Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Jodi Cullum, Utah State University; Christine Hailey, Utah State University; Daniel Householder, Utah State University; Chris Merrill, Illinois State University; James Dorward, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

year-long PD experience.Given the exploratory nature of these programs, only a small number of teachers could beselected for participation. The five sites delivered professional development to a total of 115teachers, 24 of whom were female and 17 of whom represented ethnic minorities (6 werefemale, ethnic minorities).In the summer of 2007, a one-week workshop involving professional developmentproviders, exemplary teachers who had experienced one of the NCETE site-specific PDprograms, beginning teachers, high school students and evaluators reflected on theirexperiences in an attempt establish the characteristics of an effective PD program for highschool teachers who are seeking to infuse engineering design concepts into STEMclassroom. This

Conference Session

Design Cognition

Collection

2009 Annual Conference & Exposition

Authors

Eric Pappas

Tagged Divisions

Design in Engineering Education

subject to sustainability criteriawe developed for student projects. All our students are trained in the use of design tools, bothelectronic programs as well as hand tools and power tools. More specifically, following a general introduction to the foundations of cognitiveprocesses found in psychology, and creative process found in two- and three-dimensional artinstruction, we offer developmental instruction in the following areas: Metacognition and thinking processes—students engage in activities that requirethem to plan, reflect upon, and modify their own thinking processes and strategies, as well asadapt these methodologies to meet the needs of a specific design problem. Structured and unstructured thinking

Conference Session

Online Programs and Program Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Audeen W. Fentiman, Purdue University; Emilie A. Siverling, Purdue University; Rene Alexander Soto Perez, Purdue University; Ruth A. Streveler, Purdue University; Michael C. Loui, Purdue University; Kerrie A. Douglas, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Graduate Studies

design a curriculum and guides them through the process of developing a course in their field. • ENE 685 Engineering Education Methods (3 credit hours), provides students with a variety of techniques for teaching courses that are both engaging and effective. • ENE 687 Mentored Teaching in Engineering (1 credit hour), enables students to deepen their understanding of teaching and learning through feedback and reflection as they perform their regularly assigned teaching duties. • ENE 695 Succeeding as an Engineering Professor (3 credit hours), covers other skills valuable to faculty members such as writing proposals, selecting and mentoring graduate students, and managing projects.All four courses

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rezvan Nazempour; Houshang Darabi, University of Illinois, Chicago; Peter C. Nelson, University of Illinois, Chicago; Renata A. Revelo, University of Illinois, Chicago; Yeow Siow, University of Illinois, Chicago; Jeremiah Abiade

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

paired with a “student ambassador”. For Cohort1 Scholars (recruited for Fall 2018), student ambassadors consisted of academically successfuljuniors and seniors who were also leaders of professional societies. These Cohort 1 Scholars will,in turn, serve as student ambassadors for Cohort 2 Scholars (to be recruited for Fall 2019). Underthe mentorship of student ambassadors, the Scholars take part in a variety of daily activitiesincluding a moderated reflection session at the end of each day.The program is structured as follows:  It takes place during the summer prior to entering college.  It spans two full weeks, from Sunday through the second Saturday.  Each Scholar is paired with a student ambassador throughout the course of the program

Conference Session

Best of DEED

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessica A. Kuczenski, Santa Clara University; Erin Susan Araj, Santa Clara University

Tagged Divisions

Design in Engineering Education

 electronically using an electronic portfolio system. Both notebooks were completed as part of a 10­week community­based engineering design course in different quarters. An assessment method was developed to quantify the quality and frequency of particular types of artifacts including visuals, steps of the engineering design process, and reflective elements. Overall, the implementation of the electronic portfolio has largely been successful with clearly visible benefits. In this paper, we report on the results of the assessment process from both types of notebooks, the results from a survey on changes in student skills, and our conclusions.  Introduction An engineering notebook is simply any notebook an engineer uses to record design thoughts and

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rob Henry Kinzel; Deborah K. Nykanen, Minnesota State University, Mankato; Rebecca A Bates, Minnesota State University, Mankato; Winston Sealy, Minnesota State University, Mankato; Rachel E Cohen, Minnesota State University, Mankato; Jennifer Veltsos, Minnesota State University, Mankato

