Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo; Amanda Johnston, Purdue University-Main Campus, West Lafayette (College of Engineering); Emily Honor Hubbard, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

students worked with clientsfrom the local community to design a solution to meet their rehabilitation needs. In addition tothe projects, student assignments included reflection prompts, four hours of community service,and several empathy “immersion” experiences (i.e., wearing a blindfold while trying to completebasic tasks). Seven students opted to participate in the study, all in their 4th or 5th year in eitherbiomedical or mechanical engineering. Students completed pre- and post-course surveys aimedto measure changes in self-reported levels of empathy. One student participated in a personalinterview, aimed at understanding the different ways in which the course activities influenced hisdevelopment of empathy. All seven students who participated

Conference Session

ET Curriculum and Programs I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Pallavi Ramakanth Kowligi, Florida State University; Priyanka Prajapati, Florida State University; Faye R. Jones, Florida State University; Marcia A. Mardis, Florida A&M University/Florida State University

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Diversity

Tagged Divisions

Engineering Technology

text-mined competencies in both syllabi and the AM CompetencyModel and compared them to identify: 1) frequently addressed topics; 2) verbs guiding courselearning outcomes versus the skill depth desired by employers; and 3) overall match betweendocuments. Our findings indicate that despite being developed to reflect the same curriculumframework, the five AM programs’ topical and complexity emphases varied widely. Overall,AM Competency Model content reflected higher levels of the Bloom’s Revised Taxonomy ofEducational Objectives, highlighting industry commitments to fostering analysis, evaluation, andcreation. We conclude with implications for educational institutions, AM policymakers, andindustry, outline the need for an AM Body of Knowledge

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Margaret Pinnell, University of Dayton; Kellie Schneider, University of Dayton; Leanne Petry, Central State University; M. Suzanne Franco, Wright State University; Malcolm W. Daniels, University of Dayton; Amy Anderson, University of Dayton; Marjorie Langston, Hamilton Township High School ; Megan Shepherd; Madeline Mock

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Diversity

Tagged Divisions

Community Engagement Division

. Dating back to the 1960s, researchershave explored the theoretical characterization of intercultural competence and the effectivenessof varying classroom practices [24]. More recently, various researchers have explored theefficacy of CEL and research immersion experiences. Research shows that teachers learn tonavigate complex, intercultural encounters through challenging CEL experiences promoting,“reflective, critical and ethical practices” [25].Since international engineering CEL has the potential benefit to both increase interculturalawareness, while also demonstrating engineering as a career that helps humanity, engagingteachers in this type of experience may prepare them to encourage and inspire their students,particularly females and other

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert M. Brooks, Temple University; Sangram Shinde, Department of Mechanical Engineering, Jazan University, Jazan KSA

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

with ARC officers and the courseinstructor. After the training students formed teams of three and visited homes in the most fireprone neighborhoods of Philadelphia to install smoke alarms, replace alarm batteries and helpresidents make home fire escape plans. The students also provided education and materials onhome fire preparation. In the past five years they distributed materials and provided informationto over ten thousand people in homes and on the streets of the city.The students were required to submit a technical report about the behavior of steel under hightemperatures (i.e., home fires). The report also required a two-page reflection on the service.“The Environment” class was taught 23 times from Fall 1991 through SP 2013. An

Conference Session

Reimagining Engineering Ethics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica Koehler, Wake Forest University; Olga Pierrakos, Wake Forest University ; Michael Lamb, Wake Forest University; Alana Demaske, Wake Forest University; Carlos Santos, Wake Forest University; Michael D. Gross, Wake Forest University; Dylan Franklin Brown, Wake Forest University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

Performance Virtues Autonomy Compassion (Empathy) Citizenship Confidence Critical Thinking Courage Civility Determination Curiosity Gratitude Neighborliness Motivation Judgment Honesty Service Perseverance Reasoning Humility Volunteering Resilience Reflection Integrity Community Teamwork Resourcefulness Respect Awareness (Collaboration) Justice (Equity, Equality)It

Conference Session

Insights for Teaching ECE Courses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kent A. Crick, Iowa State University; Matthew T. Seipel, Iowa State University; Lisa M. Larson Ph.D., Iowa State University; Mack Shelley, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

leadership course with otherECSEL participants. This course was designed to promote professional development, communityamongst the scholars, and connection to the campus community at large while enhancing theiridentity as ECSE majors. As a part of the course students were required to volunteer on campus,share current events with their fellow scholars, participate in in-class activities centered onleadership practices, participate in faculty mentor meetings and complete a reflection paper aboutthat experience, and present to the class an artifact reflective of one’s background. Theseactivities were designed to cultivate an environment of support and connection among scholarswhile also engaging participants in an active learning experience. Such

