Collection

2024 South East Section Meeting

Authors

Amy Borello Gruss, Kennesaw State University ; Nicholas Anthony Clegorne

Tagged Topics

Diversity

decades, research is still in its infancy within the discipline of engineering educationwith only one research team studying VTS on engineering students. In 2017, Campbell and hiscollaborators introduced VTS to upper-level engineering students in hopes of creating morereflective engineers [14]. A comparison of essay responses before and after the VTS experienceshowed that students were indeed more reflective afterward, though the essay prompt was relatedto the art they previously viewed rather than engineering concepts [14]. They expanded upontheir work with graduate engineering students using instrumentations for insight, contextualcompetence, reflective skepticism, and interdisciplinary skills [15] and using reflective prompts[16] [17] [18

Conference Session

Environmental Engineering Division (ENVIRON) Technical Session 1 - Sustainability & Environmental Justice

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexa Rihana Abdallah, University of Detroit, Mercy; Katherine C. Lanigan, University of Detroit, Mercy

Tagged Divisions

Environmental Engineering Division (ENVIRON)

and environmental justice issues, in general. Q5. It is important to learn about social and environmental justice in this class, to better recognize the connection between societal issues and STEM (science, technology, engineering, math) course content. Q6. I feel I have a responsibility to help find solutions to social and environmental injustice.The Reading, Writing, and Reflection AssignmentThe general topic for the activity was the government response to natural or anthropogenicdisasters in the U.S., taking into consideration the location of the event and the socioeconomicstatus of the affected community. The response was defined as the time it took the government torespond to the catastrophe and the resources that were deployed to help

Collection

2023 CIEC

Authors

Sarah (Yin Yin) Tan; John Irwin

ETD 345 Examining the Impact of COVID-19 Pandemic on S-STEM Financially Supported Students’ Change-Readiness and Self-Efficacy Sarah (Yin Yin) Tan and John L. Irwin Michigan Technological University1. IntroductionS-STEM financially supported students: ETS-IMPRESS (The Engineering Technology Scholars –IMProving REtention and Student Success) participate in the Honors College Pathway Program(HCPP), where they write reflections frequently. All reflections are written and follow a “What/SoWhat/Now What” format that instructors also describe as “Present, Analyze

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brett Tallman, University of Texas at El Paso; Bryce E. Hughes, Montana State University - Bozeman; William J. Schell

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

maintain that the ways engineers navigate thisexperience are unique, even compared to other autonomous professions [e.g. 31, 32-34]. Whileseveral scholars have explored how leadership is practiced in the engineering profession, one hasemerged as particularly useful; [12] proposed a model of three leadership orientations in theprofession: 1. Technical Mastery –leadership practiced by teaching others; 2. Collaborative Optimization – leadership practiced by gathering and influencing teams; 3. Organizational Innovation— leadership practiced by creating market solutions.These three orientations reflect the skills, behaviors, and values commonly exhibited by leadersin the engineering profession; they also provide a coherent and

Conference Session

Software Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Hoffman, Quinnipiac University; Stefan C. Christov, Quinnipiac University

Tagged Divisions

Software Engineering Division

motivating objective was togive students on-the-job experience with SE principles where teams of 5 to 6 students developeda simulated project. Reichlmayr briefly describes the postmortem process where teams useprocess metrics to reflect on and improve process management.Two recent papers further report the use of Agile software development methodology for courseprojects [8,14]. In one paper, the authors describe an upper-level course where students use theiterative features of Agile that allow them to repeat cycles where they “see and use tools thatthey can explain and check. [8]”. The second paper describes a capstone course motivated by thedesire for students to learn transferable skills [14]. In both cases, projects last an entire semesterwhere

Conference Session

Computing and Information Technology Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mia Minnes, University of California, San Diego; Sheena Ghanbari Serslev, University of California, San Diego ; Madison Edwards

Tagged Divisions

Computing and Information Technology

University of California, San Diego sserslev@ucsd.edu Madison Edwards Chemistry and Biochemistry University of California, San Diego m4edward@ucsd.edu Abstract This study explores how industry internships, paired with scaffolded reflection, shape student attitudes and learning behaviors. Building upon the literature on student motivation, we seek to answer the following question: how do internships influence student attitudes towards their studies and their future approaches towards learning? Data at three critical points in a student

