Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cheryl Cass, North Carolina State University; Adam Kirn, University of Nevada, Reno; Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Heather Lee Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Rebecca Mills, University of Nevada, Reno; Amber B. Parker, North Carolina State University

Tagged Topics

Diversity, NSF Grantees Poster Session

students draw on a higher number of identities when navigating theirdoctoral experiences when compared with undergraduates [17], leverage the past and the futurewhen making decisions for the present [16], and seek ways to integrate their identities into theirresearch projects and graduate experiences [15].Quantitative Instrument Development and DeploymentIn addition to describing the experiences of students and identifying key themes and features ofthese experiences, results from IPA analysis informed item development for a quantitativeinstrument. We developed novel Likert-type survey measures of graduate student future timeperspectives, identities, identity based motivations, and experiences to begin establishing itemsthat reflect graduate

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eliza Gallagher, Clemson University; D. Andrew Brown, Clemson University; Christy Brown, Clemson University; Kristin Kelly Frady, Clemson University; Marketa Marcanikova , Clemson University ; Sez Atamturktur Ph.D., Clemson University; Stanley N. Ihekweazu, South Carolina State University; Michael A. Matthews P.E., University of South Carolina; Robert J. Rabb P.E., The Citadel; Richard H. Roberts Jr, Florence Darlington Technical College; Ikhalfani Solan, South Carolina State University; Ronald W. Welch, The Citadel; Anand K. Gramopadhye, Clemson University

Tagged Topics

Diversity, NSF Grantees Poster Session

required by state reporting guidelines where possible, and existing coursearticulation agreements for alignment of math placement information. Qualitative data from focusgroups have been collected by the same two researchers in each setting, with a core set ofconsistent prompts.Descriptive validity. We have recorded each focus group session with two independent audiorecording devices, then had the audio files transcribed verbatim through a secure third partyservice. Each audio file was verified against the recordings prior to analysis. Written artifactsgenerated in the focus group were labeled and photographed before analysis.Evaluative validity. Each member of the qualitative analysis team submitted written responsesand reflections to bracketing

Conference Session

Engagement in Practice: Engaging the Community through Educational Outreach

Collection

2018 ASEE Annual Conference & Exposition

Authors

Holly Larson Lesko, Department of Engineering Education, Virginia Tech; Jacob R. Grohs, Virginia Tech; Holly M. Matusovich, Virginia Tech; Gary R. Kirk, School of Public & International Affairs, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Veronica van Montfrans; Andrew L. Gillen, Virginia Tech; Tawni Paradise, Virginia Tech Department of Engineering Education; Sarah Anne Blackowski, Virginia Tech; Liesl M Baum, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

implementationThe practice run element holds the space in the process where recruited university studentfacilitators receive training in the curriculum(s) for that month so they can be prepared to supportthe in-classroom activities. While student facilitators were not initially included in the NSFITEST proposal, their engagement in the classroom provides extra hands to support the activitieswhile serving as an engineering role model to the 6th grade students and teachers. All of thestudents volunteering for the program are pursuing degrees in engineering or science- andtechnology-related fields. As indicated by Figure 2, there is a loop from observations, reflections,and artifacts back to intervention design indicating a continuous improvement model

Conference Session

ET Peripherals

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nasser Alaraje, Michigan Technological University; Mohammed Sayer Elaraj, Alaqsa University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

career. Table 1: Male/Female Students Response - Part 1The first part of the survey Survey Questions Male Femaleconsisted of three questions on the 1. My school did prepare me extremely well for 3.00 3.46 college?quality of K-12 education in State 2. Preparing female students for career in STEM 3.85 4.65of Qatar in preparing students for a should be a top priority for schools in QatarSTEM careers. Students were asked 3. Comparing to other countries, Qatar is a doing 3.85 3.86to rank their viewpoints based on a a great job in teaching STEMscale of 1 to 5 with 5 being Strongly Agree and 1 being Strongly Disagree. Table 1 reflect

Conference Session

Developing Teaching and Mentoring Skills

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hyun Hannah Choi, University of Illinois, Urbana-Champaign; Yuting W. Chen, University of Illinois at Urbana-Champaign; A. Mattox Beckman Jr., University of Illinois, Urbana-Champaign; Lucas Anderson, University of Illinois at Urbana-Champaign; Blake Everett Johnson, University of Illinois, Urbana-Champaign; Matthew D. Goodman, University of Illinois, Urbana-Champaign; Chris Migotsky, University of Illinois; Nicole Johnson-Glauch