Tagged Topics

NSF Grantees Poster Session

years, the MAX scholarship program has engaged in a continuousimprovement process. The students provide feedback at least once per semester through onlinesurveys and, most recently, reflection essays. The faculty mentors and graduate assistant observewhat is working well and where improvement is needed during the weekly seminars. Theydiscuss and reflect on continuous improvement ideas at their weekly planning meetings and anannual reflection and assessment meeting at the end of the year. This process is guided by theorganizational goals and implemented through interventions to the supporting structure of MAX(See Table 1). Some examples of changes include annual retreats, common reads assigned overwinter break, and formally assigning primary

Conference Session

Research on Engineering Ethics Education and Practice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dayoung Kim, Purdue University, West Lafayette; Justin L. Hess, Purdue University, West Lafayette; Nicholas D. Fila, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

identify distincttypes of incidents. Critical incidents have been sorted into 25 themes and seven categories whichrepresented potential causes of changes in ways of experiencing engineering ethics in the healthproducts industry. Categories included: (1) Cultural Immersion, (2) Acting Ethically, (3) EthicalFailures, (4) Interpersonal Encounters, (5) Mentorship and Management, (6) Reflection andAssociation, and (7) Prior Ethics Training. These findings suggest the importance of workplaceculture in changing or solidifying individuals’ ways of experiencing ethical practice. Thesefindings can inform post-secondary engineering ethics instruction as well as workplace training.BackgroundSince ABET EC 2000, interest in and emphasis on engineering ethics

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joi-lynn Mondisa, Purdue University, West Lafayette; Junaid A. Siddiqui, Purdue University, West Lafayette; Mel Chua, Purdue University; Linda Vanasupa, California Polytechnic State University; Roberta J Herter, California Polytechnic State University; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Student

for and approaching social change and developed frames of reference forqualitative research particularly on ways to interpret interview data. Collaborative inquiry2,3 also Page 23.863.2known as co-operative inquiry4 is a framework that describes how people may set up anopportunity for comprehensive learning and change for themselves. Participants come togetherwith a goal of developing their own capacities while collaboratively addressing a compellingquestion through cycles of reflection and action. There are no hierarchies in these kinds ofcollaboration and so every individual’s view has an equal potential to play a role in theinterdependent

Conference Session

Assessment and Impact

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lisa D. McNair, Virginia Tech; Kahyun Kim, Virginia Tech; Jason Forsyth, Virginia Tech; Ed Dorsa, Virginia Tech; Thomas Martin, Virginia Tech; Eloise Coupey, Virginia Tech

Tagged Divisions

Multidisciplinary Engineering

AC 2012-5469: INTERDISCIPLINARY PEDAGOGY FOR PERVASIVE COM-PUTING DESIGN PROCESSES: AN EVALUATIVE ANALYSISDr. Lisa D. McNair, Virginia Tech Lisa McNair is an Associate Professor in the Department of Engineering Education at Virginia Tech where she serves as Assistant Department Head for Graduate Education and co-directs the Virginia Tech Engi- neering Communication Center. Her research includes interdisciplinary collaboration, communication studies, identity theory, and reflective practice. Projects supported by the National Science Foundation include: interdisciplinary pedagogy for pervasive computing design, writing across the curriculum in stat- ics courses, and a CAREER award to explore the use of e-portfolios

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Dale R. Baker, Arizona State University; Adam R. Carberry, Arizona State University; Terry L. Alford, Arizona State University; Casey Jane Ankeny Ph.D., Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Debra M. Gilbuena, Oregon State University; Cindy Waters, North Carolina A&T State University; Brady J. Gibbons, Oregon State University; William Joseph Stuart P.E., Oregon Institute of Technology; Sean Maass; Candace K. Chan, Arizona State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Engineering, American Society of Mechanical Engineers PUBLICATIONS (i)Most Closely Related [1] W.J. Stuart ’Problem Based Case Learning - Composite Materials Course De- velopment – Examples and classroom reflections’ NEW Conference, Oct 2011 [2] W.J. Stuart and Bedard R. (EPRI) ’Ocean Renewable Energy Course Evolution and Status’ presented at Energy Ocean Pacific & Oregon Wave Energy Trust Conference, Sept. 2010. [3] W.J. Stuart, Wave energy 101, presented at Ore- gon Wave Energy Symposium, Newport, OR, Sept. 2009. [4] W.J. Stuart, Corrosion considerations when designing with exotic metals and advanced composites, presented at Corrosion Conference of Exotic Met- als, Park City, UT, 2009. [5] W.J. Stuart, Ruth