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rachel Koh, Smith College

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Diversity

Tagged Divisions

Community Engagement Division

product. Another problematicassumption made in the students’ economic proposal was that what works under consumercapitalism in the U.S., where a high percentage of the population has expendable income, wouldwork in the very different economic circumstances of Nicaragua. The project was ultimatelystalled at the proposal stage because of disagreement about this point.By the time they reach their senior capstone, engineering students have often had few- if any-courses that require them to consider empathic approaches to designing for a client orcommunity whose racial, ethnic, national, socioeconomic, or other demographic backgrounddiffers from their own. This experience gap is reflected when students don’t have the tools tounderstand the needs of

Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Andrade, University of Louisville; Michael Scott Keibler, University of Louisville; Josh Rivard

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

which provides a historical contextof not only the Inca people, but also the generations from as early as 3000 BC in that region.Cultural activities are followed by formal discussion and guided reflection to create additionalcontext regarding the technical project and the cultural and geographical influences that areimportant for consideration. Also in country, the students made an initial presentation tocommunity leaders to ensure project objectives were in alignment with community expectations.Course Content – TechnicalThe technical portion of the course is determined by the scope of the project that is identified.During the first two years of the program, using semi-structured interviews, the communityidentified water loss of the crumbling

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Susan M. Lord, University of San Diego

Tagged Topics

Diversity, NSF Grantees Poster Session

. Describe contemporary challenges caused by or related to energy resources, such as economic impacts, sociopolitical tensions, and environmental impacts 5. Explain how various methods of both passive (e.g. evaporative cooling) and active (e.g., electric, fuel-powered, heat pumps) heating and cooling in buildings work 6. Analyze how the natural environment (e.g., tree shade, sun angles) and built environment (e.g., windows, insulation) impact heat transfer into and out of buildings, with consideration for cultural and climatic contexts 7. Apply concepts from class to inform decisions about energy consumption or conservation in your everyday lifeThese learning outcomes reflect several salient aspects from our research

Conference Session

Biological and Agricultural Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tara Gupte Wilson, Ohio State University; Derek Breid, Saint Vincent College; Ann D. Christy P.E., Ohio State University; Clarissa Belloni, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Biological and Agricultural Engineering

all four courses were compared to determine if student grades reflect a differencewith the addition of a humanitarian engineering project. The goal of this study is to betterunderstand whether humanitarian engineering projects may be used to improve the motivation,retention and educational outcomes of female engineering students.IntroductionHistorically, there has been a discrepancy in engineering between the retention rates of thosestudents who identify as male versus those identifying as female, with women earning 21.9% ofall engineering bachelor’s degrees [1]. Different engineering disciplines have been moresuccessful in increasing representation of women than others, specifically in the fields ofenvironmental, biomedical, and biological

Conference Session

Multidisciplinary Learning Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lynn Albers, Hofstra University; Edward H. Currie, Hofstra University; David M. Rooney, Hofstra University; Robyn Alma, Hofstra University; Travis Chen Shen, Hofstra University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

to reflect on three areas of learning. Theirresponses are presented as case studies.IntroductionEngineering schools with predominantly undergraduate enrollments traditionally emphasizeresearch opportunities for upper level undergraduates working in conjunction with facultymembers. At such institutions, the level of faculty research is often congruent with what a highlymotivated rising senior can contribute to in a meaningful way. Consequently, accommodation isoften made through offering independent study courses taken during the academic year for credit,or focused summer research stints of variable length, or even a combination of the two, to enablethese experiences for students, especially those who may be thinking of going to graduate

Conference Session

Curriculum Development in Technological Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

R. Alan Cheville, Bucknell University; John Heywood, Trinity College Dublin

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

possible actions, then chooses to act in a particular way.Their choice determines what they pay attention to following the action. To make sense of theresults of their action, at least the ones they paid attention to, they develop mental representationsor perspectives of the result of the action. There are many possible perspectives that can bedeveloped based on the actor’s attention and interests. Regardless of how they interpret theresults of their own actions, they leave the field of action with new knowledge which informsfuture intentions, thus starting the cycle again. Thus in Macmurray’s system one’s interactionwith, or coupling to, the world is defined iteratively through action that is reflectively informedby knowledge gained through one’s

Conference Session

Military and Veterans Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jerry Lynn Dahlberg Jr, University of North Carolina at Charlotte; Jae Hoon Lim, University of North Carolina at Charlotte; Peter Thomas Tkacik, University of North Carolina at Charlotte