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

connections between teaching skills and leadershipskills in the course based on our reflection and feedback from the first version. Our programevaluation uses two surveys: the STEM GTA-Teaching Self-Efficacy Scale 5 and a modifiedversion of Alpay and Walsh’s skill-perception inventory. 6In this paper, we will describe our collaborative design process, strategic partnerships withvarious engineering departments, and enhancements of the integrative approach. Additionally, wewill discuss students’ perceptions of how well the program enhanced their teaching andleadership skills and how much they viewed teaching opportunities as a source of transferableleadership skills.Program OverviewOur program takes an integrative approach in two ways: 1) incorporating

Conference Session

Faculty Track - Technical Session I

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Michelle Kay Bothwell, Oregon State University; Padma Akkaraju, Oregon State University; Joseph McGuire, Oregon State University; Thuy T. Tran, Oregon State University; Andrea Zigler, Oregon State University

Tagged Topics

Diversity, Faculty

tenure; and (iii) the professional development of faculty and staff. The intent ofthe first two is to promote more equitable, inclusive, and just advancement of tenured and tenure-track faculty. The intent of the third is to promote a college climate that reflects a shared valuefor equity, inclusion, and justice among all employment sectors. As summarized below, readyaccess to excellent guidance on best practices for search and selection processes and for properapplication of promotion and tenure criteria, suggest a straightforward path toward progress onthose fronts. Progress on the third is achievable, but even with access to very useful resourcesacross campus, we have found that path will likely require considerably more creative

Conference Session

Undergraduate Track - Technical Session VI

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Najmah Thomas, University of South Carolina, Beaufort; Ronald Erdei, University of South Carolina, Beaufort

Tagged Topics

Diversity, Undergraduate Education

andServices Administration funds the Nursing Workforce Diversity (NWD) program with the goalof increasing access to culturally competent nursing that is reflective of the diversity of thecommunities in which they serve; this program assists students from disadvantaged backgroundsto obtain nursing credentials [18]. A successful component of many NWD programs includespairing future nurses with mentors who come from similar backgrounds; the ‘like me’nomenclature is an example of the value of cross-discipline knowledge transfer in terms ofoverall discourse. The nursing field differs in many ways from engineering or computer science,however needs related to underrepresented populations are very similar and knowledge aboutwhat works should be transferred

Conference Session

Civil Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Molly A. McVey, University of Kansas; Caroline R. Bennett P.E., University of Kansas; William N. Collins, University of Kansas; Remy Lequesne, University of Kansas; Carl W. Luchies, University of Kansas; Sara E. Wilson, University of Kansas; Elaina J. Sutley, University of Kansas; Matthew F. Fadden, University of Kansas; Chris Melgares, University of Kansas

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

, and feedback from both students andfaculty reflected that this was a major limitation to the effectiveness of this initialimplementation. However, in the course that did share content (CE 562 shared with CE 461“Structural Analysis”), we collected feedback on effectiveness from CE 461 students whoengaged with the videos. Watching the videos was completely voluntary. The CE 461 instructorinformed students that the videos were available and how to access them, but did not requirestudents to watch the videos. 41% of respondents watched video(s) created by students in CE562, and of those who watched a video, 69% of them watched 2-3 different videos. The mostviewed topics were the Conjugate Beam Method (60% of viewers) and Influence Lines

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Eugene Judson, Arizona State University; Keith D. Hjelmstad, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Casey Jane Ankeny, Northwestern University; Ying-Chih Chen, Arizona State University; Lydia Ross, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Kara L. Hjelmstad, Arizona State University

Tagged Topics

Diversity, NSF Grantees Poster Session

’ metacognition so they can build habits of expert learnerswho define their learning goals and monitor their own progress. These principles were realizedthrough student reflection, student engagement, and contextualization of concepts by linking ab-stract concepts to real-world concrete examples. Faculty beliefs were changed as revealed by asurvey that found eight out of eight faculty said, in the last two years of using JTF pedagogy, theirclassroom practice had "changed somewhat or changed significantly." Another survey questionshowed that 7 of 8 felt that their views about teaching had changed "somewhat or significantly."On an open-ended survey faculty were queried, "How do you view your role in the classroom nowas compared to before joining JTF?" A

