Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shasta Ihorn, San Francisco State University; Anagha Kulkarni, San Francisco State University; Michael Savvides, San Francisco State University; Ilmi Yoon

Tagged Topics

Diversity, NSF Grantees Poster Session

development and delivery of a9-unit Graduate Certificate in Data Science for Biology and Chemistry. The GOLD program isalso an interdisciplinary computing program aimed at students in the Biology and Chemistrydepartments - in this case, master’s students - and it builds on the structure and institutionalsupport implemented in the PINC program, including requiring one of the courses designed forthe PINC minor. In early interviews with PINC students, they indicated that the cohort structureand peer mentor support helped them stay motivated, build relationships with their peers, anddevelop an identity as scientists and programmers; using this feedback as a guide, these aspectswere also incorporated into the GOLD program structure. GOLD PI Rohlfs

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aliye Karabulut-Ilgu, Iowa State University; Dana AlZoubi, Iowa State University; Evrim Baran, Iowa State University

Tagged Divisions

Educational Research and Methods

students to write a summary of what has been covered in the lectureto asking them to collaboratively work on real-world problems and projects. The effectiveness of activelearning strategies compared to the traditional lecture approach, when implemented well, has beenempirically validated and documented in engineering education literature. The purpose of this mixed-methods study was to explore engineering faculty’s use of active learning strategies in their teaching in aMidwestern university’s college of engineering context. Data sources included a survey about the facultyknowledge and use of active learning strategies and follow-up semi-structured interviews that aimed togather an in-depth understanding of their implementation of active learning

Conference Session

Faculty Development and Change

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xiaping Li, University of Michigan

Tagged Divisions

Faculty Development Division (FDD)

active learning hasremained slower than might be expected, particularly in engineering programs thattraditionally rely on extensive lectures with a focus on solving well-defined problems.For instance, Hall et al. analyzed a shift from lecture‐based to active‐learning strategies in anMIT engineering course, examining motivations for this change and strategies to surmountimplementation challenges [26]. Although some instructors made progress, the processremained difficult, in part because altering how a course is taught often requires deeperadjustments to teaching beliefs, classroom management, and course structure than alteringwhat is taught [26]. Borda et al. also observed that STEM faculty, including those inengineering, encountered barriers

Conference Session

Assessing K - 12 Engineering Education Programs

Collection

2006 Annual Conference & Exposition

Authors

Erin Cejka, Tufts University; Chris Rogers, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

, and encouragingthem to pursue their interests.Volunteers from IndustryIndustry serves as a valuable resource for bringing engineering education to the K-12 classroom.Employees of engineering and technical companies, make ideal mentors and helpers in theclassroom. Volunteer programs at these companies can support teachers in bringing hands-onengineering lessons to their students by providing volunteers as classroom helpers, makingdesign projects more manageable. These volunteers are active in engineering and research on adaily basis, and thus are freshly knowledgeable with engineering concepts. The volunteer-teacherteam collaborates to develop and implement interactive engineering lessons, with a focus onintegrating the engineering content

Conference Session

Development as Faculty and Researcher: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephanie Pulford, University of Washington Center for Engineering Learning & Teaching (CELT); Nancy Ruzycki, University of Florida; Cynthia J. Finelli, University of Michigan; Laura D Hahn, University of Illinois, Urbana-Champaign; Denise Thorsen, University of Alaska, Fairbanks

Tagged Divisions

Educational Research and Methods

faculty learning communities can thrive and sustain themselves with avariety of models: ones that mimic, adapt, or diverge from the tightly integrated model describedabove. Within the engineering education community alone there are numerous successful modelscurrently in use. Many require limited commitment, bottom-up organization and no incentivizingbeyond faculty’s value for the community learning experience. By taking a closer, comparativelook at the breadth of faculty learning communities that exist in practice, we may provide acomplement to the existing learning community literature that helps to make faculty ensemblelearning more accessible to local problem-solvers and large-scale program-builders alike.In this paper we examine five learning

Conference Session

Instrument Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Timeri K. Tolnay, Colorado School of Mines; Sam Spiegel, Colorado School of Mines; Jennifer Zoltners Sherer, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