Conference Session

Mathematics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Ted Campbell, Utah State University; Jim Dorward, Utah State University; Sherry Marx, Utah State University

Tagged Divisions

Mathematics

engineering calculus course taught via synchronous broadcast at a mid-size,Western, public university. The instructional innovation required first year calculus students toparticipate in an asynchronous, online discussion forum for graded credit. Data, consisting ofwritten reflections and transcribed interviews, were gathered from three STEM faculty memberswho each played a different role in the change process: a mathematics instructor implementingthe online forum within his course; an engineering faculty peer-mentor assisting with theimplementation of the online forum; and a STEM education faculty member evaluating theimplementation and observing the process of change. Situated within the interpretive researchparadigm, this study uses exploratory

Conference Session

Analysis of Effectiveness and Impacts of Graduate Programs: Graduate Studies Division Technical Session 8

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michael Wayne Coots, Purdue University; Sarah Knapp, Purdue University; Amelia Chesley, Purdue University; Nathan Mentzer, Purdue University; Dawn Laux, Purdue University

Tagged Divisions

Graduate Studies

makes up the great bulk of what we know how to do in everyday and inprofessional life. It is what gets us through the day” (Schön, 1995). In his paper describing thisknowing-in-action, Schön suggests a concept like Dreyfus and Dreyfus, an expert who tries toteach their craft or practice must reflect on specific situations and contexts to describe how theywould approach them. It is in this manner that design knowledge is created, reflecting on thepractice and process to develop a knowledge base unique to each designer. Schön describes thisevent as either reflection-in-action or reflection-on-action.This reflection practice is crucial to design, for building knowledge and for developing a bestpractice. Reflection is also common in the

Conference Session

Continuous Improvement in Engineering Leadership Development Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marnie V. Jamieson, University of Alberta; John M. Shaw

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

design courses and are evaluated as graduate attributeoutcomes integral to the Canadian Engineering Accreditation Board (CEAB) evaluationprocesses. Continual course improvement processes require reflection on the success oflearning activities, the tools used for teaching, and alignment of learning outcomes,activities, and assessment. Peer evaluation and feedback tools can encourage studentlearning and leadership development. The method of data collection, the type of feedbackand the contextual validity of the feedback may impact students’ development of useful teambehaviours and personal strategies for working in team environments. Mixed methodsuccessive case study analysis provides insights enabling targeted improvements to learningactivities

Conference Session

Focus on Entry Experiences in Chemical Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; Lori Smolleck, Bucknell University

Tagged Divisions

Chemical Engineering

. The course is designed to provide students with instructional methods andcurricular materials appropriate for teaching science concepts, processes and skills in theelementary grades. The course reflects best practices for the teaching of science asoutlined in the National Science Education Standards and the Pennsylvania StateStandards. Each of these reform documents emphasizes an approach to the teaching andlearning of science, which highlights scientific inquiry as a prominent feature. As such,teaching science as inquiry serves as the foundation of the course.The major goals for the course include assisting students in developing positivedispositions toward science teaching and learning, becoming familiar with the goals ofcontemporary

Conference Session

Special Session: Engineering Leadership—The Courage to Change

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emily Moore, University of Toronto; Lisa Romkey, University of Toronto; Amin Azad, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

disciplines, but rather require aninterdisciplinary approach. Originally conceptualized by Rittel & Webber [2], wicked problemsare problems with multiple stakeholders and competing demands, which often contain ethical,social, political, or environmental dimensions. They are challenging to frame and scope, giventhe lack of an obvious “stopping point” when the problem to solution process is complete.Wicked problems reflect pressing societal issues like climate change, transportation and urbandevelopment, healthcare and technological unemployment – problems that frequently engage thetechnical expertise of engineers but require a breadth of disciplinary knowledge outside ofengineering as well, requiring strong collaborative skills and an intellectual

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cynthia Kay Pickering, Arizona State University; Erik Fisher, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

by Dewey (1937) asa cyclical learning model in the education process with four components: concrete experience,reflection, abstraction, and application [5].Experiential learning refers to the transformation of experiences into applied knowledge [6] witha deliberate importance placed on the reflexive nature of learning [7]. Kolb’s experientiallearning theory is a noted example of a commonly cited learning theory presented in theliterature that maintains humanistic roots [8]. Experiential learning theory not only includes thecognitive aspects of learning, but also addresses one’s subjective experiences [9], defininglearning as “the process whereby knowledge is created through the transformation of experience”(Kolb, 1984, p. 41). This theory

