Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carrie Steinlicht, South Dakota State University; Byron G. Garry, South Dakota State University

Tagged Divisions

College Industry Partnerships

adifference in student’s perception of the importance of types of skills used in the capstonecourse?” We do not have a large enough data set to apply statistical analysis to the results, so afrequency chart will display the results.Research DesignFor this study, the authors designed a survey to determine in what categories of knowledgestudents felt they had experienced the greatest challenges in the course and in what categories thestudents felt they had gained the most knowledge. The survey was administered to students in theCapstone course during the Fall 2013 semester. The Capstone course was a 1 credit course that isheld concurrently with another Project Management course (2 cr.). These two courses werecoordinated so that the students could use

Conference Session

Ocean and Marine Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shyam Aravamudhan, North Carolina A&T State University; Diedrich A. Schmidt, North Carolina A&T State University; Hany Nakhla, North Carolina A&T State University

Tagged Divisions

Ocean and Marine

create interest for the Geoscience workforce of the future.IntroductionIt is well-recognized that early engagement and challenge-based instruction of students includingunderrepresented students in cutting-edge research is the key in promoting their learningopportunities and outcomes [1]. A team of undergraduate students from North Carolina A&TState University under the guidance of faculty advisors participated in a two-semester research,design, assembly and demonstration project named Perseus II, sponsored by the Office of theSecretary of Defense’s Rapid Reaction Technology Office (RRTO). The overarching goals ofthis initiative were multi-fold: (a) to expose undergraduate students including freshmen,sophomore and minorities to ocean

Conference Session

Methodological & Theoretical Contributions to Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Scottie-Beth Fleming, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

community of practice. Consequently, theseresearchers may be unable to adopt best practices from and exchange relevant information withthe greater community. Page 24.279.21. IntroductionResearch collaboration often occurs between colleagues working within similar as well asdifferent disciplines. Collaboration is known to boost creativity, increase access to relevant skillsand knowledge, provide intellectual companionship, and grow researcher network size.1-3Through collaborations, social capital is leveraged as a transfer of information and knowledge isfacilitated through formal and informal networks.4 Additionally, future opportunities

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles E. Baukal Jr. P.E., John Zink Hamworthy Combustion; Andrew Walter; Bethany Dickie

Tagged Divisions

College Industry Partnerships

benefits both the students and the industry sponsor. Students mayhave a chance to interact with industry standards and regulations17 and sometimes even with thelegal system and the local community.18 Industry sponsors also benefit from involvement inthese projects. They receive valuable work they may not have the time to do otherwise. They arealso able to see how the students work on a real project, which is a type of extended interview,and may consider them for potential employment.These benefits are best achieved through the right types of projects. Todd et al. (1993) providedsome useful criteria for selecting industry-sponsored projects:19 1. Should solve a specific need for the company. 2. Company should dedicate adequate financial and

Conference Session

Engineering Management Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Martin William Weiser, Eastern Washington University; Hani Serhal Saad, Eastern Washington University; Kyle Frederick Larsen P.E., Eastern Washington University

Tagged Divisions

Engineering Management

students are required totake Calculus II while the Applied Tech students must complete Precalculus II, the prerequisitefor the course. The topics in Table II are covered in detail and you will note that two of theobjectives are on both lists. Table II Course Objectives related to Spreadsheet Use 1. Use spreadsheet software to design structured, efficient, well-documented workbooks with data entry cells, summary results, statistics cells, and commented cells. 2. Create graphical presentations of data in standard technical formats and fit a curve to a data series. 3. Transfer data between text files, word processor, spreadsheet, database, and project. 4. Track and account for cost information for your

Conference Session

FPD 1: The Path to Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shelley Lorimer, Grant MacEwan University; Jeffrey A. Davis, Grant MacEwan University

