Conference Session

Understanding Students' Authentic and Reflective Experiences of Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Claussen, San Francisco State University; Shiloh James Howland, Brigham Young University; Swetha Nittala, Purdue University, West Lafayette; Brent K. Jesiek, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics

,” TheBridge, vol. 32, no. 3, pp. 8-13, 2002.[12] J. L. Hess and G. A. Fore, “A systematic literature review of US engineering ethicsinterventions,” Science and Engineering Ethics, vol. 24, no. 2, pp. 551-583, 2018.[13] M. C. Loui, “Ethics and Development of Professional Identities of Engineering Students”Journal of Engineering Education, vol. 94, no. 4, pp. 383-390, 2005.[14] E. A. Clancy, Quinn, P., and Miller, J. E., “Assessment of a case study laboratory toincrease awareness of ethical issues in engineering,” IEEE Transactions on Education, vol. 48,pp. 313-317, 2005.[15] L. J. Shuman., M. F. Sindelar, M. Besterfield-Sacre, H. Wolfe, R. L. Pinkus, R. L. Miller, B.M. Olds, and C. Mitcham, “Can our Students Recognize and Resolve Ethical Dilemmas

Conference Session

STEM Issues

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Dell, Rochester Institute of Technology; Jeanne Christman, Rochester Institute of Technology; Jennifer A. O'Neil, Rochester Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

. References[1] N. S. F. . "NSF Scholarships in Science, Technology, Engineering, and Mathematics Program | NSF - National Science Foundation." (accessed January 3, 2021.[2] E. Dell and Y. Verhoeven, "Using Self Determination Theory to Develop Strategies for the Retention of Women in Engineering and Engineering Technology Programs," presented at the American Society for Engineering Educators (ASEE) Zone 2 Conference, San Juan, Puerto Rico, March 2, 2017, 2017.[3] E. M. Dell, Y. Verhoeven, J. W. Christman, and R. D. Garrick, "Using Self-Determination Theory to build communities of support to aid in the retention of women in engineering," European Journal of Engineering Education, vol. 43, no. 3, pp. 344-359

Conference Session

Pre-College Engineering Education Division Technical Session 14

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicolas Ivanov, Institute of Biomedical Engineering, University of Toronto; Nhien Tran-Nguyen, University of Toronto; Neal Callaghan, University of Toronto; Theresa Frost, Toronto District School Board; Jose Luis Cadavid, University of Toronto; Huntley H. Chang, University of Toronto; Ileana Louise Co; Patrick Diep, University of Toronto; Guijin Li, University of Toronto; Nancy T. Li, University of Toronto; Corinna Smith, Institute of Biomedical Engineering, University of Toronto; Joshua Yazbeck; Locke Davenport Huyer, Johns Hopkins University; Dawn M. Kilkenny, University of Toronto

Tagged Divisions

Pre-College Engineering Education

Engineering program at the Ted Rogers Centre for Heart Research.Theresa Frost, Toronto District School Board Theresa Frost is the Assistant Curriculum Lead- Science & STEAM at Western Technical-Commercial School, Toronto, Ontario, Canada. In her position as lead, Ms. Frost has transitioned her colleagues towards the intentional use of curriculum expectations to develop and guide interdisciplinary and inquiry- based learning, organizing participation in STEAM programming including the Discovery Educational Program through the Institute of Biomaterials and Biomedical Engineering at the University of Toronto. Ms. Frost’s passion for STEAM and accessibility is shared with others through her participation in the

Conference Session

Construction Engineering Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sanjeev Adhikari, Kennesaw State University; Rachel Mosier P.E., Oklahoma State University; Heather N. Yates, Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

Architectural Engineering, Construction Engineering

, with a background in struc- tural engineering and project management. Dr. Mosier has received regional and international teaching awards through the Associated Schools of Construction. Research interests include the cost of sustainable construction to owners and engineering education.Dr. Heather N. Yates, Oklahoma State University Dr. Yates joined the Oklahoma State University Construction Faculty in 2006 as an Assistant Professor. She received her Bachelor of Science in Engineering Technology from the OSU Construction Manage- ment Department in 1998. She graduated with a Masters of Engineering Technology from Pittsburg State University in 2002. She also earned a Specialist in Education Degree from Pittsburg State