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans

learner actively engages in the process of sense-making and knowledgeconstruction [4]. Carefully selected content knowledge [5] and reciprocal interactions with others(i.e., instructor, peers)[6, 7] will mediate and facilitate learning. This perspective challenges thetraditional view of teaching and learning that portrays a learner as a passive individual simplyreceiving the knowledge provided by an authority figure. Experiential learning, a concept andpedagogical practice inspired by Constructivist learning theory also upholds the learner’s activerole and focuses on “learning through reflection on doing” [8]. Experiential learning isrepresented as a cycle of four stages, a) Concrete experience, b) Reflective observation of the newexperience, c

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott Martin Hanson, North Dakota Established Program to Stimulate Competitive Research (EPSCoR); Austin James Allard, Turtle Mountain Community College; Robert V. Pieri, North Dakota State University; Paula Jean Comeau, North Dakota State University; North Dakota State College of Science; Megan Even, North Dakota Established Program to Stimulate Competitive Research; Daniel John Luecke, North Dakota State University; Jean Ostrom-Blonigen, North Dakota Established Program to Stimulate Competitive Research; Kelly A. Rusch, North Dakota EPSCoR and North Dakota State University

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Diversity

Tagged Divisions

First-Year Programs

understand and reflect upon its valueto each component of STEM. A significant emphasis was placed on the teaching methods andapproaches used in math to prepare participants for sessions 2 and 3. Math was implemented, notas rote memory and use/re-use of given formulas, but as a form of project-based learning; as thelanguage of science, technology, and engineering; and, as a place of critical thinking anddiscovery [8].Because the theme of the camp was sustainability, the authors titled the first math activity “TrashMath.” To begin the activity, seven participants and six instructors formed three groups of fourto five individuals and collected roadside trash at three sites near the TMCC campus. The goal ofthis activity was to have participants

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gustavo B. Menezes, California State University, Los Angeles; Paul S. Nerenberg, California State University, Los Angeles; Ni Li, Northwestern Polytechnical University; Emily L. Allen, California State University, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

designed considering theEbbinghaus’ Forgetting Curve, to provide students with learning opportunities in 6-day cycles:(i) day 1: a pre-class learning activity (reading or video) and a quiz; (ii) day 2: in-class Kahootlow-stakes quiz with discussion, a short lecture with embedded time for problem-solving anddiscussion, and in-class activities (labs, group projects); (iii) day 4: homework due two days afterthe class; (iv) day 6: homework self-reflection (autopsy based on provided solutions) two daysafter homework is due. The assessment of course performance is based on the well-characterized force concept inventory (FCI) exam that is administered before the intro tomechanics course and both before and after the Physics I course; and on student

Conference Session

ECCD - Technical Session 6 - Energy & Thermodynamics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Farshid Zabihian, California State University, Sacramento

Tagged Topics

Diversity

Tagged Divisions

Energy Conversion and Conservation

learning is an experiential learningapproach to foster students’ deeper understanding of academic contents and expected learningoutcomes of courses through activities involving community partners to address social problemsand community needs. An essential part of service learning is “structured opportunities forreflection” [4]. While some aspects of service learning are similar to other community-basedactivities, such as community service, and experiential learning approaches, such as internship,there are some important distinctions. The difference between service learning and communityservice can be described primarily by highlighting two words in the above definition of servicelearning: structured learning and reflection. While community service

Collection

2020 First-Year Engineering Experience

Authors

Briana M Bouchard, Tufts University; Kristen B Wendell, Tufts University; Ethan E Danahy, Tufts University

Tagged Topics

Diversity

scaffolded reflection about engineering group work interactions. The moduleprovided students with the opportunity to assess and evaluate their own discussions for equityand inclusion as well as those of experienced engineers. Data were obtained in the form ofstudent written work and post-intervention in-class video of student group interactions.IntroductionGroup work is a fundamental component of undergraduate engineering programs and offersstudents the chance to practice student-to-student interactions within an engineering team. Notonly does the engineering studies literature emphasize that team interactions are central toprofessional engineering practice [1], [2], but also the engineering and science educationliterature has emphasized that group

Conference Session

Women in Engineering Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shawn Fagan, Temple University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

& Poth, 2018). One of the challenges in qualitativeresearch is to convince the reader that the analytical process is focused, clear, and defined. Todemonstrate this, the data analysis spiral was utilized as a guiding framework in the analysisprocess. This structured format guided the analytic process and allowed for a high level of focusand attention towards the participants’ account and reflection of their experiences.ResultsThe IPA approach provided an in-depth and interpretative investigation into the personalexperiences of the participants and allowed the participants to reflect on the significance of theirexperiences during their choice and persistence in engineering. The study’s in-depth analysisrevealed several recurrent themes from