Conference Session

DEED Postcard Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rucha Joshi, Weldon School of Biomedical Engineering, Purdue University; Carla B. Zoltowski, Purdue University at West Lafayette (COE); Andrew O. Brightman, Purdue University at West Lafayette (COE); Sean Eddington, Purdue University; Patrice Marie Buzzanell, University of South Florida; David Torres, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

process, such as including adding a sixth session, were made by the entire group.Throughout the design sessions, all participants offered their insights into everyday practices andco-constructed knowledge relationally and through open dialogue, thus contributing to aparticipatory research and design approach [22, 23]. Within small, large, and “mixed” groupformats, and with an awareness of their relative positions of authority in the School, theparticipants worked together on identifying underlying issues in diversity and inclusion inprofessional formation of engineers and collaborated to create prototype solutions.In design session 1, participants mapped their own professional journey, while reflecting onmoments in childhood, teenage, college

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2018 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Ian Derk, Arizona State University; Stephanie Sowl, Arizona State University; Natalie Nailor

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

cohered assignments include, a weekly reflection assignment that asks students to reflectupon how they have applied what they’ve learned in both classes to their project; a projectplanning assignment; and a final design presentation that addresses both an audience that has thetechnical background and a non-technical audience. There are other various project deliverablesthat are designed to help students work through the design process. For example, in theintroduction to engineering class, students submitted problem definition, project proposal, andfinal report deliverables. In the intercultural communication class, students submitted a culturereport about the community at the beginning of the semester that focuses on the culture’s valuesand rules

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Monique S. Ross, Florida International University; Trina L. Fletcher, University of Arkansas at Pine Bluff; Vishodana Thamotharan, Florida International University; Atalie Garcia

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

concepts. During summer 2017, a southeastern universityparticipated in hosting one of the seventeen Verizon sponsored STEM Camps. The universityhosted 144 URM middle school boys for three weeks on campus to explore engineering habits ofmind, engineering design principles, and computer science application developmentfundamentals. The camp was primarily facilitated by fourteen student mentors. One of theprinciple elements of the camp was to have mentors that reflected the demographics of thestudent population. As such, the mentor demographics consisted of 12 URM male mentors and 2URM female mentors. Upon conclusion of the summer camp all of the student mentors wereasked to participate in an open-ended survey that inquired about their experiences as

Conference Session

Creating a Positive Environment for Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Molly McVey, University of Kansas; Caroline R. Bennett P.E., University of Kansas; Carl W. Luchies, University of Kansas; Rémy Lequesne

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

, and feedback from both students andfaculty reflected that this was a major limitation to the effectiveness of this initialimplementation. However, in the course that did share content (CE 562 shared with CE 461“Structural Analysis”), we collected feedback on effectiveness from CE 461 students whoengaged with the videos. Watching the videos was completely voluntary. The CE 461 instructorinformed students that the videos were available and how to access them, but did not requirestudents to watch the videos. 41% of respondents watched video(s) created by students in CE562, and of those who watched a video, 69% of them watched 2-3 different videos. The mostviewed topics were the Conjugate Beam Method (60% of viewers) and Influence Lines

Conference Session

Curriculum and the Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sandra L. Furterer, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

Engineering Management

incorporated the following instructional strategies for the course.  Information providing: Lectures and a course website that provides course materials. Lectures are kept to a minimum, as the student is expected to review the research articles, PowerPoint slides lecture notes, and book material prior to the class session.  Inquiry-oriented reflection-based active learning exercises: Discussions questions are used throughout the class session to discuss the topics covered. The students work in pairs or teams to discuss the material and reflection questions, and then present their ideas to the class.  Cooperative: The students create their own course module consisting of review of a research article

Conference Session

Girls in Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abigail Jagiela, University of St. Thomas; Jenna Laleman, University of St. Thomas; Paige Huschka, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Annmarie Thomas, University of St. Thomas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

over the duration of theprogram. The post-program surveys also offered an overall evaluation of the program withquestions asking for participant feedback and growth in content areas. The pre-program surveyconsisted of six short-answer questions and ten Likert-scale based questions. The post-programsurveys consisted of eight short-answer questions and the same ten Likert-scale based questions.Participant answers were recorded through a number randomly assigned to each student whichallowed researchers to compare this data while still keeping the responses anonymous. Studentsadditionally filled out daily online journals at the end of each session through a platform calledSeeSaw. These served as a way for students to reflect on what they enjoyed