Conference Session

Faculty Development Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bala Vignesh Sundaram, Arizona State University, Polytechnic Campus; Nadia Kellam, Arizona State University

participant decided on specific empatheticactions to implement in their course. We collected after-class audio reflective journaling andthree 1-hour interviews (spread evenly across the semester) as the data. We used a qualitativedata analysis approach, primarily utilizing inductive coding and thematic coding to arrive at ourfindings. Over the course of the semester, the faculty’s use of empathy in the classroomincreased. Positive feedback from the students during class and in regular student evaluations ofthe class encouraged the faculty to continue to explicitly adopt empathetic actions in this class.Our findings indicate that there are benefits of teacher empathy within engineering education.The immediate positive benefit for the faculty is an

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Kelley Dugan, University of Michigan; Shanna Daly, University of Michigan; Colleen Seifert, University of Michigan; Elizabeth Pollack

potential pitfalls, or things that might go wrong while addressing this problem?  How would you know if a solution to this problem was effective?Next, we present an example solution (presented in the form of a student project poster) for thesame problem and ask participants to reflect on the solution and offer critiques. Examplequestions in this portion of the interview include:  What are your first impressions about how the team addressed this problem?  What is something you think team did well with this solution?  What could the team have done differently?  Hypothetically, if the solution presented was ultimately unsuccessful, what might you assume were the key issues?After completing discussion of the first

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 6: Engineering in the Home

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jubie Tan, State University of New York at Binghamton; Amber Simpson, State University of New York at Binghamton; Peter N. Knox, University of Vermont; Sawsan Werfelli, State University of New York at Binghamton; Adam Maltese, Indiana University-Bloomington

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

forexpanding students’ higher order thinking, potential for lifelong learning, and sense of agency intheir learning experiences. HoM is defined as a set of learned or internalized dispositions thatinform an individual's behaviors when confronted with challenges. This study addressed tworesearch questions: (1) Which HoM were articulated by children as they reflected upon theirparticipation in a home-based engineering program? (2) What patterns of the children’svocabulary align with the HoM framework? Observational methods were used to examine youngchildren’s reflections upon the process of completing low-stakes engineering projects in theirhome. The participants were 23 children ranging from kindergarten to eighth grade. After theyengaged in the ill

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yen-Lin Han, Seattle University; Jennifer A Turns, University of Washington; Kathleen E. Cook, Seattle University; Gregory Mason P.E., Seattle University; Teodora Rutar Shuman, Seattle University

Tagged Topics

Diversity, NSF Grantees Poster Session

department at Seattle University to study how the department culture changes can foster students’ engineering identity with the long-term goal of increasing the representation of women and minority in the field of engineering.Dr. Jennifer A Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 1: Partnerships Making It Real!

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathryn Schulte Grahame, Northeastern University; Anne E. Shea, Northeastern University; Christiane Amstutz

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

thecommunity, especially the needs of those who are under-served. It is reciprocal, valuespartnership, and recognizes the expertise brought by the community partner. It also includesreflection, which has been shown to enhance learning across academic subjects [14]. S-L isintegrated by educators in a way designed to meet needs and goals identified by the communitywhile being intricately linked with learning objectives and outcomes. Before, during, and aftertheir service, students also engage in structured reflection to help them gain further insight intocourse or program content, a broader appreciation of their academic disciplines, and a greatersense of civic responsibility.S-L relationships are mutually beneficialWhen properly implemented, service

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lauren Singelmann, Minnesota State University, Mankato; Yuezhou Wang, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

approach that removessome of these structures to allow for a more nuanced approach to evaluation. In an un-gradingstructure, both instructors and students participate in holistic reflection and assessmentthroughout the course. Proponents of un-grading often note that success outside of the classroomdepends not only on development of knowledge and skills, but also behaviors and practices.Therefore, an un-grading approach often does include assessment of things like participation inclass or timeliness. This holistic approach recognizes that different students have different goalsand interests and makes pathways to success that support the intrinsic motivation of students.A challenge of alternative grading is balancing both structure and nuance

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kathryn Elizabeth Shroyer, University of Washington; Jennifer A. Turns, University of Washington

