Displaying results 961 - 990 of 2724 in total
- Conference Session
- Mentoring, Advising, and Facilitating Learning
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Michelle Marie Grau, Stanford University; Shannon Katherine Gilmartin, Stanford University; Beth Rieken, Stanford University; Sheri Sheppard, Stanford University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
, Stanford UniversityBeth Rieken, Stanford University Beth Rieken is a sixth year graduate student at Stanford University. She is currently working on her PhD in Mechanical Engineering with a focus on the relevance of mindfulness to engineers. Beth completed a BS in Aerospace Engineering from the University of Virginia in 2010 and a MS in Mechanical Engineering from Stanford in 2012.Dr. Sheri Sheppard, Stanford University Sheri D. Sheppard, Ph.D., P.E., is professor of Mechanical Engineering at Stanford University. Besides teaching both undergraduate and graduate design and education related classes at Stanford University, she conducts research on engineering education and work-practices, and applied finite element
- Conference Session
- CoED: Potpourri
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Varun Agrawal, Georgia Institute of Technology; Amit Shashikant Jariwala, Georgia Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Computers in Education
impact scientific research results. Dr. Jariwala has participated and led several research projects from funded by NSF, the State of Georgia and Industry sponsors. At Georgia Tech, he is responsible for enhancing corporate support for design courses, managing design and fabrication/prototyping facilities, coordinating the design competitions/expo and teaching design courses, with a strong focus on creating and enabling multidisciplinary educational experiences. c American Society for Engineering Education, 2017 Web-based Tools For Supporting Student-driven Capstone Design Team Formation Varun Agrawal
- Conference Session
- Community Engagement Division 2 - Engagement in Practice Lightning Round: Equitable Engagement and Transformative Education
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Roneisha Wynette Worthy, Kennesaw State University; Amy Borello Gruss, Kennesaw State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
only 13% of these degrees. Nevertheless,it is important for us to share the activities and strategies we incorporate within our college tofoster a sense of self-identity rooted in community impact for all engineering students.Recruiting minorities to pursue engineering degrees is an important and necessary action forinstitutions to increase diversity and inclusion in engineering programs. Early recruitment ofminorities for engineering programs has been long advocated to promote equity and inclusion inthe field of engineering [1]. Researchers concluded that this practice could be beneficial inpromoting diversity, increasing the number of minority students in engineering fields, andreducing the attrition rate of these students. Recent studies
- Conference Session
- ERM Technical Session 24: Studies on Socioeconomic Status
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- DeeDee Conway, Southern Methodist University; David Deggs, Southern Methodist University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
an array of models for adult learners that are connected to the varying sectors such asmedical, transportation, computer science, engineering, etc. Working in collaboration withDCCCD and DCP-PP, the Southern Methodist University research team is working to identifyand test interventions for adult learners to provide valuable information that will inform otherlarge metropolitan areas across the United States on best practices and methods to solve thelongstanding problems associated with advancing adult learner education and employmentopportunities in STEM careers. The following is a description of the two goals that will beexecuted for the project based upon research conducted through the ALPPS project.First Goal: Develop Evidence-Based
- Conference Session
- Studies of Student Teams and Student Interactions
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Marcia Gail Headley, University of Delaware; Amy Trauth, University of Delaware; Haritha Malladi, University of Delaware; Jenni Buckley, University of Delaware
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
Paper ID #32748Examining the Me in Team-based Projects: Students’ Perceptions of Timeand TasksDr. Marcia Gail Headley, University of Delaware Dr. Headley is a Research Associate III at the Center for Research in Education and Social Policy (CRESP) at the University of Delaware. She specializes in the development of mixed methods research designs and strategies for integrating quantitative and qualitative research approaches. She is the recip- ient of the 2017 American Education Research Association (AERA) Mixed Methods SIG Outstanding Dissertation Award. Her methodological work has been published in the prestigious
- Conference Session
- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Lindsay Harley, Dartmouth College; Vicki V. May P.E., Dartmouth College; Rebecca Holcombe
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
Persistence in STEM. CBE Life Sci Educ;15(3). doi: 10.1187/cbe.16-01-0038. PMID:27543633; PMCID: PMC5008901.[24] Jordan, K. & Sorby, S. (2014). Intervention to Improve Self-Efficacy and Sense ofBelonging of First-Year Underrepresented Engineering Students. ASEE Annual Conference &Exposition, 24(803),1-34. https://doi.org/10.18260/1-2--20695.[25] Strauss, A. L., & Corbin, J. M. (Eds.). (1997). Grounded theory in practice. SagePublications, Inc.[26] Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methodsapproaches (3rd ed.). Sage Publications, Inc.Appendix - Interview Protocol Appendix A - Interview ProtocolInterviewInterview length : 30 - 60 mins. length :- FOR STUDENTS
- Conference Session