Tagged Divisions

First-Year Programs

research that was conducted to examine trends in pre-engineering assessment exams (academic indicators) using results from a longitudinal study offirst-year engineering students that spanned just over a decade.1 In the previous study,mathematical skills for the period 2000-2011 were tested using a 20-question, multiple-choice,pre-calculus Math advisory exam, administered to first-year engineering students (withoutcalculators) prior to entering first-year. Engineering skills were also evaluated during the period2007- 2011, using the Force Concept Inventory (FCI) Exam, which is a 30-question, multiple-choice exam2. Earlier work had indicated that there was little variation in these assessment scoresduring the time period considered. Furthermore, the

Conference Session

Biological & Agricultural Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Silvia Husted, Universidad de las Americas Puebla; Nelly Ramirez-Corona, Universidad de las Americas Puebla; Aurelio Lopez-Malo, Universidad de las Americas Puebla; Enrique Palou, Universidad de las Americas Puebla

Tagged Divisions

Biological & Agricultural

development processes in thestudied Design and Development of Food Products and Processes capstone course2-5.Assessment of creativity was grounded on the Consensual Assessment Technique6 (CAT), whichis based on the idea that the best measure of creativity regardless of what is being evaluated, isthe assessment by experts in that field. Therefore, a group of experts in the FE field were invitedto evaluate capstone course final projects and developed food products by means of the CreativeThinking VALUE Rubric, which is made up of a set of attributes that are common to creativethinking across disciplines1, 7. Possible performance levels were entitled capstone or exemplar(value of 4), milestones (values of 3 or 2), and benchmark (value of 1). Instructor

Conference Session

Industrial Engineering Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Paul C. Lynch, Pennsylvania State University, University Park, PA; Cynthia Bober, Penn State University; Jennifer Louise Mines, The Pennsylvania State University

Tagged Divisions

Industrial Engineering

industrialengineering students at Penn State University. A link to this specific questionnaire is provided inthe bibliography. The goal of this assessment was to determine the breakdown of learning stylesof the undergraduate industrial engineering junior and senior level students. Table 1 displays theraw results from the results of the Felder’s Index of Learning Styles. Table 2 displays the overallresults of the assessment. Figure 1 shows the learning style preferences of males and femalesseparately using a spider graph. From Table 2 and Figure 1, of the 51 students that completedFelder’s Index of Learning Styles Analysis, the majority of the industrial engineering studentssurveyed at Penn State University were Active, Sensing, Visual, and Sequential learners

Conference Session

Nuclear and Radiological Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Masoud Naghedolfeizi, Fort Valley State University; Sanjeev Arora, Fort Valley State University; Nabil A. Yousif, Fort Valley State University

Tagged Divisions

Nuclear and Radiological

engineering educa- tion.Prof. Sanjeev Arora, Fort Valley State University Dr. Arora holds a B.Sc. (Honors) and M.Sc. degree in Physics from University of Delhi, India, and a M.S. and Ph.D. degree in Physics from University of Delaware. Dr. Arora’s research interest is experimental atomic physics and he is well-versed in the use of the van de Graaff accelerator, scalars, MCAs, and other physics instrumentation. He has been instrumental in acquiring, through various grants, computers, and software for the physics laboratory at FVSU. Some of his funded grant proposals are as follows: 1) Establishing a Nuclear Science and Engineering Minor at Fort Valley State University 2) Establishing an Undergraduate STEM Teaching and

Conference Session

Engineering Management Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ralph Alan Dusseau P.E., Rowan University

Tagged Divisions

Engineering Management

offeredutilizing either hybrid or fully-online courses. Planning began for the new Master ofEngineering Management (MEM) Program at Rowan University in January 2007 with acomprehensive online review of 41 engineering management programs nationwide (Table 1).The goal of this review was to determine the most-common practices regarding engineeringmanagement programs and courses nationwide and the key courses required for a successfulengineering management program. The information gathered during this review included lists ofcore courses, specialization courses, and elective courses within these 41 existing programs; alist of specializations within these existing programs; a list of participating colleges within theseexisting programs; and a list of topics