Conference Session

Engineering/Education Collaborators

Collection

2004 Annual Conference

Authors

Tamara Knott

forimproving both student learning and engineering programs are also briefly discussed.2. Literature ReviewPaulson, et al.1 have defined a portfolio as a ‘purposeful collection of student work that exhibitsthe student’s efforts, progress, and achievements. The collection must include studentparticipation in selecting contents, the criteria for selection, the criteria for judging merit, andevidence of student self-reflection.’ Cambridge, et al.2 observed that portfolios have at least fourfeatures that represent improvements in standard educational practice (see also, Hamp-Lyons andCondon3). These include: (i) opportunity to better represent the work, both in terms ofdemonstrating multiple examples and collecting work samples over time; (ii) development

Conference Session

Identity and Culture

Collection

2012 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida; Mirka Koro-Ljungberg, University of Florida; David J. Therriault, University of Florida; Christine S. Lee, University of Florida; Nathan McNeill, University of Florida

Tagged Divisions

Educational Research and Methods

interviews were conducted to gain additional information regarding their problemsolving experience. To study the role of socio-political context in shaping engineering identity,this study is guided by the following research question: What Discourses shape students’problem solving practices and identities as engineers?MethodsTheoretical perspective guiding this researchThe methodology and data analysis were guided by a constructivist theoretical perspective. Itwas our intention to study engineering students’ individual meaning making processes and howstudents describe their existing and emerging identities as engineers. We viewed individuals asactive agents gaining knowledge about their social context through their reflections andexperiences with

Conference Session

Inclusive Leadership: A Panel Discussion

Collection

2023 ASEE Annual Conference & Exposition

Authors

Elizabeth Volpe, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Sara Valentina Rojas

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

] during the REU. Thefollowing program components were used to develop students’ technical and professionalleadership-enabling competencies: virtual setting, research projects, posters, technicalworkshops, journal club, faculty seminar networks, community hours, and weekly reflection andsurvey. A Virtual SettingDue to restrictions following COVID, the REU site was held virtually. While this meant somestudents and faculty never actually met face-to-face, it allowed students the opportunity to workon projects across various geographic regions and meet and connect with faculty and mentorsaround the world. This virtual site was strategically organized to optimize student engagementand learning opportunities in a remote environment. The REU

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bonnie Kathleen MacKellar, St John's University; Natalie Kiesler, DIPF | Leibniz Institute for Research and Information in Education; Rajendra K. Raj, Rochester Institute of Technology ; Mihaela Sabin, University of New Hampshire; Renee McCauley, College of Charleston; Amruth N. Kumar, Ramapo College of New Jersey

Tagged Topics

NSF Grantees Poster Session

work-in-progress paper motivates dispositions within computing disciplines and presents thebackground of this approach. It also discusses the use of reflection exercises and vignettes in un-derstanding, promoting, and fostering behavioral patterns that undergraduate computing studentsidentify as related to dispositions they experience in the course. Preliminary data and results fromthe study are also presented.1 IntroductionA major concern in higher education is to ensure that graduates are “career-ready,” that is, they notonly have learned knowledge and skills that are needed by employers but have also developed theprofessional traits and attitudes necessary for a successful career. This is especially important infields such as engineering

Conference Session

Professional Skills and Teaming in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

James M. Leake, University of Illinois, Urbana-Champaign; David Weightman MDesRCA IDSA, University of Illinois,Urbana-Champaign; Baigalmaa Batmunkh, University of Illinois, Urbana-Champaign