Conference Session

Assessment of Learning in ECE Courses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jinhui Wang, University of South Alabama

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

evaluation data are shown in Table 1 and listed in Fig. 1. They arerespectively about (a) the instructor had clear policies (e.g., grading, attendance, and assignments);(b) the instructor provided useful feedback on my progress within the course; (c) the instructor waswell prepared for in class meetings; (d) examinations and other assignments reflected stated courseobjectives and course material; (e) the instructor was successful in clarifying difficult concepts; (f)the instructor was well prepared for online class sessions and activities.Strongly disagree 1 ----- 5 Strongly agree INSTRUCTOR HAS CLEAR POLICIES INSTRUCTOR PROVIDED FEEDBACK 2018 Fall 2019 Spring

Conference Session

Design Across Curriculum 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ha Nguyen, University of California, Irvine; Liang Li Wu, University of California, Irvine; Gregory N. Washington, University of California, Irvine; Kyu Yon Lim, Ewha Womans University; Christian Fischer, University of Tübingen, Germany

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

, collaborate and build, monitor progress, and reflect on tasks. However, research onPBL engineering discourse has placed a stronger focus on self-regulation than shared regulationprocesses [6], [7]. Understanding how students jointly regulate efforts may help to structurecollaborative tasks and promote efficient regulatory and design processes—two critical learningoutcomes in PBL [1], [7].MethodsStudy setting & participants. The study is part of a series examining the relation betweenperceived social network and collaboration patterns in engineering design. We followed fourfirst-year student teams in a two-term project-based engineering course in California in the 2018-2019 academic year. The goal of this elective course is to introduce students

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Hirshfield, University of Michigan; Stacie Edington, University of Michigan; Michael Dailey, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

gauging elements of students’ affect that can be immensely useful in encouraging students andhelping them succeed. However, simply gauging students’ feelings may also give insight intotheir experiences as an engineering student.In this work, we focus on data that resulted from a larger study investigating students’perceptions of engineering, sense of belonging, and sense of community as they participate in aCommon Read first-year program. In the study, incoming first-year students participated in apre- and mid-summer survey and a post-program survey. A subset of these students alsoparticipated in focus groups, held with students of all levels who were prompted to reflect ontheir experiences starting college and participating in first-year

Conference Session

Faculty Development Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Fethiye Ozis P.E., Northern Arizona University; Kyle Nathan Winfree, Northern Arizona University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

sizes. To normalize, the mean response fromeach of the seven programs were then averaged together, giving equal one-seventh weight toeach program of study.Response categories of “Strongly Disagree,” “Disagree,” “Neutral,” “Agree,” and “StronglyAgree” were assigned corresponding ordinal ranks of one through five respectively. The likertvalue responses were averaged for these groups in order to represent a “general consensus”response. Mean likert responses near one for any given question reflect a strong disagreementthat the given behavior is an important factor for student-instructor rapport, while meanresponses near five indicate a strong agreement that the behavior is an important factor forstudent-instructor rapport. Median was not calculated

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole Barclay, University of North Carolina at Charlotte

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

and communication with technical and non-technical peers. Students worked in teamsof three and four to solve ill-defined problems presented by the instructor. Topics coveredConstruction Waste, Energy Efficiency in Buildings, Recycling Education, PublicTransportation, and Campus Transit. Deliverables, including a technical report, an oralpresentation, and an analytical reflection, were used as data for this project. Students weresurveyed to assess their perceptions of problem-based learning. There were seventy-twoparticipants over three semesters. One preliminary result from both the survey and qualitativedata is that students felt confident about working with others from different disciplines. Studentsmostly commented positively about their

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Annmarie Elizabeth Hoch, Tufts University; Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Rebecca Deborah Swanson, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

result of its inclusionand elevated importance in the Next Generation Science Standards (NGSS) [1]. Within thenascent field of pre-college engineering education, the ways in which elementary engineeringexperiences may support the formation of engineering identities in young children are not wellunderstood [2]. What is known about formative experiences in engineering is that participationtends to be gendered [3], with girls and boys engaging in and reflecting on engineering activitiesin different ways. This paper focuses on identity, as developing a strong engineering identity, orsense of belonging in engineering, is essential to pursuing and persisting in the field.Participation in engineering outreach programs is widely seen as an opportunity