Conference Session

Student Learning, Problem Solving, & Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sean Moseley, Rose-Hulman Institute of Technology; Rachel McCord, Virginia Tech

Tagged Divisions

Educational Research and Methods

engineering problems” 1.While many courses in different engineering curriculums have a focus on problem solving,statics is typically the first course in many students’ undergraduate engineering coursework thatrequires them to use an engineering problem solving process. Many researchers have spentsignificant resources investigating how students learn in statics and how to effectively teachproblem solving in statics courses. For instance, Steif, Lobue, Kara, and Fay developed anintervention where students where engaging in talk about salient features of the statics problem2.Steif and team found that students that were engaged in body centered talk were better atrepresenting unknown forces on free body diagrams than students that did not participate in

Conference Session

Methodological & Theoretical Contributions to Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lauren D. Thomas, University of North Carolina at Chapel Hill

Tagged Divisions

Educational Research and Methods

revised theoretical understanding is gained through the researchprocess. This framework does need additional exploration within engineering and thephysical sciences. Additional findings will contribute to engineering education’s currentdiscourse on graduate education and identity.!!!![1] Mann, L., P. Howard, F. Nouwens, F. Martin (2008). Professional identity: A framework for research inengineering education. Proceedings from 2008 Australasian Association for Engineering Education,Yeppoon.[2] Case, J. M., G. Light. (2011). Emerging methodologies in engineering education research. Journal ofEngineering Education, 100(1), 186-210.[3] Meyers, K. L., M. W. Ohland, A.L. Pawley, C.D. Christopherson. (2010). The Importance of FormativeExperiences for

Conference Session

Industrial Engineering Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Masud Salimian, Morgan State University; Yaseen Mahmud, Morgan State University

Tagged Divisions

Industrial Engineering

, teaching its mathematical and theoretical foundation and concepts creates challengesfor both instructor and students. Teachers in a one semester class usually concentrate onproviding the procedural understanding of the use of the mathematics and algorithms rather thanthe concepts and applications due to the time constraints and knowledge level required forcomplex and intricate modeling issues beyond simple models.Based on an innovative design [1] of the course’s delivery and instructional methodology,founded on a cognitive learning model, the general concepts of coaching and mentoring toenhance student learning were used. Both concepts have been widely studied and the educationcommunity considers them among proven techniques to enhance learning

Conference Session

Systems Engineering Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

James A. Mynderse, Lawrence Technological University; Jeffrey N. Shelton, Purdue University, West Lafayette

Tagged Divisions

Systems Engineering

thesecond goal, new learning, makes the activity more similar to a problem-based learningapproach.6This paper is organized as follows. First, the mechatronic design process is explained. Then theMechatronic Systems Engineering degree program at Lawrence Tech is introduced. Next, thecourse structure is defined, followed by a description of how the PBL activity was implementedfor this study. Finally, the PBL activity is evaluated and the work is concluded.Mechatronic DesignMechatronics is characterized by an integration of mechanical, electronic, control, and computersystems. This is shown schematically in Figure 1. Mechanical elements may include thermal orfluid systems, solid mechanics, dynamics and vibrations. Electronic components may

Conference Session

Biological & Agricultural Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kirk D. Dolan, Michigan State University; Yinjie J. Tang, Washington University; Wei Liao, Michigan State University

Tagged Divisions

Biological & Agricultural

metabolic reactions under controlled variables. TheMathWorks grant-funded project of systems biology and kinetic process modeling relied onfundamental knowledge in biology, chemistry, mathematics, statistics, kinetics, and chemicalprocess engineering, which was integrated into the curriculum for four major courses at WUSTLand MSU. 1. Metabolic engineering (ChE596) at WUSTL focuses on analysis of complex interactions in biological systems and introduction of metabolic changes to achieve desired cellular properties [1]. Currently, numerous chemical compounds, ranging from pharmaceuticals to biofuel, have been produced with the aid of biological tools. The ability to efficiently synthesize natural or synthetic products requires a