Tagged Divisions

Design in Engineering Education

innovative freeform modeling capabilities.The multidisciplinary teams include students, mostly seniors, from systems engineering anddesign, mechanical engineering, bioengineering and industrial design. The design projectsconsist of biomedical products and devices, and each project includes a sponsor from thehealthcare industry. The instructors include faculty from systems engineering and design,industrial design, and bioengineering.Using this testbed, a graduate student conducted research on reflective practice, design thinking,and how students engage in and use digital tools for design and collaboration. The initialresearch was conducted in the fall of 2015. Project results include a five-minute video thatdescribes student impressions of their

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

George James Lamont, University of Waterloo; Kari D. Weaver, University of Waterloo; Rachel Figueiredo, University of Waterloo; Kate Mercer, University of Waterloo; Andrea Jonahs, University of Waterloo; Heather A. Love, University of Waterloo; Brad Mehlenbacher, University of Waterloo; Carter Neal, University of Waterloo; Katherine Zmetana, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo

Tagged Divisions

First-Year Programs

students.To understand how students’ initial information-seeking behavior evolved in our first-yearengineering-communications course, we conducted a pedagogical reflective case study of our279 students in thirteen sections of the course. We assessed the students’ initial information-seeking behavior with a pre-research task, a librarian delivered training in source-evaluationstrategies to accommodate students’ uses of diverse source types, students created a final projectin which they investigated a real engineering problem and proposed future design work toaddress that problem, and we evaluated the final projects to determine whether the students hadused credible sources and whether they had improved their use of such sources in the course.Some of

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bowa George Tucker, UMass Lowell; David O Kazmer, University of Massachusetts, Lowell; Olga Pierrakos, James Madison University; Chris Swan, Tufts University; Angela R Bielefeldt, University of Colorado, Boulder; Kurt Paterson P.E., Michigan Technological University; Annie Soisson, Tufts University

Tagged Divisions

Community Engagement Division

OpportunitiesAbstractLearning through Service (LTS) is an umbrella term that includes, both curricular andextracurricular activities, reflecting that there are many models that exist currently for howfaculty use opportunities for students to learn while providing service to a community. Over thepast decade, Learning through Service has proliferated in higher education as an effectiveteaching and learning method. As the pedagogy continues to gain momentum, and manycolleges and universities in the United States have designed their engineering curriculum andextra-curricular activities to include experiential learning, including service-learning.Nevertheless, despite the curriculum overhaul and increase in the use of LTS in engineering,there have been limited studies to

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Denny C. Davis, Washington State University; Ronald R Ulseth P. E., Iron Range Engineering

Tagged Divisions

Design in Engineering Education

performance goals, andapproach for which they hold themselves mutually accountable." [2]Teamwork is identified as one of the most important abilities sought by employers of engineers[3-4]. This skill need is reflected in ABET criteria for accrediting engineering programs:Programs must demonstrate that their students have “an ability to function on multidisciplinaryteams.” [5] To enable the success of their graduates and employers of their graduates,engineering programs must prepare and document that their graduates can effectively developand consistently contribute value to multidisciplinary teams.Teaching engineering students teamwork, although vital to success of the student and theprogram, is attempted in many different ways, with varied success

Conference Session

Biomedical Engineering Division: Integrating Design Across the BioE/BME Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alyssa Taylor, University of Washington

documenting our experience integrating a series ofactivities into existing bioengineering courses.We first considered how to effectively integrate this topic into capstone given constraints such astime, other curriculum requirements, and student expectations for a focus on their own projects.We chose an approach that involved an introductory lecture on disability, accessibility, and UDfrom a local expert, follow-up individual reflection, and a team-based assignment that requiredstudents to apply UD concepts to their capstone projects. Based on the success and feedbackfrom seniors regarding the module, we next added a UD module to an Introduction toBioengineering Problem Solving course. Our multi-faceted approach included an overviewlesson, student

Conference Session

Design Tools and Skill Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Annie Abell, Ohio State University; Kelly DeVore, Columbus College of Art and Design

Tagged Divisions

Design in Engineering Education

outcomes.This paper will explore successful engineering and design pedagogy case studies, taken from courseworkand curricula at Ohio State University and at Columbus College of Art & Design. These stories andchallenges will be explained to highlight what can emerge from creating curricula around open-endeddesign pedagogy, which serves to mimic real world, often ‘wicked’ scenarios. By describing engineeringand design programs doing similar pedagogical activities, the authors will reflect on their own classroomexperiences, discuss lessons learned, and propose a framework that instructors can call upon to encouragestudents to embrace ambiguity, thus becoming more agile and resilient in the future.Each author has taught the case study courses for