. 2). Prince (2004) defines active learning as requiring“students to do meaningful learning activities and think about what they are doing.” Given thesediscrepancies, the Trefny Innovative Instruction Center at the Colorado School of Mines set outto help Mines develop a shared definition of active learning. We sought to develop a tool thatwould collect large-scale data about classroom practices at the Colorado School of Mines, and totrack these practices over time.The goal of the Trefny Innovative Instruction Center is to help faculty provide students with therichest learning experience possible, so we wanted a tool that would provide one data source thatwould capture the impact we were hoping to make on the campus over time, and that would

Conference Session

Innovative K-12 Engineering Programs

Collection

2008 Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; Michael Khoo, University of Southern California; Ellis Meng, University of Southern California; Joseph Cocozza, University of Southern California

Tagged Divisions

K-12 & Pre-College Engineering

expertise of an urban school of engineering, school ofmedicine and school of education. The BMERET program has provided middle schooland high school science teachers in urban settings with opportunities to engage withpremiere researchers in BME laboratory settings at a top tier research university. Withthe combined expertise of the BME scientists and education faculty, BMERET teacherparticipants are creating powerful curriculum to use in their middle school and highschool science classrooms. The teacher participants have experienced greater scienceteaching efficacy then their non-participant teacher peers, which may be as a result of thecollaborative RET experience. Sixth through twelve grade teachers have benefited greatlyfrom bringing the BME lab

Conference Session

Qualitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Diana Jaleh Arya, University of California, Santa Barbara; Noreen Balos, University of California, Santa Barbara; Maria Teresa Napoli, University of California, Santa Barbara; Elizabeth Sciaky, University of California, Santa Barbara

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #18559The benefits of ethnographic research in exploring new intervention in STEMhigher education programsProf. Diana Jaleh Arya, University of California, Santa Barbara Diana Arya is an assistant professor in the Department of Education at the University of California, Santa Barbara. Arya’s research interests focus on science and engineering literacy practices within K-12 science classroom and professional communities.Ms. Noreen Balos, University of California, Santa Barbara Noreen Balos is a doctoral student in the Learning, Culture & Technology program at the University of California, Santa Barbara (UCSB

Conference Session

Mathematics: Recruitment and Retention

Collection

2009 Annual Conference & Exposition

Authors

Michael Georgiopoulos, University of Central Florida; Cynthia Young, University of Central Florida; Cherie Geiger, University of Central Florida; Scott Hagen, University of Central Florida; Chris Parkinson, University of Central Florida; Alison Morrison-Shetlar, University of Central Florida; Tace Crouse, University of Central Florida; Paula Krist, University of Central Florida; Pat Lancey, University of Central Florida; Melissa Dagley-Falls, University of Central Florida; Pat Ramsey, University of Central Florida; Dahlia Forde, University of Central Florida; Anna Koufakou, University of Central Florida

Tagged Divisions

Mathematics

, Greece, in 1997, and her M.Sc. in Computer Engineering at the University of Central Florida, Orlando, Florida, in 2000. She worked as a Software Engineer at LaserSight Technologies, Winter Park, Florida, until 2003. Anna has been a Computer Engineering Ph.D. Candidate at the School of EECS at UCF since 2004. She has been involved in several Machine Learning & Data Mining projects, such as mining of Law Enforcement Data (http://finder.ucf.edu). She has also mentored several undergraduate students for NSF-funded research projects. Her main research interests include Large-scale Data Mining, Parallel and Distributed Data Mining, Frequent Itemset Mining, Outlier Detection, Machine Learning, and

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 5: Exploring and Re-Examining Ideas in Engineering Entrepreneurship and Innovation Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alanna Epstein, University of Michigan; Nathalie Duval-Couetil, Purdue University at West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

2013). However, measuring the effects of entrepreneurship education on learning andbehavior, particularly across programs or institutions, requires consensus on learning objectives,instructional strategies, and assessment of impact (e.g. Finardi, 2013; Fayolle & Gailly, 2015;Nabi, Liñán, Fayolle, Krueger, & Walmsley, 2017; Nabi, Walmsley. Liñán, Akhtar & Neame,2018). To date, there are few examples of large-scale programs that allow for comparisons acrosspopulations or pedagogical approaches that would lead us to generalizable conclusions.Therefore, the selective national I-Corps program presents a unique opportunity to explore theimpact of entrepreneurship education at a large scale and to respond to calls for greater researchinto