Conference Session

CoNECD Session : Day 1 Slot 2 Technical Session 4

Collection

2021 CoNECD

Authors

Courtney Zongrone, Virginia Polytechnic Institute and State University; Cassandra J. McCall, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Ashley Shew, Virginia Polytechnic Institute and State University; Denise Rutledge Simmons P.E., University of Florida; Lisa D. McNair, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Submissions, Diversity

professional identity development in Civil Engineer- ing students with disabilities. Her work in CENI focuses on building networks between the University and multiple community sectors and supporting engagement in science, engineering, arts, and design. ORCID: https://orcid.org/0000-0001-6654-2337 American c Society for Engineering Education, 2021 “I'm looking at you, you're a perfectly good person …”: Describing Non-Apparent Disability in EngineeringIntroductionIn recent years, studies in engineering education have begun to intentionally integrate disabilityinto discussions of diversity, inclusion, and equity. To broaden and advocate for the

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ramsey George Jabaji, University of Maryland, College Park; Shannon Hayes Buenaflor, University of Maryland, College Park; Brian Farrington Dillehay, University of Maryland, College Park; Rebecca Z. Kenemuth, University of Maryland, College Park; Elizabeth Kurban, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

identities and life experiences as well as engage in dialogueabout “societal issues such as politics, racism, religion, and culture that are often flashpoints forpolarization and social conflict” [3]. This process typically focuses on goals of advancingcompassion, empathy, cross-cultural understanding, advocacy, social justice, and social change.Research has shown that intergroup dialogue in the higher education context can have significantand positive impacts on student development, increasing student motivation, learning, andacademic achievement [1] - [2], [5]. Through engagement in intergroup dialogue, studentsbecome more self-aware in their own social identities, and build knowledge about other socialidentity groups. By developing this knowledge

Conference Session

CoNECD Session : Day 3 Slot 7 Technical Session 3

Collection

2021 CoNECD

Authors

Alberto Esquinca, San Diego State University; Erika Mein, University of Texas at El Paso; Helena Mucino, University of Texas at El Paso

Tagged Topics

CoNECD Paper Submissions, Diversity

B. Dwyer, “Exploring college students’ identification with an organizational identity for serving Latinx students at a Hispanic serving institution (HSI) and an emerging HSI,” Amer. J. of Educ., vol 124, no. 2., pp. 191-215, 2018.[14] H. Holloway-Friesen, “The role of mentoring on Hispanic graduate students’ sense of belonging and academic self-efficacy,” J. Hispanic High. Educ. vol 1, no. 13, pp., 1-13, 2019.[15] R. A. Revelo Alonso, “Engineering identity development of Latina and Latino members of the society of Hispanic professional engineers,” in ASEE Annual Conference and Exposition, Conference Proceedings, Seattle, WA, USA, June 14-17, 2015, pp. 1–13, doi: 10.18260/p.23967[16] P

Conference Session

The Challenges that Two-year College Students Face when Transferring to a Four-year College for Engineering and Engineering Technology Program

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Montana Epps, California Polytechnic State University, San Luis Obispo ; Jamie Bettencourt, Cuesta Community College; Daniel Almeida, California Polytechnic State University, San Luis Obispo; John Y. Oliver, California Polytechnic State University, San Luis Obispo; Lizabeth L Thompson , California Polytechnic State University, San Luis Obispo; Chance Hoellwarth, California Polytechnic State University - San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

computer scienceprograms, and limited number of admission spots for transfer students, are two formidablebarriers to academically talented, low-income students from neighboring community colleges. This program attempts to increase retention and persistence of community collegeengineering and computer science students with support at three distinct stages: pre-transfer,during transfer and post-transfer. The program intends to do this through removing orminimizing economic barriers and supporting student development in five areas: 1) academic--via tutoring and other academic support workshops; 2) engineering transfer/career path--via

Conference Session

Best Paper, Best Diversity Paper

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maija A Benitz, Roger Williams University