Conference Session

First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

James M Widmann, California Polytechnic State University; Brian P. Self, California Polytechnic State University; Peter Schuster, California Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

experience also asks the freshmen to consider diverse perspectives as theydesign for the targeted populations. The paper describes the project implementation and presentsresults from student reflections and from a survey. Lessons learned and recommendations forbest practices are also presented.Freshmen Year Context and ObjectivesDuring the 2010-2011 academic year the department of Mechanical Engineering at CaliforniaPolytechnic State University - San Luis Obispo (Cal Poly) began a process of redesigning thefreshmen year experience for its incoming Mechanical Engineering students. At Cal Polystudents enter the university with a declared major and begin taking major courses their firstquarter. The department is large, with 180-240 incoming freshmen

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen J Krause, Arizona State University; Dale R Baker, Arizona State University; Terry L. Alford, Arizona State University; Casey Jane Ankeny, Arizona State University; Adam R Carberry, Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Cindy Waters, North Carolina A&T State University; Brady J. Gibbons, Oregon State University

Tagged Topics

NSF Grantees Poster Session

deliver content, concepts andskills in light of their reflective knowledge of students' means of understanding and learning thematerial. With JTF web-enabled engagement and feedback pedagogy instructors' attitudes andapproaches to teaching shift toward student-centered learning with resultant change in classroompractice to make instruction more effective. This was evidenced by improvements in studentperformance. The process of shifting beliefs and practice of eight collaborating faculty employedan implementation strategy that utilized a faculty change model and an organizational model ofcharacteristics of sustainable innovation. As such, the research question addressed in this paperis, "What is the effect of JTF engagement and feedback pedagogy

Conference Session

Elementary Students: Computational Thinking, Reasoning, and Troubleshooting

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily M. Haluschak, Purdue University, West Lafayette; Michelle L. Stevens, Lafayette School Corporation; Tamara J. Moore, Purdue University, West Lafayette; Kristina Maruyama Tank, Iowa State University; Monica E. Cardella, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette; Elizabeth Gajdzik, Purdue University, West Lafayette; Ruben D. Lopez-Parra, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

-child dyads, they found that the pairsengaged in problem scoping more frequently than any of the other design activities (i.e., in 30%of the coded segments). They defined problem scoping as “understand the boundaries of theproblem” (p. 6) and operationalized this to look for instances of participants identifyingconstraints or clarifying design goals.In another study, Watkins and her colleagues [8] offer rich insights into the problem scopingbehavior exhibited by fourth graders engaged in design as part of a classroom activity. Watkinsand her colleagues analyzed video-recordings of the fourth graders’ conversations and designwork using a framework based on Donald Schön’s theory of Reflective Practice [22] andValkenburg and Dorst’s [23

Conference Session

Multidisciplinary Engineering Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

practitioners haveshown interest in evidenced-based methods of developing student engineers, such asproject-based learning, experiential learning, peer to peer learning, and game-based learning. Thispaper describes an engineering education program that emphasizes technical, professional,creative design skills in our 3rd and 4th year student engineers. This program is continuouslyimproving. Faculty and staff meet each semester to reflect on the prior semester, address studentfeedback, and make specific changes to improve. Learning science tips are weaved into thedynamic program. Motives are pure, but execution can have some challenges. This program’sphilosophy allows faculty to try, get feedback, and pivot. Faculty exemplify iterative design andthe

Conference Session

Exploring Trends in CPD

Collection

2005 Annual Conference

Authors

Llewellyn Mann; David Radcliffe

of engineers in Australia.The course was developed and analysed using an action learning approach. The mainresearch question was “Can extra teaching and learning activities be developed that willsimulate workplace learning?” The students continually assessed and reflected upon theircurrent competencies, skills and abilities, and planed for the future attainment of specificcompetencies which they identified as important to their future careers. Various evaluationmethods, including surveys before and after the course, were used to evaluate the actionlearning intervention. It was found that the assessment developed for the course was one ofthe most important factors, not only in driving student learning, as is widely accepted, butalso in

