Conference Session

International Educational Experiences (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy L. Freeman, Pennsylvania State University, University Park; Julio Urbina, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park; Javier Fernando Del Carpio, Universidad ESAN; Nancy Matos P.E., Esan University

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Diversity

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International

jeopardizing their continuation in thescholarship program. Activities were designed to maximize coordination with student schedules.Traditional Retention ProgrammingEngineering Pathways Fellows were required to participate in the following programs designedto enhance the first year experience. These programs included a summer bridge, a housing optionand continuing mentoring from faculty and peers to encourage community building andestablishment of long term relationships early on. Three of these activities are detailed below:  Pre First-Year Engineering & Science Program (PreF) - This introductory, 6-week, residential summer session was designed for first-year students who were accepted to the College of Engineering. The program

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah Hug, Colorado Evaluation & Research Consulting; Christina Convertino; Heather Thiry

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Diversity

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Minorities in Engineering

widespread, large-scale change to improve equity and supportcultures of inclusion in engineering. This is a case study of a 5-year organizational change effortwithin a Hispanic Serving Institution. The computer science department emphasized the use ofcontinuous improvement as a strategy for engaging faculty in change processes and departmentalpolicy. We offer the theoretical framing of Kezar’s model for developing student supportstructures using four mechanisms for change, and provide recommendations based on theexperience of one University of Texas at El Paso.Theoretical FrameworkDrawing from the current state of the research on higher education organizational change inundergraduate STEM reform efforts, an underlying premise of the theory of change

Conference Session

Integrated Activities for Green Energy and Manufacturing Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Irina Nicoleta Ciobanescu Husanu, Drexel University (Tech.); Yalcin Ertekin, Drexel University (Tech.); Richard Chiou, Drexel University (Eng. & Eng. Tech.); Michael G. Mauk, Drexel University

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Diversity

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Manufacturing

an opportunity to reinforce the classroom lessons on solar energy and toapply it in a real-life situation using the same equipment as in large scale solar installations thatare becoming more prevalent across the world. Students worked with suppliers andmanufacturers to acquire equipment and testing supplies, troubleshoot devices, and to betterunderstand how solar power is harnessed in large scale operations. The students came-up withtesting scenarios to test different aspects of the system, and designed a system that could testmany different variables including panel orientation, battery charging algorithm, and chargecontroller configuration. The team was given a maximum budget of $3,000 to spend on allaspects of the system, which include

Conference Session

Graduate Student and Postdoctoral Fellow Perspectives on Advancing Women and Gender Equity in Engineering - for the Next 130 Years

Collection

2023 ASEE Annual Conference & Exposition

Authors

Baishakhi Bose, Lawrence Berkeley National Laboratory; Haleh Barmaki Brotherton, Clemson University; Theo Hopper, University of Michigan; Pamela Martínez Oquendo, University of Nebraska-Lincoln; Lily M. Wang P.E., University of Nebraska-Lincoln; Margaret E.B. Webb, Virginia Tech; Hannah Wilkinson, Utah State University

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Diversity

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Women in Engineering Division (WIED)

systematically. A big focus of my thinking lately is on what the “broader impacts” I wantmy research to have one day. I know it is a typical-NSF buzzword, but I do want my work to havethe long-term and compounding effects that make large-scale change.R4: I am reaching my goals for gender equity by encouraging male faculty members to viewwomxn’s struggles in STEM from a different perspective. I am supporting womxn and individualswith other gender identities to identify faculty mentors that can serve as role models in STEM,since mentoring is key for retaining students in STEM [21]. I would prioritize the examination ofmentorship in prospective faculty teaching statements to identify individuals who will support allstudents pursuing a degree in

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva, Utah State University; Laura Ann Gelles, Utah State University - Engineering Education; Marialuisa Di Stefano, Utah State University; Buffy Smith, University of St. Thomas; Renetta G. Tull, University of Maryland, Baltimore County; Susan M Lord, University of San Diego; Lisa Benson, Clemson University; Anne Therese Hunt, Hunt Consulting Associates; Donna M. Riley, Purdue University-Main Campus, West Lafayette (College of Engineering); Gery W. Ryan, Pardee RAND Graduate School in Policy Analysis

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Diversity

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Minorities in Engineering

and collaboration with others cuts across mental and physical health and he has done research on HIV/AIDS, depression, serious mental illness, child- hood diarrhea and acute respiratory illnesses, obesity and complementary and alternative medicine. Ryan has worked extensively in Latin America and Africa on health-related issues and helped redesign and implement a large-scale education reform in Qatar.Dr. Gery W. Ryan, Gery Ryan is Assistant Dean for Academic Affairs and core faculty at the Pardee RAND Graduate School where he teaches policy analysis and methods courses and mentors graduate students. Trained as a med- ical anthropologist, Ryan has conducted research on decision-making processes, ethnographies of

Conference Session

International Accreditation and Credentials: International Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Junaid Qadir, Information Technology University, Lahore, Pakistan; Aamir Shafi, National University of Computing and Emerging Sciences, Lahore, Pakistan; Ala Al-Fuqaha, Hamad Bin Khalifa University; Abd-Elhamid M. Taha, Alfaisal University; Kok-Lim Alvin Yau, Sunway University; João Ponciano, University of Glasgow; Sajjad Hussain, University of Glasgow; Muhammad Ali Imran P.E., University of Glasgow; Sajid Sheikh Muhammad, National University of Computer and Emerging Sciences, Lahore, Pakistan; Rao Naveed Bin Rais, Ajman University, UAE; Muhammad Rashid, Umm Al Qura University; Boon Leing Tan, Xi'an International University