Conference Session

Assessment of Learning in ECE Courses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ahmed Dallal, University of Pittsburgh; April Dukes, University of Pittsburgh; Renee M. Clark, University of Pittsburgh

Tagged Divisions

Electrical and Computer

-Constructive-Interactive: A Conceptual Framework for Differentiating Learning Activities,” Top. Cogn. Sci., vol. 1, no. 1, pp. 73–105, Jan. 2009.[4] S. Freeman et al., “Active learning increases student performance in science, engineering, and mathematics,” Proc. Natl. Acad. Sci., vol. 111, no. 23, pp. 1–6, 2014.[5] C. E. Wieman, “Large-scale comparison of science teaching methods sends clear message,” Proc. Natl. Acad. Sci., vol. 111, no. 23, pp. 8319–8320, 2014.[6] M. Stains et al., “Anatomy of STEM teaching in North American universities,” Science (80-. )., vol. 359, no. 6383, pp. 1468–1470, 2018.[7] P. Shekhar and M. Borrego, “After the workshop: A case study of post-workshop implementation of active

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, University of Florida; Amy Elizabeth Bumbaco, University of Florida; Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

and Engineering Practice. (2004). at 117. Yadav, A., Shaver, G. M. & Meckl, P. Lessons learned: Implementing the case teaching method in a mechanical engineering course. J. Eng. Educ. 99, 55–69 (2010).118. High, K. & Damron, R. Are freshman engineering students able to think and write critically. in Asee Annu. Conf. Expo. Conf. Proc. 12p (2007).119. Catalano, G. D. Developing an Environmentally Friendly Engineering Ethic: A Course for Undergraduate Engineering Students. J. Eng. Educ. 82, 27–33 (1993).120. Hager, P., Sleet, R. & Kaye, M. The relation between critical thinking abilities and student study strategies. High. Educ. Res. Dev. 13, 179–188 (1994).121. Fleming, J., Garcia, N. & Morning, C. The

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ella Lee Ingram, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Cara Margherio, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology

Tagged Topics

NSF Grantees Poster Session

features of the change experience are most notable?.The work we report here explores the initial experiences of RED teams as they prepared andbegan implementation of their change projects.Research ApproachThe work described here explores the initial conceptions of RED team members with respect toreadiness to enact change, their perspectives on the team development process, and other topicsrelating to large scale projects. These conceptions were captured via focus groups and informaldiscussions conducted within six months of their award being granted; RED teams opted-in tothe focus group at their discretion. One member of the REDPAR team facilitated each focusgroup discussion, while a second member took notes and transcribed. This study was

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Keith G. Sheppard, Stevens Institute of Technology; Gail P. Baxter, Stevens Institute of Technology; Frank T. Fisher, Stevens Institute of Technology; Susan Lowes, Teachers College, Columbia University; Patricia J. Holahan, Stevens Institute of Technology; Susan Staffin Metz, Stevens Institute of Technology

Tagged Topics

Diversity, NSF Grantees Poster Session

CurriculumIntroductionUniversities nationwide, especially those with a research focus, are challenged to improve thequality of teaching and the skills and professionalism of their faculty in the teaching domain. Inthis context, the authors undertook a five-year project, funded by the National ScienceFoundation EHR/IUSE program, to support transformation to evidence-based teaching andlearning practices in the core mathematics, science and engineering courses taken by allengineering students in their first two years at Stevens Institute of Technology. Strategies tosupport faculty change include ongoing discussions of the principles of teaching and learningand discipline-based education research; trained undergraduate peer assistants to facilitate active-learning pedagogies

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Pratibha Varma-Nelson, Indiana University Purdue University Indianapolis; Stephen Hundley, Indiana University Purdue University Indianapolis; Terri Tarr, Indiana University Purdue University Indianapolis

Tagged Topics

NSF Grantees

workshops that are based on something that faculty bring to work Page 22.1498.6on and leave with a tangible project; and mentor work with several people. Examples of formalcollaborations include: interventions designed and implemented at the program level using datafrom student evaluations and learning outcomes to inform professional development activities;CTL working with faculty to engage in systemic educational research on promising pedagogicpractices; CTL generalizing professional development to a variety of disciplines, includingengineering; and when CTLs partner with engineering faculty on grant proposal development forteaching-learning