Conference Session

Track 1 - Session II - Student Development

Collection

2013 ASEE International Forum

Authors

Edward J. Berger, University of Virginia; Reid Bailey, University of Virginia

Tagged Topics

Student Development

qualitative means, including surveys, focus groups, interviews,open-ended individual discussion, journaling, reflective essays, and the like.The GCOs are especially relevant to engineering education and practice because modernengineering is a globalized profession. Exposing engineering students to new situations, culturalcontexts, customs and communication practices, and ways of living and doing businesscontributes to their preparation as professionals and their development as people. For instance,GCO 1(a) ("students demonstrate knowledge of interconnectedness/interdependence of political,environmental, social, and economic systems on a global scale and in historical context")arguably targets the essence of engineering practice in a globalized world

Conference Session

Virtual Training, Online and Open Education; Instructional Technology

Collection

2023 ASEE Annual Conference & Exposition

Authors

Olivia Ryan, Virginia Tech Department of Engineering Education; Marin Jayne Fisher, Department of Engineering Education at Virginia Tech; Lisa Schibelius, Virginia Tech Department of Engineering Education; Mark Vincent Huerta, Virginia Polytechnic Institute and State University; Susan Sajadi, Virginia Tech

Tagged Divisions

Educational Research and Methods Division (ERM)

paper shares the methodology and findings of a workshop onconflict management that was piloted in three interdisciplinary engineering design courses thatinclude first through fourth-year students. The workshop was designed to collect real-timestudent reflection data through Mentimeter, an instructional technology designed to promoteclass engagement.Background: Emerging literature from Industrial and Organizational (I/O) Psychology hashighlighted the importance of effective conflict management on team performance. Teachingstudents how to effectively manage conflict and establish inclusive, psychologically safe teamenvironments are essential skills for effectively working on teams in preparation for theworkplace, as emphasized by ABET and

Conference Session

Faculty Development Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Madeline Polmear, University of Florida; Denise Simmons, University of Florida

Collaborative Autoethnography: Examining Professional Formation and Workplace Sustainability in Discipline-based Engineering Education ResearchAbstractIn this paper, we explore challenges faced by early-career researchers in developing andsustaining a robust discipline-based research enterprise and strategies to overcome thosechallenges. We use collaborative autoethnography methods of self-reflection and shareddiscourse to navigate a conversation between a mid-career engineering education researcher andher postdoctoral researcher. The paper weaves our stories to explore experiences in the culture ofengineering education related to professional formation and research sustainability. In narratingour

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kevin Kaufman-Ortiz, Purdue University at West Lafayette (COE); Jason Morphew, Purdue University at West Lafayette (PPI); N. Sanjay Rebello; Carina Rebello, Purdue University at West Lafayette (COE)

and their science courses maylimit students’ ability to transfer knowledge to other disciplines, leading to inert learning, and theinability to see the relevance of scientific principles to the practices of engineering design. One instance of science and design integration in undergraduate education comes fromEtkina and colleagues [30] who used the ISLE (Investigative Science Learning Environment)curriculum [31] - a curriculum that actively engages students in scientific practices. Etkina andcolleagues [30] found that students who experienced design activities as part of the ISLE labswere more able to reflect on assumptions in procedures, communicated better, and were able toengage with new tasks in more “scientifically productive ways

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yen-Lin Han, Seattle University; Kathleen Cook, Seattle University; Gregory Mason, Seattle University; Teodora Shuman, Seattle University; Jennifer Turns, University of Washington

].In education, identity influences whether people feel they belong in a program and what theybelieve they can achieve. Identity has been shown to influence what goals are pursued and thelevel and type of effort put towards those goals [13]. Research also shows that identity and fit areimportant factors affecting persistence in STEM fields [9]. When people perceive a fit betweenthemselves and their fields, they persist longer in those fields [19] - [21]. Hence, identity is adetermining factor in one pursuing, persisting, and persevering in engineering [12], [22].The development of identity is a social process. People’s thoughts and behaviors are shapedthrough relationships and reflected appraisals with others [6], [18], [23]. Identities are