- ERM Technical Session 11: Leadership and Collaborations in Engineering
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Medha Dalal, Arizona State University; Adam R. Carberry, Arizona State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
). Evaluation of parallel analysis methods for determining the number of factors. Educational and Psychological Measurement, 70(6), 885-901.Costello, A. B., & Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research and Evaluation, 10(7), 1–9.Creswell, J. W. (2015). A concise introduction to mixed methods research. Los Angeles, CA: Sage Publications.Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334.Dalal, M., Archambault, L., & Carberry, A. (2019). Exploring engineering and social sciences researchers’ ways of thinking in the context of interdisciplinary
- Conference Session
- Works in Progress: Innovation Through Propagation
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Susan M. Lord, University of San Diego; Denise Rutledge Simmons P.E., Virginia Tech; Larry J. Shuman, University of Pittsburgh
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
registered professional engineer, project management professional and LEED accredited professional. Her career vision is to become a global leader in research that builds capacity and broadens the participation of students completing construction and engineering degrees and entering the technological workforce by shaping practices and policies in retention, informal learning, pedagogy, professional competency, work- force development and life-long learning. Her research interests are in investigating students’ develop- ment of leadership skills and other professional competencies and in students’ involvement in curricular, co-curricular and extra-curricular activities. Dr. Simmons is a NSF CAREER award recipient for her
- Conference Session
- K-12 and Bridge Experiences in Engineering Education
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Sabina Anne Schill, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, Envi- ronmental, and Architectural Engineering (CEAE) and Director for the Engineering Plus program. She has served as the Associate Chair for Undergraduate Education in the CEAE Department, as well as the ABET assessment coordinator. Professor Bielefeldt was also the faculty director of the Sustainable By Design Residential Academic Program, a living-learning community where students learned about and practice sustainability. Bielefeldt is also a licensed P.E. Professor Bielefeldt’s research interests in en- gineering education include service-learning, sustainable engineering, social responsibility, ethics, and
- Conference Session
- Pre-College Engineering Education Division Poster Session
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Eleazar Vasquez III, University of Central Florida; Melissa A. Dagley, University of Central Florida; Hyoung Jin Cho, University of Central Florida; Damla Turgut, University of Central Florida; Alireza Karbalaei, University of Central Florida
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education
]. The field should not expect commercial technology to have desiredeffects without close collaboration with pedagogical experts [4] who can lead best practice. Theobjective of this RET site: Collaborative Multidisciplinary Engineering Design Experiences forTeachers (CoMET) program is to provide K-12 teachers with a hands-on engineering designexperience covering all aspects of the Internet-of-Things, from the manufacturing of a sensor, tothe hardware and software that allows it to connect to the Internet. In order to support the STEMeducational services for teachers and students in K-12, our site program aims at creatingcompetent teacher trainers who will ensure quality pre-service and in-service teacher education,by providing multidisciplinary
- Conference Session
- Graduate Studies Division (GSD) Technical Session 3: Advising in Graduate Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Connie Syharat, University of Connecticut; Alexandra Hain, University of Connecticut; Arash Esmaili Zaghi, University of Connecticut
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies Division (GSD)
relationship has a profound impact on the studentexperience, and that this is particularly important for students from marginalized groups [31]. Inthe case of neurodiverse students, whose marginalized identity is invisible, the advisor-adviseerelationship may take on particular significance in relation to graduate students’ decision-makingprocess related to disclosure of their neurodiversity diagnoses, their working and learningprofiles, and their challenges in the context of their courses and research [32]. Thus,establishment of trust and open communication becomes key for creating an inclusiveenvironment in which students may advocate for themselves without fear of negative perceptionson the part of their advisor, who holds significant power within
- Conference Session
- ERM Technical Session 3: Working in Teams
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Tara C. Langus, University of Nevada, Reno; Nelson S. Pearson, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Adam Kirn, University of Nevada, Reno
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering fos- ter or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning, to understand engineering stu- dents’ identity development. She has won several awards for her research including the 2016 American Society of Engineering Education Educational Research
- Conference Session
- Minorities in Engineering Division Poster Session
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Monique S. Ross, Purdue University, West Lafayette; Susan McGrade, Indiana Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