Conference Session

Expanding Diversity, Equity, and Inclusion in Engineering Cultures from a Theoretical Perspective

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeff Dusek, Franklin W. Olin College of Engineering; Daniela Faas, Franklin W. Olin College of Engineering; Emily Ferrier, Franklin W. Olin College of Engineering; Robyn Goodner, Franklin W. Olin College of Engineering; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Adva Waranyuwat, Franklin W. Olin College of Engineering; Alison Wood, Franklin W. Olin College of Engineering

Tagged Topics

ASEE Diversity Committee, Diversity

based primarily on student process and reflection, rather than concrete technical goals. Students also have a a high degree of autonomy in defining the specific trajectory and outcomes of their projects. This, combined with a group of incoming students with an array of backgrounds in design and fabrication, means that each project, and process, is unique. Thus, the course of each project and the advice given to students at any point may vary. Advice is typically given verbally.   Because of the open-ended nature of projects and process-driven emphasis of assessment, students transitioning from high school can find this course challenging. They are often uncomfortable with the decrease in summative feedback they are used to receiving and unsure

Conference Session

Diversity and Global Experiences

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jamie Gomez, University of New Mexico; Vanessa Svihla, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

value professional skills.Because there is somewhat limited research in chemical engineering education related to theformation of professional skills, we also incorporate research from engineering education andeducation research more broadly. Specifically, we sought to build on research showing thatdiverse teams tend to be more creative; this strengths-based view of diversity aligned to ourparticular context and our efforts—as part of an NSF REvolutionizing engineering and computerscience Departments (RED) project—to better support diverse student success. We thereforeconjectured that providing students with an opportunity to reflect on their own and theirteammates strengths, and then to critically assess their team’s collective gaps would

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

their own group.”Scientific historical accounts reflect Homo sapiens, essentially our human evolutionary ancestry,has only existed for a meager 200,000 years in the 4.6 billion years since the origin of the Earth.During this short stint in history, we have experienced an unending series of conflicts. History isproliferated with these many human recorded conflicts; conflicts premised on differences inreligion, ethnicity, race, gender, geography and so many more. Our very limited circumference oftrust is illustrated even here in our great United States, through a myopic lens and ethnocentricminds-eye. Who should we like? Who should we trust? Who should we not like and/or trust? Inthe end, who is the next person or group that individually or

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Miller, University of Virginia; Reid Bailey, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

achievementHowever, most evaluation tools are developed by instructors. As such, the desired behaviorsas listed are top-down rather than bottom-up. How the students themselves are perceivingtheir own learning environment is vitally important to their persistence in engineering[12][14]. A second study suggests that, though many behaviors overlap, some aspects ofteammate behavior viewed as important to students are not reflected in most instructor-created peer assessments. This study lists eleven behavior components important toteammates in engineering education settings. The more unexpected components of poor teambehavior include expecting teammates to contribute beyond their “fair share”, beingunwilling to take on tasks beyond clearly articulated

Conference Session

Potpourri

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Ilmi Yoon, San Francisco State University

Tagged Topics

Diversity, Diversity Research

[30,31] at its core, has commented on how radical it was to see women in the fieldbeen developed for the matching problem. A functional of Computer Science.”prototype has also been designed for a web application. B. Student self-reflection CS knowledge surveyFluotify: The goal of this project is to develop a cell We have surveyed PINC students’ self-reflection ontracking program for 3D images of tissue samples. Such a content knowledge. Even though we observed studentsprogram can drastically improve our understanding of cell