Tagged Divisions

Ocean and Marine

Hassenfeld Community Engagement Fellow and a Diversity and Inclusion Fellow at RWU. Her research focuses on offshore wind energy, oyster growth, community engagement, and engineering education. American c Society for Engineering Education, 2021 Teaching in the Era of COVID-19: A Reinvented Course Project for an Ocean Engineering CourseAbstractExperiential, team-based course projects, with an emphasis on designing and building physicalproducts, are increasingly being adopted across many engineering disciplines, including wide usein ocean engineering courses. COVID-19 presents new challenges to pedagogies that relyheavily on physical production and

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nisha Abraham, University of Texas at Austin; Nina Kamath Telang, University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

discipline-specific groups. The next component was integrating the use of community building strategies in the SI Leaders’ lesson plans. Leaders create their lesson plans the week before conducting sessions and submit them to their graduate supervisor or SI Coordinator for feedback and revision. The lesson plan template for fall 2020 was edited to include a section where the SI Leaders were required to detail and describe the community-building strategy they chose to use that week. As each session had the same cohort of students, the SI Leaders were able to conduct activities that went beyond the superficial icebreaker and develop a cohesive community within each cohort. We determined that limiting the number of students to 12 per

Conference Session

First-Year Programs: Virtual Instruction in the First Year II

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nina Kamath Telang, University of Texas at Austin; Nisha Abraham, University of Texas at Austin; Mohana Seelan, University of Texas at Austin; Ramakrishna Sai Annaluru, University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

retention and progression through STEM pathways. This research team found itself, like many other institutions and instructors, at thecrossroads of online learning environments, social and educational inequities and historicallydifficult course content, with all the difficulties and opportunities that these components afford.This unique course taught online for the first time, with a depth and breadth of programmingcontent, can be challenging for all students but can especially halt underrepresented studentsprogress through their engineering coursework and ultimately prevent them from achievingsuccess in engineering. In an already challenging semester -- a pandemic which causeduniversity closure and completely online instruction -- our

Conference Session

Electrical and Computer Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Steven S. Holland, Milwaukee School of Engineering; Jennifer L. Bonniwell, Milwaukee School of Engineering; Joshua D. Carl, Milwaukee School of Engineering; Brian E. Faulkner, Milwaukee School of Engineering; Richard W. Kelnhofer, Milwaukee School of Engineering; Cory J. Prust, Milwaukee School of Engineering; Luke Gerard Weber P.E., Milwaukee School of Engineering

Tagged Divisions

Electrical and Computer

. Thislaboratory model has not changed significantly in several generations of engineers, and this visionis remarkably common for seasoned engineers and fresh graduates alike. While bench electronictest equipment has traditionally filled a critical need in engineering education, it has severaldrawbacks.Bench test equipment is expensive and outfitting a lab with a dozen or more stations is a majorfinancial investment by the institution. The bench equipment wears out or becomes obsolete overtime and has to be replaced periodically, with a recurring cost every 10-15 years. The equipmentis physically large, taking up valuable lab space, and is heavy, rendering the equipment immobile.It is common to have bench equipment permanently mounted to the bench itself

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 4

Collection

2021 CoNECD

Authors

Anthony W. Dean, Old Dominion University; Kim Bullington Sibson, Old Dominion University; Cynthia Tomovic, Old Dominion University; Vukica M. Jovanovic, Old Dominion University; Rafael E. Landaeta, Old Dominion University

Tagged Topics

CoNECD Paper Submissions, Diversity

, sense ofbelonging); enhanced career development (e.g., forum for enhancing skills, network for keepingup-to-date) [12]; and, increased satisfaction with the overall educational experience [15].Given that LCs are rich social interactions where personal relationships are developed, ways ofinteracting and collaborating are established, and a common sense of members’ identity iscreated [12], a learning community in the context of engineering education can impact students’sense of connectedness and self-efficacy [16],[17],[18]. Recognizing that military veteranstudents face unique challenges as they pursue their engineering and technology degrees, theirparticipation in a targeted learning community can addresses their unique challenges in

Conference Session

CoNECD Session : Day 1 Slot 6 Technical Session 1

Collection

2021 CoNECD

Authors

Eunsil Lee, Arizona State University; Jennifer M. Bekki, Arizona State University; Adam R. Carberry, Arizona State University; Nadia N. Kellam, Arizona State University