IRB-approved consent forms and wereassured of anonymity. The interviews were conducted according to a semi-structured interview,beginning with standard questions but allowing for follow-up or clarification questions. Theinterview was designed to elicit students’ perceptions of the impact of NSBE on their academicand professional careers. The interviews ranged from 15 to 45 minutes. Interviewees includegraduates from Spring 2015, Fall 2015, and anticipated graduation of Spring 2016; therefore,they capture a recent snapshot of impactful practices according to recent alumni. They took thepseudonyms Johnny, Shan, JT, Brie and Marissa. The interviews were transcribed by-hand, imported into NVivo, and analyzed utilizing acombination of
- Conference Session
- ERM Technical Session 9: Persistence and Retention
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Nena E. Bloom, Northern Arizona University; Jennifer Johnson, Northern Arizona University; Jennifer Marie Duis, Northern Arizona University; Pauline Entin, University of Massachusetts Dartmouth
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
examined to identify what wasparticularly salient for their persistence and success.Purpose The Transfer-GEMS Program, a grant-funded scholarship and curricular support effort,was developed to increase the number of transfer students graduating with STEM baccalaureatedegrees from the University, and to decrease their time (number of semesters) to graduation. Theprogram was designed to provide opportunities, resources, and financial support for students, inorder to create a holistic solution to any challenges that a STEM transfer student may experience. A program evaluation was conducted to study the implementation and impact of theprogram. Findings showed that students benefitted from a number of program supports, and alarge majority
- Conference Session
- Beyond the Classroom
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Scott Charles Streiner, University of Pittsburgh; Erin McCave, Clemson University; Svetlana V. Levonisova, University of Southern California; Rachel Elizabeth Savage; Mary E. Besterfield-Sacre, University of Pittsburgh; Gisele Ragusa, University of Southern California; Lisa Benson, Clemson University; Cheryl Matherly, The University of Tulsa; Larry J. Shuman, University of Pittsburgh
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
Engineering Education Research Center (EERC) in the Swanson School of Engineering, and serves as a Center Associate for the Learning Research and Development Center. Her principal research is in engineering education assessment, which has been funded by the NSF, Department of Ed, Sloan, EIF, and NCIIA. Dr. Sacre’s current research focuses on three distinct but highly correlated areas – innovative design and entrepreneurship, engineering modeling, and global competency in engineering. She is currently associate editor for the AEE Journal.Dr. Gisele Ragusa, University of Southern California Gisele Ragusa is a Professor of Engineering Education at the University of Southern California. She conducts research on college
- Conference Session
- Global and Intercultural Competency
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Maria Claudia Alves , Texas A&M University
- Tagged Topics
- Diversity
- Tagged Divisions
- International
designed to provide global competency to students so that claimsabout the success of educational practices might be evaluated [1] in [11]. This study contributesto the body of knowledge on how to and what prepares engineering students to be ready for theglobal job market and society they will face once they graduate by understanding how studentscome to appreciate cultural differences to interact effectively with different others in the contextof a global engineering course. This research supports the lifelong learning concept and ways todevelop the five competencies rated most important by the industry, which includes appreciatingand respecting cultural differences, collaborating and working on a multicultural team, using
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
talent. Or, provide sharedshares “to translate some of those best or promising practices over so folks can use that to evaluatewhat they’re doing, make corrections, adjustments and changes and see if we can see some changein the numbers moving forward.” Finally, the varied way shared measures were discussed in theinterviews regarding previous experiences is supported by research that states shared measures areone of the most challenging of the CI conditions because of varied programmatic goals [19].4.1.4 Mutually Reinforcing Activities (MRA)We examined MRAs for mission alignment and coordination of services. Successfully definingthese MRAs means understanding the value proposition for both sides of a partnership. Manyof the members bring a
- Conference Session
- Faculty Development II: Building Community Among STEM Educators
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Toni Ivey, Oklahoma State University; Nicole M. Colston, Oklahoma State University; Julie Thomas, University of Nebraska, Lincoln; Juliana Utley, Oklahoma State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
challenges exist to theintegration of engineering in traditional science classrooms. For example, Yasar and colleaguesfound that (a) K-12 teachers held stereotypical views of engineers, (b) elementary teachersplaced less value on teaching engineering design than secondary teachers do, and (c) teachers, ingeneral, lacked confidence in the abilities to teach engineering design activities.13,14 Further, thelimited available research indicates that elementary teachers report feeling unprepared to teachengineering practices.15, 16 Below we explore these interrelated challenges to teacherprofessional development in engineering education, as well as some challenges uniquely facedby teachers in rural schools. Misconceptions about engineers and
- Conference Session
- Retention