Conference Session

Methodological & Theoretical Contributions to Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington; Brook Sattler, University of Washington; Ken Yasuhara, Center for Engineering Learning & Teaching (CELT); Jim L. Borgford-Parnell, University of Washington; Cynthia J. Atman, University of Washington

Tagged Divisions

Educational Research and Methods

experience as an intentional form of thinking where aperson revisits an experience with a specific meaning making lens. While reflection has nothistorically received a great deal of attention in engineering education scholarship, we aremotivated by calls for greater consideration of reflection. For example, in her NationalAcademies piece calling for curricular change in undergraduate engineering, Ambrose notes that“…students learn by doing, but only when they have time to reflect—the two go hand in hand.Why, then, don’t engineering curricula provide constant structured opportunities and time toensure that continual reflection takes place?” (p.1).30 There is opportunity for more research onand efforts to support reflection in engineering education

Conference Session

Industrial Engineering Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; David Claudio, Montana State University; Durward K. Sobek II, Montana State University; Laura Stanley, Montana State University - Bozeman; Nicholas Ward, Montana State University

Tagged Divisions

Industrial Engineering

the students, rather than the needs of faculty members, they would look quite different.”1 Butwhat does this mean? What do the experts who are contributing to these reports tell us that thecurriculum of the future should look like?While opinions vary, a common theme is evident in many reports: the engineer of the futureneeds to be well-rounded and should be educated accordingly.1,2 The meaning of a well-roundedengineer needs to be interpreted and has been in a variety of venues. These recommendations Page 24.808.2vary somewhat in their format, but can be summarized to say that an effective curriculum toeducate the engineer of the future should

Conference Session

Systems Engineering Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ashley Bernal, Rose-Hulman Institute of Technology; Scott Kirkpatrick, Rose-Hulman Institute of Technology; William D. Schindel, ICTT System Sciences

Tagged Divisions

Systems Engineering

. Page 24.812.1 c American Society for Engineering Education, 2014 Introducing Systems Competencies During Undergraduate DesignA faculty team (professors of professional communication, mechanical engineering, and physics)at Rose-Hulman Institute of Technology have collaboratively designed and taught an intensivemultidisciplinary design program in which undergraduate engineering and science studentstackled one of the National Academy of Engineering’s Grand Challenges [1] during a 12 credithour 10 week summer program. The program is centered around designing a system to utilizesolar energy for use in a less developed country [2] with major components of systemsengineering integrated throughout the experience in

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joy Watson, University of Cincinnati; Maureen G. Schomaker, University of Cincinnati

Tagged Divisions

Cooperative & Experiential Education

Page 24.816.6Likert-like scale where five is excellent and one is poor as seen in Table 1. Table 1: Student responses to end of course evaluation. n=23 Average score Amount of knowledge about the subject that you acquired 4.33 Value of assigned projects in my learning 4.33 the amount of effort you put into this course was: 4.45 Extent to which the course helped you to learn about effective participation in the co

Conference Session

Methodological & Theoretical Contributions to Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yakut Gazi, Texas A&M University

Tagged Divisions

Educational Research and Methods

the value of heutagogyin academic versus workforce development environments in science, technology, andengineering. Page 24.830.2Andragogy, Self-Directed Learning, and HeutagogyAndragogy is a theory that holds a set of assumptions about how adults learn. Accordingto American Council on Education, adult learners are learners over the age 25 and oftenreferred to as non-traditional learners. These individuals usually have additionalresponsibilities such as family, career, military or community and are seeking a degree oreducational offering to enhance their professional or personal lives (American Council onEducation, n.d.)[1]. According to National

Conference Session

Methodological & Theoretical Contributions to Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gurlovleen K. Rathore, Texas A&M University