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gail P. Baxter, Center for Innovation in Engineering and Science Education; Frank T. Fisher, Stevens Institute of Technology (School of Engineering and Science); Patricia J. Holahan, Stevens Institute of Technology (School of Engineering and Science); Keith G. Sheppard, Stevens Institute of Technology (School of Engineering and Science); Susan Lowes, Teachers College, Columbia University; Susan Staffin Metz, Stevens Institute of Technology, President's Office

Tagged Topics

Diversity, NSF Grantees Poster Session

recognition of the need tohave TAs and peer leaders prepared to support active learning in the lectures and recitations.With each subsequent year in the project, changes were implemented based on lessons learned inthe previous semester. In addition, the focus on cross-course connections has deepened, withfaculty not only looking at concepts that apply across courses but trying to understand whycertain concepts are not transferring. There has also been an increased use of assessments toidentify exactly where the students are having difficulty to address deficiencies in understanding(or, in some cases, gaps in prior knowledge). There are beginning to be more sophisticatedattempts to evaluate the success of the changes that had been made. For example

Conference Session

Evidence-based Practices in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Slowinski, College of the Canyons; Gabrielle P. Temple; Kenneth Walz, Madison Area Technical College

Tagged Divisions

Faculty Development Division

would be worthwhile to keep both positions inmind while creating professional development programs and activities.4.3 Perceived Value of Learning Activities During TravelDuring travel, learning activities consisted of written Site Report submissions for each sitevisited to capture participant knowledge gains, and the continuance of collaborative knowledge-building through peer presentations of Pre-Visit Site Reports while traveling to a given site. Aswith the pre-travel learning activities, none were rated as "not at all useful" and participantsagain showed a preference for actively constructing knowledge rather than passively absorbinginformation however this preference was less pronounced than with pre-travel activities (seeTable 6). Table

Conference Session

Capstone Design III

Collection

2008 Annual Conference & Exposition

Authors

Mark Chang, Franklin W. Olin College of Engineering; Jessica Townsend, Franklin W. Olin College of Engineering

Tagged Divisions

Design in Engineering Education

amount of pedagogical preparation that was done prior to startingthe program was not as much as any faculty would have preferred. The negative impact of this isperhaps minimized at our institution due to the fact that significant portions of the curriculumalready involved large-scale projects and student-directed learning. The students had experienceworking with the unknown, and faculty had experience leading and advising these efforts.However, it was still not decided when to treat the capstone as a single course taught by manyfaculty, and when to treat it as a collection of completely separate and autonomous projects.While there is no correct answer, the vagueness was felt not only by the faculty, but alsoexperienced by the students, as

Conference Session

Biological and Agricultural Engineering Division (BAE) Technical Session 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Madhumi Mitra Ph.D, University of Maryland Eastern Shore; Abhijit Nagchaudhuri, University of Maryland Eastern Shore; Jesu Raj Pandya, University of Maryland Eastern Shore; Alena Zheng, University of Maryland College Park

Tagged Topics

Diversity

Tagged Divisions

Biological and Agricultural Engineering Division (BAE)

and SupportA cornerstone of the project is fostering a collaborative and supportive community. Students withdisabilities are encouraged to work in peer groups where mutual learning and assistance areprioritized. Dedicated mentorship programs pair students with experienced faculty or advancedpeers who provide guidance tailored to their needs. This structure creates a network of support thatenhances both academic and personal growth.Flexible AssessmentsTo ensure fair and equitable evaluation, alternative assessments are available. For example,students may present their findings through video presentations instead of written reports orparticipate in modified practical evaluations that align with their abilities. These options allowstudents to

Conference Session

Cooperative and Experiential Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lelanie Smith, University of Pretoria; Nadia Millis Trent P.E., University of Waikato

Tagged Divisions

Cooperative and Experiential Education

longevity of the project and the persistence andmotivation of participating students. In this paper, we use a reflexive lens to explore the evolutionarystages of the AREND project since 2014. We connect the project leader’s lived experience throughoutthis evolution to the theoretical underpinnings of co-curricular initiatives in higher education.Reflecting on the lessons learned during each stage, we provide an implementation framework forsimilar projects and offer long-term recurriculation guidelines for large cohorts.Keywords: Project/Problem based learning, Vertically Integrated Projects, Co-curricular,Professional skills, Experiential learning1. IntroductionThe Engineering School at University of Pretoria follows the Conceive, Design, Implement