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Jane Andrews, Aston University; Robin Clark, Aston University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
dedicated staff post to deal with the issues around attrition in general and student failure in particular. A purposefully employed member of staff, working with students two or three days a week could make a significant impact or retention and success; preventing students from reaching the stage where their mental health is impacted or they begin to flounder, and making sure bespoke individual advice is given at a time when it is most needed. 2. Staff Training: Needs to be provided for all colleagues with regards to mental health issues. This is particularly important for personal & subject tutors who have day-to- day contact with students. 3. Academic Support Services: Work best when effectively
- Conference Session
- Motivation, Goal Orientation, Identity, and Career Aspirations
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Tris Utschig, Kennesaw State University; Valmiki Sooklal, Kennesaw State University; Margaret L. Lowder, Kennesaw State University; Chan Ham, Kennesaw State University; Renee Butler, Kennesaw State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
and learning innovations into their classroom and assessing their impact. He has regularly published and presented work on a variety of topics including assessment instruments and methodologies, using technology in the classroom, faculty development in instructional design, teaching diversity, and peer coaching. Dr. Utschig completed his PhD in Nuclear Engineering at the University of Wisconsin–Madison.Dr. Valmiki Sooklal, Kennesaw State University Research interests are focused primarily in laser/material interaction, sustainable housing and engineering education.Dr. Margaret L. Lowder, Kennesaw State University M. Loraine Lowder is the Assistant Dean of Accreditation and Assessment at Kennesaw State Univer
- Conference Session
- Track 2: Technical Session 5: From Barriers to Bridges: The GEES Program's Impact on Low-Income Master's Students' Success and Professional Development
- Collection
- 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
- Authors
- Ximing Li, University of Pittsburgh; Sylvanus N. Wosu, University of Pittsburgh; Keith Trahan, University of Pittsburgh; Tagbo Herman Roland Niepa, Carnegie Mellon University
- Tagged Topics
- 2025 CoNECD Paper Submissions, Diversity
themesillustrate how the GEES program influenced low-income masters students’ educationaljourneys and supported their career development.Academic DevelopmentThe transition to graduate studies under the GEES program exposed participants to deeper,more specialized academic content that many found transformative. A common sentimentwas that graduate school allowed them to move from theoretical knowledge to practicalapplications. One participant noted, “In undergrad, it was all about passing exams. Now, Ifeel like I’m creating something real. It’s not just knowledge; it’s hands-on skills.” For thoseinvolved in internships or applied research, these experiences were especially impactful. Oneparticipant engaged in neural engineering research shared, “It’s a
- Conference Session
- Student Division Technical Session 1
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Renee M. Desing, The Ohio State University; Rachel Louis Kajfez, The Ohio State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
best answer their research question, hypothesis, orpurpose of the study [1]. A mixed methods research methodology that a researcher may select isQ methodology. Q methodology is a social science research methodology focused onsystematically studying subjectivity utilizing both qualitative and quantitative researchtechniques [2]–[6]. While Q methodology has had limited use in engineering education research,it has been used in studies regarding the career paths of engineering education doctoral graduates[7], competencies for nanotechnology [8] and IT [9], curriculum design for information systems[10], construction engineering technology program assessment [11], and undergraduateengineering students’ out-of-class activities [12]. However, Q
- Conference Session
- Enhancing Student Success in Two-Year Colleges
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Dan G. Dimitriu, San Antonio College; Klaus Bartels, San Antonio College; Steven F. Lewis, William R. Sinkin Eco Centro, San Antonio College; Bahram Asiabanpour, Texas State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Two Year College Division
GTP content and impart skills to faculty teams from these institutions inorder to strengthen their capacities and arm them with additional resources to support theirefforts in recruiting and retaining students in STEM programs offered at their institutions.The objectives are as follows:Objective #1: Increase the number of STEM faculty from San Antonio College with enhancedprofessional development experiences via the proposed trainings in green energy andsustainability topics as well as best practices in pedagogy and culturally effective instruction. Activity 1.1: Design and develop a permanent renewable energy research and education lab at the Eco Centro. Activity 1.2: Provide training workshops for the faculty, staff, and selected
- Conference Session
- Persistence and Retention
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Edward J. Berger, Purdue University; Lisa Lampe, University of Virginia; Julie Innes Caruccio, University of Virginia
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
supported after the partnership was initiatedAs a practical matter, almost all of the Cohort 3 students represent very difficult cases thatextend over a very long period of time. These cases also span the two support service structures.Since this research focuses on the role of the SAA partnership in student academic outcomes, we Page 26.1049.8will focus our analysis on Cohorts 1 and 2 only.Data for the cohorts are parsed by a number of different factors, including: number of semestersbefore graduation of our first contact with a student, academic major, gender, race, and status aseither a first-year admit or a transfer student to the school of