Tagged Divisions

Educational Research and Methods

Paper ID #34289Research Through Design: A Promising Methodology for Engineering Edu-cationKathryn Elizabeth Shroyer, University of WashingtonDr. Jennifer A. Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teach- ing decisions, and the application of ideas from complexity science to the challenges of engineering education

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenya Z Mejia, University of Washington; Yen-Lin Han, Seattle University; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

Departments grant awarded to the Mechanical Engineering department at Seattle University to study how the department culture changes can foster students’ engineering identity with the long-term goal of increasing the representation of women and minority in the field of engineering.Dr. Jennifer A. Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teach- ing decisions, and the application of ideas from complexity science to the challenges of

Conference Session

Industrial Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lisa Bosman, Purdue University at West Lafayette; Nathalie Duval-Couetil, Purdue University at West Lafayette

Tagged Divisions

Industrial Engineering

Kern EntrepreneurialEngineering Network (KEEN) portal (https://engineeringunleashed.com/). Also, several booksfocus on teaching, including “Teaching Entrepreneurship: A Practice Based Approach [2],” “Howto Teach Entrepreneurship [3]” and “Classroom Exercises for Entrepreneurship: A Cross-Disciplinary Approach [4]”. These resources provide many examples of entrepreneurial learningactivities, yet, are limited in two ways. First, most of the learning activities are grounded withinthe business discipline, and second, they do not reflect a holistic design approach, whereby theinstructor considers the entire learning process from curriculum development to delivery toassessment. Thus, instead of considering the learning experience from a holistic

Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brandon Bakka, University of Texas at Austin; Vivian Xian-wei Chou, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin; Patricia Clayton, Wake Forest University ; Gabriella P. Sugerman, University of Texas at Austin; Cassandra Prince, LGBTQ+ STEM Issues and Advocacy; Jeffrey Marchioni, The University of Texas at Austin; Ria Upreti

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

helped augment queer engineering spaces and has served as a catalyst for studentactivism. Importantly, we have included student reflections of their experiences in the group andhow the readings connect with their experiences as a queer engineering student.BackgroundIn this paper, we use LGBTQIA (lesbian, gay, bisexual, transgender, queer, intersex, asexual) asan umbrella acronym to encompass all the identities held by those with a minoritized sexual orgender identity. We also use queer as a reclaimed term identifying LGBTQIA peoples andacknowledge that historically, “queer” was used as a slur.Despite the effort to advance diversity and inclusion resources on college campuses, the culture inengineering departments remains heteronormative

Conference Session

Global Engineering Education Initiatives

Collection

2008 Annual Conference & Exposition

Authors

Lauren Alexander, IAESTE United States; Cheryl Matherly, University of Tulsa; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh

Tagged Divisions

International

schools of engineering to provide an international experience for theirstudents, in part because they can easily be introduced into a relatively inflexible engineeringcurriculum compared to traditional study abroad experiences. Experiential education, a modelfirst articulated by John Dewey who developed theories of education rooted in and transformedby experience, is a term commonly applied to such “hands on” experiences as cooperativeeducation, internships, outdoor education, organizational development and training, and servicelearning7. In an experiential education program, students participate in a carefully chosenexperience and then engage in reflection, critical analysis, and synthesis of related information8.In Kolb’s model of experiential

Conference Session

Design in Engineering Education Division: Student Empathy & Human-centered Design

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Yale University; Nathan Mentzer, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Scott R. Bartholomew, Purdue Polytechnic Institute; Greg J. Strimel, Purdue Polytechnic Institute

Tagged Divisions

Design in Engineering Education

Paper ID #25365includes serving as a high school engineering/technology teacher and a teaching assistant professor withinthe College of Engineering & Mineral Resources at West Virginia University. c American Society for Engineering Education, 2019 Examining Beginning Designers’ Design Self-Regulation Through LinkographyAbstractDesign process representations often attempt to show the iterative pattern of design through acircular or spiral representation. Expert designers iterate, constantly refining their understandingof both the design problem and solution. In other words, a designer’s ability to manage thedesign process—plan, reflect, and incorporate new insights—may be