Conference Session

Engineering Physics and Physics Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica R. Hoehn, University of Colorado, Boulder; Noah D. Finkelstein, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics and Physics

a small effect of the intervention but note that the quantitativemeasures were high to begin with and thus they need to find alternative approaches to evaluatingthe impact of these activities. In this paper, we present examples of how we have attended tothese topics in our Modern Physics for Engineers class, and provide both qualitative andquantitative data as evidence of impact on individuals and the class as a whole.Daane, Decker, and Sawtelle [2] implemented a four-day equity unit in an introductory physicsclass to help students reflect on racial (in)equity in physics. Their course materials were designedspecifically for use in predominantly white settings. We draw on these materials in order toincorporate discussions about

Conference Session

Sociotechnical Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John A. Nestor, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

technology that led to a “virtuous cycle” of exponentialimprovement. Students engage in reading and discussion along with short lectures describing thedesign and manufacture of semiconductors. Hands-on experiences involving coding andintegrated circuit design are used to strengthen student understanding of basic concepts. Studentwriting assignments include reflections about their personal history experiencing technologicalimprovements, reactions to the hands-on experiences, and a book report in which they exploreone particular aspect of semiconductor technology and its societal impacts.Assessment of student writing assignments showed that students gained a qualitativeunderstanding of semiconductor design and manufacturing and an appreciation for the

Conference Session

Sociotechnical Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maysam Nezafati, Georgia Institute of Technology; Mel Chua, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

know)? 2. Write a story about when you, or someone you know, or someone you can imagine, were personally impacted by bias in an engineering design.Student responses were collected and graded based on whether they had been submitted or not.The intent of the reflective questions was to motivate students to examine bias by giving them anopportunity to see how it had shaped their own lives. Students had already been exposed tostorytelling as a tool for communication via other initiatives in the department, so we includedsome reminders from those projects, such as “make it sticky,” “include a few compelling detailsto make the story specific [and] real,” and “help the reader see your story, like they are watchinga movie.”Intervention phase 1

Collection

2020 First-Year Engineering Experience

Authors

Mary Katherine Watson, The Citadel; Simon Thomas Ghanat P.E., The Citadel; Timothy Aaron Wood, The Citadel; William J. Davis P.E., The Citadel; Tara Hornor, The Citadel; Kevin C Bower P.E., The Citadel

Tagged Topics

Diversity

GPA = 3.33; Calculus II GPA = 3.25). ParallelCalculus I and II sections had average GPAs of 2.17 and 2.15 with DFW rates of 35% and 38%,respectively. In focus groups, students shared that they indeed valued their mastery experiences.Acknowledgement: This material is based upon work supported by the National Science Foundation under GrantNo. 1741611: Encouraging Civil Engineering Retention through Community and Self-Efficacy Building. Anyopinions, findings, and conclusions or recommendations expressed in this material are those of the authors and donot necessarily reflect the views of the National Science Foundation. Reference: [1] Bandura, A., Self-efficacy:Toward a unifying theory of behavioral change. Psychological Review, 1977. 84(2): p

Conference Session

Biomedical Engineers and Professional Development - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

William H. Guilford, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

bias score, and was -1.50 -0.50 0.50 1.50collected on a scale of 0-10. In Pre-course explicit career biasorder to compare these scores oncomparable scales, we generatedan explicit career bias score by Figure 2: Pre-course implicit bias is predicted by explicit bias. Positive values indicate a bias toward engineering over medicine.subtracting their interest inmedicine from their interest in engineering and dividing by 10. Positive values in either scorerepresent a bias toward engineering, while negative scores reflect a bias toward medicine.As a measure of validation of our implicit measure, we

Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Jill Kidd, Old Dominion University; Krishnanand Kaipa, Old Dominion University; Samuel J. Sacks, Norfolk Public Schools; Stacie I. Ringleb, Old Dominion University ; Pilar Pazos, Old Dominion University; Kristie Gutierrez, Old Dominion University; Orlando M. Ayala, Old Dominion University; Lilian Maria de Souza Almeida, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

engineering students and eightpreservice teachers. T-tests were used to compare participants’ pre-/post- scores on a codingquiz. A post-lesson written reflection asked the undergraduate students to describe their roboticslessons and what they learned from interacting with their cross disciplinary peers and thefifth/sixth graders. Content analysis was used to identify emergent themes. Engineering students’perceptions were generally positive, recounting enjoyment interacting with elementary studentsand gaining communication skills from collaborating with non-technical partners. Preserviceteachers demonstrated gains in their technical knowledge as measured by the coding quiz, butreported lacking the confidence to teach coding and robotics independently