Tagged Topics

CoNECD Paper Submissions, Diversity

builds on our earlier study [1],which developed a conceptual model of belongingness among international engineering doctoralstudents based on their interactions with faculty, peers, and staff. A literature review informedthis conceptualization and revealed a lack of consistency in the conceptual structure ofbelongingness in both higher education and engineering education. This work will include thefollowing: 1) a brief review on the varied characteristics of sense of belonging (e.g., definitionsand constructs/defining components) in different context (e.g., K-12 education, undergraduateeducation, graduate education, and community) among different populations (e.g., adolescents,undergraduate students, underrepresented students, and adults), 2) a

Collection

ASEE 2021 Gulf-Southwest Annual Conference

Authors

Randy Hugh Brooks, Texas A&M University

to the engineering curriculum itself.”1This paper documents the new design structure to include literature influencing the re-build. Thestudy concludes with an exploration of a framework for addressing and managing the need tomaintain an evolving curriculum going forward. Included will be a discussion of the challengesdriving the need for a re-build as well as the evaluation of various options, some of which werenot selected to be pursued at this time.“The re-building strategy…is a fundamental change of academic view linking academia withsocietal context and needs…by emphasizing a shared set of values, identity and commitment. Itis about educating engineers who will become change agents after graduation, with anunderstanding of stakeholder

Conference Session

Systems Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jon Sticklen, Michigan Technological University; Natalie Green, Michigan Technological University

Tagged Divisions

Systems Engineering

tenacious problem solver, ● Students will demonstrate competency in verbal, written, and digital modalities, ● Students will demonstrate team-based competencies, including team leadership, ● Students will demonstrate technical competency across a wide range of disciplines through successful completion of a wide ranging curriculum, and ● Students will demonstrate competency in systems modeling for medium to complex problems utilizing selected software tools.Curriculum for our Systems Engineering ProgramThe development of the System Engineering pathway within the generalist engineering degreeprogram was fairly straightforward. Figure 2 below shows a recent version of the groupings wedeveloped for coursework for Systems Engineering

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Reeping, University of Michigan; Dustin Grote, Weber State University

Tagged Divisions

Educational Research and Methods

model- ing of educational systems, and advancing quantitative and fully integrated mixed methods.Dustin Grote, Weber State University Dustin currently serves as an Assistant Professor in Teacher Education at Weber State University and leads the higher education leadership program. He holds a PhD from Virginia Tech in Higher Education. His interdisciplinary research agenda includes graduate funding in STEM, transdisciplinary, experiential and adaptive lifelong learning, undergraduate education policies, systems thinking, organizational change, broadening participation in engineering, improving community college transfer pathways in engineering, curricular complexity in engineering, and assessment and evaluation in

Conference Session

Computing and Information Technology Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie J. Lunn, Florida International University; Monique S. Ross, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

. Ross, Florida International University Monique Ross, Assistant Professor in the School of Computing and Information Sciences and STEM Transformation Institute at Florida International University, designs research focused on broadening par- ticipation in computer science through the exploration of: 1) race, gender, and disciplinary identity; 2) discipline-based education research (with a focus on computer science and computer engineering courses) in order to inform pedagogical practices that garner interest and retain women (specifically Black and His- panic women) in computer-related engineering fields. American c Society for Engineering Education, 2021

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kimberly A. Luthi, Embry-Riddle Aeronautical University - Worldwide; Lisa Macon, Valencia College; Mohua Kar, Valencia College

Tagged Topics

Diversity, NSF Grantees Poster Session

. In developing the intervention activities, the investigative team consideredbest practices from a large body of literature on improving the retention and graduation rates ofunderrepresented minority students in STEM to address the following research question:Research Question. Does peer-led team learning through recitation labs in engineering coursesincrease students’ mathematics confidence, mathematics efficacy, engineering identity, andpersistence in engineering pathways?The team constructed the activities based on studies that highlighted the need for active andcollaborative learning environments to engage underrepresented minorities, specifically femalestudents, in engineering fields. These activities had high indicators for support to

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 1

Collection

2021 CoNECD

Authors

Taylor Lightner, Virginia Polytechnic Institute and State University; Monica E. Cardella, Purdue University at West Lafayette; Natali Huggins, Virginia Polytechnic Institute and State University; Cynthia Hampton, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Submissions, Diversity

