical Session 1

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

David Jones, University of Nebraska, Lincoln; Sohrab Asgarpoor, University of Nebraska, Lincoln; Jen Skidmore, University of Nebraska, Lincoln; Lance C. Pérez, University of Nebraska, Lincoln; Trish Wonch Hill; Michael Loehring; Emily Griffin Overocker, University of Nebraska, Lincoln

Tagged Topics

Collegiate, Diversity

• deliver relevant and challenging educational programs to attract an outstanding diverse student body • prepare graduates for rewarding careers in their chosen professions and encourage graduates to extend their level of knowledge through lifelong learning • conduct leading edge research advances engineering science and stimulate the intellectual development and creativity of both students and faculty, • extend exemplary engineering service and transfer knowledge that contributes to the well- being and betterment of society. In order to broaden participation in engineering, UNL COE will broaden the admission reviewprocess to deemphasize student test scores and to

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Teresa Lee Tinnell, University of Louisville; Campbell R. Bego, University of Louisville; Patricia A. Ralston, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

Tagged Divisions

First-Year Programs

practice: Learning, meaning, and identity,” New York Cambridge, 1998.[21] M. Cox, “Introduction to faculty learning communities,” New Dir. Teach. Learn., vol. 2004, no. 97, pp. 5–23, 2004.[22] L. Richlin and M. D. Cox, “Developing scholarly teaching and the scholarship of teaching and learning through faculty learning communities,” New Dir. Teach. Learn., vol. 2004, no. 97, pp. 127–135, 2004.[23] M. Borrego and C. Henderson, “Increasing the use of evidence‐based teaching in STEM higher education: A comparison of eight change strategies,” J. Eng. Educ., vol. 103, no. 2, pp. 220–252, 2014.[24] M. J. Miller et al., “Pursuing and adjusting to engineering majors: A qualitative analysis,” J. Career Assess., vol. 23, no. 1, pp

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gustavo B. Menezes, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Gisele Ragusa, University of Southern California; Eva Schiorring, StemEval; Paul S. Nerenberg, California State University, Los Angeles

Tagged Topics

NSF Grantees Poster Session

in research and evaluation and special knowledge about STEM education in community colleges and four-year institutions. She presently serves as the external evaluator for four NSF-funded projects. These include evaluation of a first year experience in a majority-minority engineering college and an initiative to increase diversity in a predominantly white elite engineering college through collaboration with local community colleges. Ms. Schiorring is also evaluating an ATE project to bolster recruitment and preparation of diverse STEM teachers. Past projects include evaluation of an NSF-funded project to improve advising for engineering students at a major state university in California. Ms. Schiorring is the

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sarah Anne Blackowski, Virginia Tech; Holly M. Matusovich, Virginia Tech; Tamara Knott, Virginia Tech

Tagged Divisions

First-Year Programs

(two courses) and student motivation across multiple years.Motivation is a foundational aspect of a students’ academic development. Students who areintrinsically motivated naturally lean toward academic achievement [4]. This means that studentswill seek their short or long-term educational goals, depending on each student’s definition ofacademic achievement. Students can also be motivated extrinsically through the use of rewardsor praise [5]. Either way, understanding motivation can be useful to students and instructorsalike. There is little work comparing which types of FYE courses and instruction modes are themost motivating to their students [6-8]. Many engineering programs have implemented the FYEprogram in different ways. One way to

Conference Session

Military and Veterans Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brian J. Novoselich, U.S. Military Academy; Jakob C. Bruhl, U.S. Military Academy; Matthew Scheidt, Purdue University-Main Campus, West Lafayette (College of Engineering); Christina Nicole Willis, University of Utah; Michael Scott Sheppard Jr., Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans

education track also teachesveterans about their joint service transcript (JST), which is a transcript listing all of the training,coursework, and professional skills a service member has accumulated through the military. Thistranscript can be used to justify transfer credit even in engineering [38], although not all collegesrecognize these transcripts and give credit for the experiences of student veterans. Potentially,work can be done to better align the JST entries with jargon recognized at major engineeringcolleges, but educating the engineering education community about these transcripts and what iscontained in them may help connect student veteran experiences with academic credit,addressing academic recognition concerns.Tied within much of

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mohamed Galaleldin, University of Ottawa; Hanan Anis, University of Ottawa

Tagged Divisions

Entrepreneurship & Engineering Innovation

new trend that hasthe potential to shift the future of education [1] through (1) digital, physical and logic tools, (2)community infrastructure and (3) the maker mindset, which is characterized as curious, playful,optimistic, persistent, resourceful and willing to take responsibility, take risks and shareinformation [2, p. 5]. These characteristics are similar to the engineering habits of mind [3]:systems thinking, creativity, optimism, collaboration, communication and attention to technicalconsiderations [4, p. 152].The maker movement also has the potential to respond to the calls for increased exposure in K-12 curriculum to sciences, technology, engineering and math (STEM) and hands-on and designexperiences in college level engineering

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Catherine G.P. Berdanier, Pennsylvania State University, University Park

Tagged Topics

Diversity, NSF Grantees Poster Session

PhD programs before graduating? 3. Can existing surveys of writing concepts, attitudes, and self-efficacies predict students’ risk for attrition?MotivationThough doctoral engineering education is understudied as a whole, attrition in graduateengineering education is particularly unexplored. Recent reports by the Council of GraduateSchools reported that in engineering, the 10-year completion rate for doctoral programs fordomestic students was only 59% [1]. Attrition is problematic for several reasons. First, since manydomestic students are funded by federal grants (through NSF, for example) and through domesticindustry, each domestic student that leaves academia prematurely represents a lost investment.Second, graduate students are