Conference Session

Pre-College Engineering Education Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carolyn Nichol, Rice University; Christina Anlynette Crawford, Rice University; Christopher Barr, Rice University; Isaias Cerda, Rice University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

(PjBL), engineering, and culturally relevant curriculum that fit the specific needs of the studentsthey serve.To ensure the alignment of the independent RET program's goals and the NSF's objectives, variousuniversity RET programs have utilized evaluation methods that capture short-term data such as theprogram's impact on the teacher or lesson plan implementation with diverse populations. This paperinvestigates the connection between our RET program and long-term female and minority studentachievement in the forms of high school graduation rates and undergraduate STEM major selectionrates using a state agency K-12 and higher education database. As a comparison, state agency datafrom students of nonRET teachers within the same schools and grade

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephen Secules, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

those involved with the educational problem at issue. In this paper, we take up the long-discussed problem of struggling students inundergraduate engineering programs. Responses to the problem of struggling students have beenvaried; the following is a coarse literature review of some responses in order to position ourwork. Traditional quantitative retention research has documented the magnitude of the problemand clarified large-scale inequities in access to higher education in STEM based on gender, race,socioeconomic status (for example, Ong et al. and Seymour and Hewitt)2,3. This research oftendraws on a metaphor of the “leaky pipeline” to justify institutional remediation, includingsupport programs for racial, gender, and

Conference Session

Curriculum and Program Developments, Exchanges, Collaborations, and Partnerships

Collection

2013 ASEE Annual Conference & Exposition

Authors

Eck Doerry, Northern Arizona University; Harvey Charles, Northern Arizona University

Tagged Divisions

International

the cost of establishing such large-scale programs surprisingly modest while greatly increasing their accessibility and impact.In the next section, we begin by describing our Global Science and Engineering Program indetail, followed by an in-depth discussion of program design considerations and rationale for keyprogram features, with particular attention devoted to design decisions that impact programscalability and efficiency. In Section 3, we turn to a broader discussion of best practices inplanning and implementing comprehensive, college-wide internationalization initiatives for otherinstitutions exploring large-scale internationalization of their engineering and science programs

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 6: LEES Works in Progress

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ymbar Isaias Polanco Pino, Tufts University; Luis Federico Suarez, Tufts Center for Engineering Education and Outreach; Greses Perez P.E., Tufts University; Koral Melissa Nuñez Javeir; L. Clara Mabour, Tufts Center for Engineering Education and Outreach; Taisha Pierre, Tufts Center for Engineering Education and Outreach; Mia Jimenez, Tufts Center for Engineering Education and Outreach

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

programs. Luis is interested in exploring how students interact with new materials in multicultural settings.Dr. Greses Perez P.E., Tufts University Greses A. P´erez is a Ph.D. student in Learning Sciences and Technology Design with a focus on engineering education. Before coming to Stanford, Greses was a bilingual math and science educator at public elementary schools in Texas, where she served in the Gifted and Talented Advisory District Committee and the Elementary Curriculum Design team. As a science mentor at the Perot Museum, Greses locally supported the development of teachers by facilitating workshops and creating science classroom kits. She taught in bilingual, Montessori and university classrooms in Texas and

Conference Session

Computer Science and Information Technology in K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Meltem Alemdar, Georgia Institute of Technology; Tony Docal, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

AC 2011-2082: ENGAGING K-12 TEACHERS IN TECHNOLOGY TOOLSTO SUPPORT ELECTRONIC AND MOBILE LEARNING THROUGH ANONLINE PROFESSIONAL DEVELOPMENT COURSEMeltem Alemdar, Georgia Institute of Technology Dr. Meltem Alemdar is a Research Scientist in the Center for Education Integrating Science, Mathematics, and Computing (CEISMC) at the Georgia Institute of Technology. Dr. Alemdar has experience evaluat- ing programs that fall under the umbrella of educational evaluation, including K-12 educational curricula, after-school programs, and comprehensive school reform initiatives. Across these evaluations, she has used a variety of evaluation methods, ranging from multi-level evaluation plans designed to assess pro- gram impact to

Conference Session

Pre-college Engineering Education Division Technical Session 17

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wendy Roldan, University of Washington; Taryn Shalini Bipat, University of Washington; Jessica Carr, University of Washington; Elena Agapie, University of Washington; Andrew Davidson, University of Washington; Jennifer A. Turns, University of Washington