University-Main Campus, West Lafayette (College of Engineering) Monica E. Cardella is a Professor of Engineering Education at Purdue University.Natali Huggins, Natali Huggins is a PhD student in the Higher Education program at Virginia Tech. She holds a master’s in public administration from the National Experimental University of T´achira in Venezuela. She has sev- eral years of experience in higher education administration and internal audit in Venezuela. Her research interests include diversity and inclusion in graduate education, particularly international and Latinx grad- uate students’ persistence and development. She is interested in supporting students in their transition and adaptability to higher education in

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Indira Chatterjee, University of Nevada, Reno; Kelsey Scalaro, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Jeffrey C. LaCombe, University of Nevada, Reno; Julia M. Williams, Rose-Hulman Institute of Technology; Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity, NSF Grantees Poster Session

student characteristics and issues that help low-income,academically talented students with demonstrated financial need succeed; and (3) To transfer theknowledge gained through this study to improve the delivery of engineering education to abroader population of students. The state of Nevada seeks economic diversification, with a visionto develop a strong, flexible and educated workforce, which begins with skilled, talented, anddiverse engineers to fill high-tech positions. CREATE will change the propagating effects onsociety of poverty resulting from poor education by producing graduates to work in regional andnational industry through existing strong partnerships between the College of Engineering andindustry as well as by preparing these

Conference Session

Engineering Physics and Physics Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Huseyin Sarper P.E., Old Dominion University; Nebojsa I. Jaksic, Colorado State University, Pueblo

Tagged Divisions

Engineering Physics and Physics

current and future coursework in physics anddynamics, 3) an early understanding of the role of experimental and analytical approaches toengineering problem solving, 4) development of written communication skills through writingtechnical team reports, 5) development of MS Excel programming skills applied to a real-life likeproject and 6) increased appreciation for engineering by experiencing a real life like hands-onengineering project from start to finish. These educational goals were either fully accomplished orit is too soon to tell as in the case of goal 6 that also seeks to improve retention.An anonymous exit survey (shown in Figure 11) using a 5-point Likert scale was completed by 52of the 65 students in 5 sections. The results are shown in

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tyler Milburn, The Ohio State University; Krista M. Kecskemety, The Ohio State University

Tagged Divisions

Student

to affect what majors students are more likely to select. Becausethis decision process is so complex and it may be affected by many different concepts,understanding a model that captures how students make this decision is an important challenge toconsider.Applying to MajorsOrr et al. [11] discuss how universities utilize different processes for students to enter anengineering major, specifically describing the most common processes used. Through aquantitative study on the differences between first-year engineering (FYE) programs, directmatriculation (DM) programs, and post-general education (PGE) programs, Orr et al. [11] foundsignificant differences between them. FYE programs had more students graduate in their firstchoice of major

Collection

2003 GSW

Authors

Bonnie Boardman; Lynn Peterson

by the coursearrangement. An engineering student could conceivably graduate having little or no appreciationof engineering disciplines other than their graduating discipline. In the professional worldengineers are required to work in multi-disciplinary teams using a variety of skills.2 ABETacknowledges the importance of this concept by including “an ability to function onmultidisciplinary teams” as one of the required Program Outcomes and Assessments for programaccreditation.3 The COE feels that fostering this engineering community is important not onlyduring the students’ time at the University but also in preparing them for successful post-academia careers. Interdisciplinary Freshman CoursesThe other approach to

Conference Session

Design Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Taylor Tucker, University of Illinois at Urbana - Champaign; Ava R. Wolf, University of Illinois at Urbana-Champaign; Nattasit Dancholvichit, University of Illinois at Urbana - Champaign; Leon Liebenberg, University of Illinois at Urbana - Champaign

Tagged Divisions

Mechanical Engineering

the Professional Development of Engineering Graduate Students,” in Proceedings - Frontiers in Education Conference, FIE, 2019, vol. 2018-Octob, pp. 1–5, doi: 10.1109/FIE.2018.8659192.[18] N. F. Liu and D. Carless, “Peer feedback: The learning element of peer assessment,” Teach. High. Educ., 2006, doi: 10.1080/13562510600680582.[19] J. W. Gikandi, “Promoting Competence-Based Learning and Assessment Through Innovative Use of Electronic Portfolios,” in Handbook of Research on Promoting Higher- Order Skills and Global Competencies in Life and Work, IGI Global, 2018, pp. 181–208.[20] C. E. Watson, G. D. Kuh, T. Rhodes, T. P. Light, and H. L. Chen, “ePortfolios–The eleventh high impact practice,” Int. J. ePortfolio, vol. 6