Tagged Divisions

Educational Research and Methods

. Page 24.834.1 c American Society for Engineering Education, 2014 Judging the Quality of Operationalization of Empirical- Analytical, Interpretive and Critical Science Paradigms in Engineering Education ResearchIntroductionParadigms are basic sets of beliefs that guide disciplinary inquiry. They can be constructed froma proponent’s responses to basic questions of ontology, epistemology, and methodology. Thethree basic questions are1: 1. Ontological: What is the nature of the “knowable”? Or, what is the nature of “reality”? 2. Epistemological: What is the nature of the relationship between the knower (the inquirer) and the known (or

Conference Session

Ocean and Marine Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Grimsley Michaeli PE, Old Dominion University

Tagged Divisions

Ocean and Marine

Conference Session

Nuclear and Radiological Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Wade R. Marcum, Oregon State University; Steve Reese, Oregon State University; Robert A. Schickler

Tagged Divisions

Nuclear and Radiological

Page 24.387.1 c American Society for Engineering Education, 2014 Developing a Reactor Operator Training Course Series at Oregon State University Wade R. Marcum1, Steve R. Reese2, S. Todd Keller2, Robert A. Schickler2 1 Department of Nuclear Engineering and Radiation Health Physics, Oregon State University 2 Radiation Center, Oregon State UniversityABSTRACTOregon State University’s (OSU’s) Department of Nuclear Engineering and Radiation HealthPhysics (NERHP) recently graduated its first influx of students participating in the inaugural“Reactor Operator Training” course series

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rea Lavi, Massachusetts Institute of Technology; Aikaterini Bagiati, Massachusetts Institute of Technology; Gregory L Long PhD, Massachusetts Institute of Technology; M. Mehdi Salek; Amitava 'Babi' Mitra, Massachusetts Institute of Technology

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

. ©American Society for Engineering Education, 2024 Work-in-Progress: The Impact of an Interdisciplinary Experiential Learning Program on Undergraduate STEM Students’ Career Readiness1. Introduction1.1. Theoretical background1.1.1. 21st century skillsThe current era is marked by an increasing need for a new set of skills, often named genericskills or 21st century skills. Education researchers have recognized this need [1], as haveeducational bodies [2] and economic bodies [3]. However, fostering 21st century skills inundergraduate science, technology, engineering, and mathematics (STEM) students remains achallenge [4], with STEM graduates at times underprepared for what present-day STEMprofessions require [5]. An indication for

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, Amazon ; KENNETH OHNEMUS, Amazon; Jessica Blackburn; Anshul Mittal, Amazon; Yan Dong, Amazon; Savannah LaFerriere; Robert Pulvermacher; Marina Dias, Amazon; Alexander Gil; Shahriar Sadighi; Neerav Kumar, Amazon

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

exposure to the field through their college experience [1]. However, research suggeststhat engineering graduates may not be adequately prepared for the workplace due to thecomplexities of engineering work [2]. Engineering work involves complexity, ambiguity, andcontradictions [3], and developing innovation skills requires analyzing real-world problems thatare often ill-defined and multifaceted [4]. Therefore, it is essential for engineering students to haveopportunities to work in multi-disciplinary teams to develop their skills in problem-solving andinnovation. This emphasis on the need for exposure to multi-disciplinary problem solving holdstrue not only for undergraduate engineers in training, but also for graduate students focused

Conference Session

Aerospace Division (AERO) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mollie Johnson, Massachusetts Institute of Technology; Rea Lavi, Massachusetts Institute of Technology; Olivier Ladislas de Weck, Massachusetts Institute of Technology; Prabhat Hajela, Rensselaer Polytechnic Institute; Luca Carlone, Massachusetts Institute of Technology; Siyi Hu, Massachusetts Institute of Technology; Marcus Abate, Massachusetts Institute of Technology; Zeyad Awwad, Massachusetts Institute of Technology; Yun Chang, Massachusetts Institute of Technology