Tagged Divisions

Pre-College Engineering Education

university outreach.,” Journal of Higher Education Outreach and Engagement, vol. 15, no. 1, pp. 53–75, 2011.[9] J. C. Carroll et al., “Lessons Learned in K-12 Engineering Outreach and Their Impact on Program Planning (Evaluation),” presented at the 2017 ASEE Annual Conference & Exposition, Jun. 2017, Accessed: Feb. 03, 2020. [Online]. Available: https://peer.asee.org/lessons-learned-in-k-12-engineering-outreach-and-their-impact-on- program-planning-evaluation.[10] E. N. Wiebe, M. Faber, J. Corn, T. L. Collins, A. Unfried, and L. Townsend, “A large-scale survey of K-12 students about STEM: Implications for engineering curriculum development and outreach efforts (research to practice),” in 2013 ASEE Annual Conference

Conference Session

Embedded System Design

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joseph A. Morgan, Texas A&M University; Jay R. Porter, Texas A&M University; Wei Zhan P.E., Texas A&M University

Tagged Divisions

Engineering Technology

with their peers in a fun atmosphere, and afford the opportunity for them to demonstrate and experience success. Opportunities for Learning, Analysis and Creativity – Finally, the new tool needed to emphasize engineering through short lessons on engineering topics, opportunities to analyze and explain the technical aspects of their robots, and a chance to be creative in design and presentation. Page 22.991.4From these requirements was born what theprograms now know as Krisys. The Krisysplatform (see Figure XX for examples) is a low-cost, small form factor robotic platform that can bedesigned, implemented completely, programmedand

Conference Session

Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Jennifer M Bekki, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

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

behavioral health translational research training program. Implementation Science, 12(1). Scopus. https://doi.org/10.1186/s13012-017-0621-9Bamonti, P. M., Keelan, C. M., Larson, N., Mentrikoski, J. M., Randall, C. L., Sly, S. K., Travers, R. M., & McNeil, D. W. (2014). Promoting ethical behavior by cultivating a culture of self-care during graduate training: A call to action. Training and Education in Professional Psychology, 8(4), 253– 260. Scopus. https://doi.org/10.1037/tep0000056Bang, K.-S., Lee, I., Kim, S., Lim, C. S., Joh, H.-K., Park, B.-J., & Song, M. K. (2017). The effects of a campus Forest-Walking program on undergraduate and graduate students’ physical and psychological health

Conference Session

Community Engagement Division Technical Session 2 - Community Engagement without Frontiers

Collection

2022 ASEE Annual Conference & Exposition

Authors

Juan Lucena, Colorado School of Mines; Sofia Schlezak, Colorado School of Mines; Emma Chapman, Colorado School of Mines; Mateo Rojas; Jaime Elizabeth Styer, Colorado School of Mines

corporations and communities, he reflectedback to his Peru experience and realized that “after learning about the exploitation of ruralPeruvian communities by large-scale gold mining corporations, I found a purpose to which Icould apply my privilege and newfound skillset and developed the ambition to engage incommunity-centered work by working on a thesis that will provide insight into the most effectiveways to develop a community-owned solution to the issue of mercury pollution in artisanal andsmall-scale gold mining (ASGM).”Worldwide, 10 to 15 million people depend on ASGM as a livelihood. An estimated 2000 tons ofmercury are released into the environment yearly from these activities, causing devastatinghealth effects on miners, surrounding

Conference Session

Global Roles and Societal Responsibilities of Engineers

Collection

2023 ASEE Annual Conference & Exposition

Authors

YiXiang Shawn Sun, National Taiwan University; Sharon Tsai-hsuan Ku, University of Virginia; Jongmin Lee, University of Science and Technology; Sean Michael Ferguson, CSUCI

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

. Comparative case studies and analyses were introduced with breakout room discussion to help students comprehend the interplay among science, technology and the2Cultivating “global competency” in a divided world formation of world communities in various socio-political contexts.2. Prompt-based Interview: Students conducted three sets of prompt-based interviews with their global partners through which to exchange learning outcomes and detect biases and stereotypes in cross-cultural communication.3. PECE Digital Infrastructure for collaborative homework and research data curation: The digital archival platform PECE (Platform for Experimental Collaborative Ethnography) was implemented in this course to facilitate epistemic