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Valerie A. Carr, San Jose State University; Maureen C. Smith, San Jose State University; Belle Wei, San Jose State University; Morris E. Jones Jr., San Jose State University

Tagged Topics

Diversity, NSF Grantees Poster Session

research interests include development of self- concept/identity/professional development in college students, imagination/creativity, reading for plea- sure, and maltreatment/foster care in economically, linguistically, and culturally diverse samples.Dr. Belle Wei, San Jose State University Belle Wei is Carolyn Guidry Chair in Engineering Education and Innovative Learning at San Jos´e State University (SJSU). Previous roles include: Provost and Vice President for Academic Affairs at California State University, Chico; a decade of service as the Don Beall Dean of Engineering in the Charles W. Davidson College of Engineering at SJSU; faculty member of SJSU since 1987; and visiting Associate Professor at Stanford

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aamir Fidai, Texas A&M University; Samiha Momin; Asma Salim Maredia, Texas A&M University; Insha Ashirali Umatiya

Tagged Divisions

First-Year Programs

) design and b) control dimensions of first-year engineering education References[1] R. M. Marra, B. Palmer and T. A. Litzinger, "The effects of a first‐year engineering design course on student intellectual development as measured by the Perry scheme," J Eng Educ, vol. 89, (1), pp. 39-45, 2000.[2] F. Ö Karataş, G. M. Bodner and S. Unal, "First-year engineering students' views of the nature of engineering: implications for engineering programmes," European Journal of Engineering Education, vol. 41, (1), pp. 1-22, 2016.[3] M. J. A. Brey, M. D. Mizzy and R. Goldberg, "A maker-in-residence program to build a community of makers," in ASEE Annual Conference & Exposition, 2017.[4] *E

Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda N. Quay, Stanford University; Callan E. Monette, Stanford University; Stacey A. Huang, Stanford University; Alexa Wnorowski, Stanford University; Anjali Mulchandani, Stanford University; Ronnie Miller, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Student

practices by learning from evidence-based techniques and approaches within the field. We work to help our community stay current on well-founded best practices by critically engaging with recent literature and hearing from experts within the engineering education sphere. · We grow through effort and persistence: We cultivate a growth mindset culture, seeking development and improvement in our understanding and practice of engineering pedagogy. The canon of engineering education research is always growing, so we continue to grow along with it and stay up to date via journal club and cutting-edge discussions. · Our community makes us strong: We strive to build a supportive space for students and educators alike to learn from one

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Natalie C.T. Van Tyne P.E., Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Cincinnati

Tagged Divisions

First-Year Programs

aids to enhanced student learning.Dr. Lisa D. McNair, Virginia Polytechnic Institute and State University Lisa D. McNair is a Professor of Engineering Education at Virginia Tech, where she also serves as Director of the Center for Educational Networks and Impacts at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.Dr. David Reeping, University of Michigan

Conference Session

CoNECD Session : Day 2 Slot 2 Technical Session 1

Collection

2021 CoNECD

Authors

Leroy L. Long III, Embry-Riddle Aeronautical University - Daytona Beach; Sharnnia Artis, University of California, Irvine; Morris Council III, University of West Georgia

Tagged Topics

CoNECD Paper Submissions, Diversity

Dr. Long, email: Leroy.Long@erau.edu.Dr. Sharnnia Artis, University of California, Irvine Dr. Sharnnia Artis is the Assistant Dean of Access and Inclusion for the Henry Samueli School of Engi- neering and Donald Bren School of Information and Computer Sciences at the University of California, Irvine. She is responsible for programs at the pre-college, undergraduate, and graduate levels to facili- tate the recruitment, retention, and overall success of students from traditionally underrepresented groups in engineering and information and computer sciences. Dr. Artis has 18 years of experience working with education and outreach programs in engineering and over 35 publications in STEM education and outreach. Prior