- Conference Session
- Undergraduate Students' Professional Skills and Reflection
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Robert P. Loweth, University of Michigan; Shanna R. Daly, University of Michigan; Leah Paborsky, University of Michigan; Sara L. Hoffman, University of Michigan; Steve J. Skerlos, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
from Purdue University. Her research characterizes front-end design practices across the student to practitioner continuum and studies the impact of developed front-end design tools on design success.Ms. Leah Paborsky, University of Michigan Leah is a graduate from the University of Michigan with a B.S.E. in Mechanical Engineering and minor in Space Sciences and Engineering. She served as an undergraduate research assistant in the Daly Design and Engineering Education Research Group focusing on engineers’ beliefs about social aspects of engineering work. She is currently pursuing a M.S. in Aerospace Engineering Sciences at University of Colorado- Boulder.Dr. Sara L. Hoffman, University of Michigan Sara Hoffman
- Conference Session
- Retention
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Niranjan Hemant Desai, Purdue University Northwest; George Stefanek, Purdue University Northwest
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
that involved combining fiveeducation best practices of recruitment, formal mentoring through peer mentors, summer campengineering math preparation and workshops, academic year stipends, and summer internships atlocal and regional companies.The Just in Time Math (JITM) strategy was implemented to increase the interaction betweenfreshmen and engineering faculty and peers during the first semesters of study. As a result, moreengineering students have shown greater enthusiasm for the field of engineering which resultedin better retention and graduation rates. The JITM course included lecture, lab and recitationcomponents and an application-oriented, hands-on approach. The JITM course addressed mathtopics specifically used in the core entry-level
- Conference Session
- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- D. C. Beardmore, University of Colorado Boulder; Angela R Bielefeldt, University of Colorado Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
, Nov. 2018, doi: 10.1002/sce.21477.[37] D. L. Hosking, “Critical Disability Theory,” presented at the 4th Biennial Disability Studies Conference, Lancaster University, UK: Lancaster University, 2008. [Online]. Available: https://www.lancaster.ac.uk/fass/events/disabilityconference_archive/2008/papers/hosking2 008.pdf[38] D. C. Beardmore, R. Sandekian, and A. Bielefeldt, “Supporting STEM graduate students with dis/abilities: Opportunities for Universal Design for Learning,” presented at the 2022 ASEE Annual Conference & Exposition, Minneapolis, MN, Aug. 2022. [Online]. Available: https://peer.asee.org/41796
- Conference Session
- Capstone Design Courses I
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Lisa M. Del Torto, Northwestern University; Bruce Ankenman, Northwestern University; Stacy Benjamin, Northwestern University; Trevor Harty, Northwestern University; Penny L. Hirsch, Northwestern University
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
at New York University.Dr. Bruce Ankenman, Northwestern University Bruce Ankenman is a Professor in the Department of Industrial Engineering and Management Sciences at Northwestern’s McCormick School of Engineering and Applied Sciences. He received a BS in Electrical Engineering from Case Western Reserve University and after working in the automotive industry for five years, returned to graduate school for an MS and PhD in Industrial Engineering from the University of Wisconsin-Madison. His research interests primarily deal with the design and analysis of experiments that are used to build models for physical systems or metamodels for simulated systems. Professor Anken- man is the co-director of the Segal Design
- Conference Session
- Faculty Development Round Table
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas, El Paso; Gemma Henderson, University of Miami; Ines Basalo, University of Miami
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Constituent Committee
systems engineering from the University of Virginia (2010). Alexandra comes to FIU after completing a postdoctoral fellowship at Georgia Tech’s Center for the En- hancement of Teaching and Learning (CETL) and three years as a faculty member at Olin College of En- gineering in Massachusetts. Alexandra’s research aims to improve the design of educational experiences for students by critically examining the work and learning environments of practitioners. Specifically, she focuses on (1) how to design and change educational and work systems through studies of practicing engineers and educators and (2) how to help students transition into, through and out of educational and work systems.Dr. Meagan R. Kendall, University of
- Conference Session
- Social Dialogue on Diversity and Inclusion
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Tara C. Langus, University of Nevada, Reno; Hector Enrique Rodriguez-Simmonds, Purdue University, West Lafayette (College of Engineering); Nelson S. Pearson, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Allison Godwin, Purdue University, West Lafayette (College of Engineering); Adam Kirn, University of Nevada, Reno
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning, to understand engineering students’ identity devel- opment. She is the recipient of a 2014 American Society for Engineering Education (ASEE) Educational Research and Methods Division Apprentice Faculty