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rosalyn Hobson Hargraves, Virginia Commonwealth University; LaChelle Monique Waller, Virginia Commonwealth University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

children’s motivation, interest, and awareness inSTEM.IntroductionWith the need to prepare students for the 21st century workforce a university with a very diversestudent population strives to address one of the critically important issues facing society:increasing the number of underrepresented students pursuing and completing degrees in science,technology, engineering, and mathematics (STEM) fields. Evidence within the Department ofLabor reflects that fifteen of the twenty fastest growing jobs projected for 2014 requiresignificant preparation in mathematics and science with the numbers of STEM professionsexpected to grow at a faster rate than those non-STEM professions[1]. Although careers in STEMprovide paths out of poverty, make significant

Conference Session

Civic Engagement and Volunteerism in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shoba Krishnan, Santa Clara University; Tonya Lynn Nilsson P.E., Santa Clara University

Tagged Divisions

Community Engagement Division

design decisions and project costs. Projectsrange a wide variety of engineering majors including civil, mechanical, electrical, bio andcomputer. Through the use of student reflections, this paper attempts to identify the influence ofworking with civic regulatory bodies on student learning and student perception of their chosencareer path. As one group noted, the regulations impacting their project resulted in unforeseencosts but the entities who established these regulations were both purposeful and necessary toprotect the environment.IntroductionSanta Clara University is committed to providing educational opportunities aimed to instill theknowledge, habits of thought and action, and orientation to society that the university believeswill best

Conference Session

Enhancing K-12 Mathematics Education with Engineering

Collection

2007 Annual Conference & Exposition

Authors

Donna Diaz, Clemson University; Pam King, Clemson University

Tagged Divisions

K-12 & Pre-College Engineering

students learn with understanding by thinking qualitatively and by organizing their knowledge around key concepts. iii) Assessment-centeredness: Frequent opportunities are provided for students to make their thinking visible in order to help them refine their understanding. iv) Community-centeredness: Classroom norms are fostered that encourage students to learn from one another and that recognize the teacher as a co-learner.Each lesson in the Math Out of the Box program is designed based on a four phase learning cycleEngage-Investigate-Reflect-Apply (Diagram A) that is similar to the five phase STAR Legacylearning cycle, Challenge-Initial Thoughts-Perspectives/Resources-Assessment-Publish, which isthe basis of the Felder

Conference Session

Outreach: Future Women in Engineering

Collection

2002 Annual Conference

Authors

Donna Whiting; Marion Usselman

inquiry sciencepedagogical methods. Curriculum units varied each year to accommodate repeating students, butwere generally developed or adapted to reflect real-world engineering and science problems andto provide students with the type of hands-on technological experiences girls have often notpreviously encountered (e.g. using tools such as soldering irons and electric drills, or wiringcircuit boards). Examples of curriculum units include: Page 7.586.1 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright ã 2002, American Society for Engineering Education

Conference Session

New Approaches in Engineering Curriculum

Collection

2003 Annual Conference

Authors

Jay K. Martin; Jay Martin; Dayle K. Haglund; Jennifer Kushner

suitable models for instruction. Itis also true that it requires effort and courage to make a change. And, it is not always apparentthat there is adequate support to make changes, even in the best of circumstances.Finally, our experience suggests that something important is missing for this process to besuccessful. There needs to be an overriding method or system that will assist faculty in makingdecisions about the curriculum. This mechanism may include a guiding educational philosophythat can be applied in the consideration of decisions regarding curricula. It may also include otherforms of feedback to the process, for example, feedback from students or employers. Theoretical FrameworkWhat we describe here reflects a belief that what is often

Conference Session

New Research & Trends for Minorities in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yvette Pearson Weatherton, University of Texas, Arlington; Stephanie Lynn Daza, University of Texas at Arlington; Vu V. Pham, University of Texas, Arlington

Tagged Divisions

Minorities in Engineering

degrees awarded to people in these underrepresented groups over thepast few decades, there is still much work to be done to diversify the profession to reflect thecountry‘s shifting demographics and to broaden perspectives used in developing newtechnologies and solving complex problems.The importance of diversity in the engineering workforce has been recognized as a priority by anumber of entities, including the National Academies. Engineers from diverse backgrounds andexperiences are needed to devise creative solutions to the challenges posed by a diverse andmore interconnected world.1 Recruitment of a diverse engineering workforce includes thesuccessful recruitment, retention and graduation of a diverse engineering student population. Inorder