Conference Session

Track: Collegiate - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Julia Machele Brisbane, Clemson University; Eliza Gallagher, Clemson University; Abigail E. Hines, Clemson University; Joseph Murphy, Clemson University; lesteria Armoni Dunwoody, Clemson University; Khushi Patel, Clemson University; Aubrie Lynn Pfirman, Clemson University; Shannon Roberson; Anand K. Gramopadhye, Clemson University

Tagged Topics

Collegiate, Diversity

University Dr. Gallagher is an Assistant Professor of Engineering and Science Education at Clemson University, with joint appointments to Mathematical Sciences and Education & Human Development. Her research inter- ests include student cognition in mathematics, development of teacher identity among graduate teaching assistants, curricular reform to foster diversity and inclusion in STEM fields, and development of mathe- matical knowledge for teaching. She is co-PI on an NSF INCLUDES Design and Development Launch Pilot, ”Statewide Coalition: Supporting Underrepresented Populations in Precalculus through Organiza- tional Redesign Toward Engineering Diversity (SC:SUPPORTED),” Award #EEC-1744497.Abigail E Hines, Clemson

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado Boulder; Kenneth M. Anderson, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

engineering, science, and technology to include new forms of communication and problem solving for emerging grand challenges. A second vein of Janet’s research seeks to identify the social and cultural impacts of technological choices made by engineers in the process of designing and creating new devices and systems. Her work considers the intentional and unintentional consequences of durable struc- tures, products, architectures, and standards in engineering education, to pinpoint areas for transformative change.Dr. Beth A. Myers, University of Colorado Boulder Beth A. Myers is the Director of Analytics, Assessment and Accreditation at the University of Colorado Boulder. She holds a BA in biochemistry, ME in engineering

Conference Session

Military and Veterans Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela Minichiello P.E., Utah State University

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans

, underrepresentedminority, disabled, etc.). These challenges illustrate not only an obligation to conduct moreSVSM research, but also a need to push at the current boundaries of SVSM research for thepurposes of deepening the practical as well as theoretical impact of its findings.One way to advance SVSM research within the context of engineering education is through abroad(er) application of available theoretical perspectives and research methodologies,particularly those developed within the research traditions of other professionally oriented fields(e.g., teacher education, medicine). The purpose of this work in progress paper is to present fordiscussion a promising approach for researching alongside SVSM in engineering educationcalled ‘Narrative Inquiry

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Susan Bobbitt Nolen, University of Washington; Christine Kelly, Oregon State University; Susannah C. Davis, Oregon State University; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Ed LeRoy Michor, Oregon State University

Tagged Topics

NSF Grantees Poster Session

Society for Engineering Education, 2019 Sustaining Change: Embedding Research Outcomes into School Practices, Policies and NormsWith an NSF Revolutionizing Engineering and Computer Science Departments (RED) grant, theSchool of Chemical, Biological and Environmental Engineering seeks to create (1) a culturewhere everyone in the CBEE community feels valued and that they belong, and (2) to create alearning environment that prompts students and faculty to meaningfully connect curricular andco-curricular activities and experiences to each other and to professional practice. We aim tohave students connect what they learn to the context of their lives, identities, and emergingcareers. We want CBEE graduates to be

Conference Session

The Best of First Year Programs: Best Paper Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Ann Delaney, Boise State University; Catherine Rose Bates, Institute for STEM & Diversity Initiatives; Donna C. Llewellyn, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

while simultaneously struggling to formnew peer groups, and adapting to more rigorous coursework with less externally imposed structure thanprior learning experiences. These challenges, especially those related to students’ sense of belonging andconnection to other students, can be particularly pronounced for women, non-traditional students, firstgeneration students, students with high levels of financial need (such as those who are pell-eligible), andmembers of underrepresented minority groups.To address these challenges, we first developed a multi-day summer outdoors experience, designed tostrengthen relationships, build community, and increase participants’ sense of belonging in STEMdisciplines through camping, rafting, hiking, and exploring

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie Boggess Philipp, University of Louisville; Jason Immekus, University of Louisville

Tagged Topics

NSF Grantees Poster Session

for Teaching and Learning in Engineering at the University of Louisville. Her research includes studying changes in science and engineering teacher practice, best practices in teacher professional learning experiences, teacher and student learning in mathematical and computational think- ing, and the use of undergraduate learning assistants in introductory STEM coursework. Address: Depart- ment of Middle and Secondary Education, Porter Building, University of Louisville, Louisville, Kentucky 40292 Phone: 502.852.3948 Email: sbphil02@louisville.eduDr. Jason Immekus, University of Louisville c American Society for Engineering Education, 2019 What can we learn from a

Conference Session

Mechanics Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

James Giancaspro P.E., University of Miami; Diana Arboleda, University of Miami

Tagged Divisions

Mechanics

through education and community outreach. c American Society for Engineering Education, 2019 Just a Moment – Classroom Demonstrations for Statics and Solid MechanicsAbstractEngineers, faculty, and administrators in higher education understand that introductory solidmechanics courses such as Statics remain an essential component in most engineering curricula.Undergraduate students also recognize the importance of mastering mechanics courses.However, their enthusiasm is often curbed by their frustration trying to understand many of thecritical, but often abstract, topics presented in the course. Compounded by large class sizes,reduced attention spans, and a heavy