Tagged Divisions

Aerospace Division (AERO)

bridge the gap between theoretical knowl-edge and hands-on experience within the confines of the classroom. VR has the power to immerseusers in interactive environments and provide them with unparalleled opportunities for learning, asevidenced by its success in several university courses [1]. In the field of aerospace engineering–where spatial thinking and three-dimensional visualization are essential skills– the potential forVR to enhance pedagogical methodologies is promising [2]. Recognizing this potential, this paperdetails the design, development, execution, and analysis of an experimental course on aerospaceengineering fundamentals taught using VR technologies. This study seeks to determine the impactof VR on student learning outcomes and

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Mosier, Oklahoma State University; Rania Al-Hammoud, MpowerU Training & Consultancy Inc.

Tagged Divisions

Architectural Engineering Division (ARCHE)

undergraduate architectural engineering programs beingdeveloped. By focusing on the accreditation programs provided by ABET (the AccreditationBoard for Engineering and Technology) and CEAB (the Canadian Engineering AccreditationBoard). In the U.S., the original accrediting body was the Engineers Council for ProfessionalDevelopment, which was founded in 1932. In 1980, the name was changed to the AccreditationBoard for Engineering and Technology and in 2005, the name was changed to the acronymABET [1], which is advised or sponsored by the Architectural Engineering Institute (AEI).CEAB was founded in 1965 as a subcommittee of Engineers Canada to ensure the quality of theengineering undergraduate programs delivered in the country [2].Based on the programs

Conference Session

Materials Division (MATS) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ryan Barlow, zyBooks; Adrian Rodriguez, zyBooks; Lauren Fogg; Linda Ratts, Wiley; Yasaman Adibi, zyBooks; Jenny Welter, Wiley; Mary Fraley, Michigan Technological University

Tagged Divisions

Materials Division (MATS)

understanding the material and solving engineering problems as well as on theirdesire to become an engineer. Finally, students were asked how often they felt specific emotionswhile using the zyBook, such as interested, distressed, excited, and ashamed. The student surveydata showed that the majority of students reported that the interactive elements contributed totheir success in the course and the zyBook increased their understanding of the course contentand increased their confidence in solving engineering problems.IntroductionSelf-efficacy is grounded in a large theoretical framework known as social cognitive theory,which states that human achievement depends on interactions between one's behaviors, personalfactors, and environmental conditions [1

Conference Session

Biomedical Engineering Division (BED) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jacquelynn Ann Horsey, University of Arkansas; Thomas Hudnall McGehee, University of Arkansas; Mostafa Elsaadany, University of Arkansas; Timothy J. Muldoon, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

students to learn about real-world problemsthat can be solved by engineering design [1] – [5]. These programs are variable depending on theresources of the University: some programs have developed summer internships to provide aclinical immersion experience, while others have sought to bring the immersion during a moreconventional classroom setting [6]. Literature has reported that these programs which provideeffective immersion experiences result in an increase in students’ self-reported knowledge andskills, in addition to general confidence. These experiences often extend beyond needsidentification, as students connect with potential users and witness the community impact. It alsocreates room for interdisciplinary involvement, such as the

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

individual, empowerment”(Ladson-Billings, 1995, p. 160). Critical consciousness is the third tenet of Ladson-Billings’s(1995) CRP extends “a student’s efficacy in identifying STEM norms and practices that formvisible and invisible exclusionary barriers in STEM programs and STEM fields” (Castaneda,2019, p. 1). Unlike Freire’s initial focus on developing the critical consciousness of men,Ladson-Billings (1995) focused on students, specifically their challenging the status quo. Theseworks have facilitated the development of more contemporary frameworks for measuring andengaging in critical consciousness, especially in K-12 student development and research.Three Elements of Critical Consciousness Other contemporary formulations of critical