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Diversity

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International

https://wmich.edu/electrical-computer/electrical-objectivesTable V: Sample Program Educational Objectives (PEOs) (Electrical/Electronic EngineeringPrograms)3) Program Learning Outcomes (PLOs): It is not uncommon to utilize the PLOs or SOs thatare mandated by the respective accreditation organization verbatim in toto. Some authors havereported that their accreditation organization more or less standardizes their instructional practices(things such as the textbook that must be followed; the lesson plan that must be followed; etc.)to a large extent (e.g., NCAAA in KSA). In some cases, some additional outcomes are added.Washington Accord (WA) recommends a set of 12 Graduate Attributes (GA)3 —see Table VI—which have been adopted in many places

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rebecca Marie Reck, University of Illinois Urbana-Champaign; Jessica R TerBush, University of Illinois Urbana-Champaign; Caroline Cvetkovic, University of Illinois Urbana-Champaign; Holly M Golecki, University of Illinois Urbana-Champaign; Christopher D. Schmitz, University of Illinois Urbana-Champaign; Katie Ansell, University of Illinois Urbana-Champaign; David Mussulman, University of Illinois Urbana-Champaign; Chandrasekhar Radhakrishnan; Ilalee Harrison James, University of Illinois Urbana-Champaign

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Diversity

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New Engineering Educators Division (NEE)

to come together and chat with avery limited agenda. We host a coffee chat and a workshop or lightning talk each month of thesemester and a pre-semester work-in before each semester. The most common topics in theseevents are facilitating teamwork, improving inclusivity and belonging, preparing instructionalstaff, and sharing lessons learned when the unexpected happens in a lab. In each section below,we summarize the key takeaways and helpful resources we have collected related to each ofthese four areas to share with other laboratory instructors. Table 1 - CoP Organizing Team Demographics and BackgroundTitle, Race Gender Years of Teaching Types of Lab and DesignDepartment

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Ellen Ko, Stanford University

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Diversity

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Culture & Social Justice in Education, Equity

of bias,increase a sense of agency, and ultimately empower students.1. IntroductionGiven clear evidence of disparities in educational attainment, much importance has been placedon increasing use of inclusive teaching to help close this so-called achievement gap [1]–[4]. Inscience, technology, engineering, and math (STEM) disciplines, deliberate inclusive practicemay reduce the “leaving” phenomenon where those underrepresented amongst STEM majorssuch as women and minoritized racial groups would otherwise fail to complete their STEMdegree program [5]–[7]. For example, active learning has been shown to improve learning gainsand reduce failure rates especially among underrepresented minority (URM) students [2].Similarly, current recommendations

Conference Session

Educational Research and Methods Division (ERM) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Asif Mohaisin Sadri, International Islamic University, Malaysia; Arif Mohaimin Sadri, University of Oklahoma; Khondhaker Al Momin, University of Oklahoma; Javeed Kittur, University of Oklahoma; Tahrima Rouf, University of Oklahoma

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Diversity

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Educational Research and Methods Division (ERM)

. Sadri specializes in resilience engineering, evacuation modeling, shared mobility, social influence modeling, machine learning, agent-based modeling, and network modeling. Dr. Sadri’s research is currently funded by National Science Foundation (NSF), United States Department of Transportation (USDOT), Florida Department of Transportation (FDOT) and United States Agency for International Development (USAID). Dr. Sadri’s previous research has been funded by the National Science Foundation (NSF), Indiana Department of Transportation (INDOT), Indiana Local Technical Assistance Program (LTAP), and Andrew W. Mellon Foundation.Mr. Khondhaker Al Momin, University of Oklahoma Khondhaker Al Momin is a senior lecturer in

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca Zarch, SageFox Consulting Group; Monica McGill, CSEdResearch.org

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Diversity

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

. ©American Society for Engineering Education, 2023Examining an Equity-focused Collective Impact Project through the Lens of Alliance Members’ Prior Experiences Rebecca Zarch1 and Monica M. McGill2 1 SageFox Consulting Group 2 CSEdResearch.org 1 rzarch@sagefoxgroup.com, 2 monica@csedresearch.org Abstract Research Problem: A Collective Impact (CI) model provides a foundation for bringing together independent organizations, networks, and societies in a structured way to achieve large-scale

Conference Session

ENT-8: Mentorship, Creativity, and Ethics in Academic Entrepreneurship

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nathalie Duval-Couetil, Purdue University at West Lafayette (COE); Voichita Maria Dadarlat; Yi Wang, Purdue University at West Lafayette (COE)

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Diversity

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Entrepreneurship & Engineering Innovation Division (ENT)

the public when COI issues are of concern. This is done throughpublic statements outlining institutional policies and commitment to managing and enforcingCOIs. If a COI issue arises that puts into question an institution’s reputation, a crisiscommunication strategy should be implemented to address concerns.EducationEducation related to COIs typically consists of comprehensive training programs that universitiesinstitute to increase awareness and develop competencies in recognizing and managing conflictsof interest (Annane et al., 2019). These target individuals at all levels including students, facultymembers, and even external stakeholders. Most universities require faculty, students, andadministrators engaged in research to complete online