Conference Session

Imagining and Reimagining Engineering Education as a Dynamic System

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer Karlin, Minnesota State University, Mankato; Rebecca A. Bates, Minnesota State University, Mankato; Cheryl Allendoerfer, University of Washington; Dan Ewert, Anderson Industries; Ronald R. Ulseth, Itasca Community College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

games and choose your own adventure books is that once youplay or read them, you can enjoy a new story by selecting different options the second time.Stories allow individuals to ‘borrow’ the experiences of others as they discover the implicationsof new ideas or move through the stages of organizational socialization [19]. This is notrestricted to formal organizations, stories in social movements are how we understand the impactof the movement on the “mainstream” [20].It is important to note that these stories are not powerful because they are new, but because theyhave been discovered by someone who can see their relevance. Stories can be discoveredthrough reflecting on one’s own experience, through encountering others who share anexperience

Conference Session

Imagining Others, Defining Self Through Consideration of Ethical and Social Implications

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tina Lee, University of Wisconsin-Stout; Devin R. Berg, University of Wisconsin-Stout; Elizabeth A. Buchanan, University of Wisconsin-Stout

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

other times one-on-oneinterviews were possible. All interviews were recorded and transcribed, with data codingunderway through Nvivo.Analysis and Coding of Project DocumentsEWB-USA shared all project documents they have collected with our team (over 6000 documentsrepresenting approximately 500-600 projects). University of Wisconsin-Stout student researchassistants cataloged these files–noting the type of chapter (professional or student) and thechapter’s location, the type of project, the documents that existed, and the dates the documentscovered. From there, we carefully chose thirty projects to reflect a variety of project types, EWBchapters, and geographic areas. We chose a mixture of water, sanitation, and other infrastructureprojects in

Conference Session

Practice I: Academic Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kirsten A. Davis, Virginia Tech; David Reeping, Virginia Tech; Ashley R. Taylor, Virginia Tech; Cherie D. Edwards, Virginia Tech; Homero Gregorio Murzi, Virginia Tech; David B. Knight, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

process because of the nature of the reflections (e.g., describing what they ate in considerable detail).ParticipantsThis paper describes the first stage of analysis in this project. For this stage, we used data fromthe 2016 cohort of RSAP, which included 91 students who participated in three different tracks:Europe (Italy, Switzerland, and Germany), China, and the Dominican Republic. Demographicinformation for this cohort is in Tables 2 and 3. In general, the program has larger representationof women and underrepresented students than the population of the College of Engineering(CoE), and the 2016 cohort is no different. All participants signed consent forms agreeing toparticipate

Conference Session

Undergraduate Track - Technical Session II

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Donald Winiecki Ph.D., Boise State University; Noah Salzman, Boise State University; Timothy Andersen, Boise State University; Amit Jain, Boise State University; Dianxiang Xu, Boise State University

Tagged Topics

Diversity, Undergraduate Education

influence – often negatively – their pursuit of careers in engineering and computerscience [2], [5]–[9].While at one time, computer science was seen as a profession that was both welcoming and open todiverse membership [10]–[15], this vision was either never realized or quickly lost [16]–[19]. Culturaland gendered expectations (what everybody `knows` and commonsensically `performs`, but fewactually think about) that have been part of the lived reality of this technological society seem to havefound their way into computer science, and it is not working in everybody’s favor. Faced with claimsthat computer science’s `face` as stereotypically white or Asian, and male, is somehow reflective of asort of evolutionary inevitability – `that’s just the way

Conference Session

Scaling class size and technology – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peggy C. Boylan-Ashraf, San Jose State University; John R. Haughery, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

unfortunate realities14. Although the 3 large fundamental engineering courses in this study pose a different set ofissues, which often implies that quality teaching is not possible in large classes, researchers ineducation10,42,54,75 suggested the contrary –quality teaching is quite possible in large classes whilefocusing on student-centered, cooperative, active experimentation, and high-level thinkinglearning, instead of the traditional teacher-centered, individual, reflective observation, androutine-drill learning. Almost 2 decades ago, Felder23 had recommended the need to change the pedagogy usedin engineering classrooms. According to his study at that time, many engineering classes in1999 were taught in exactly the same way that

Conference Session

Women in Engineering Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

S. Zahra Atiq, Purdue University, West Lafayette (College of Engineering); Sarah Morton; Nehal I. Abu-lail, Washington State University; Ashley Ater Kranov, Washington State University; Julie A. Kmec, Washington State University; Jennifer Deboer, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

thatinform women’s decisions to enter each respective sector. More importantly, there is vanishinglylittle work on women’s decisions to enter different engineering careers in contexts where womenare well-represented.In our paper, we discuss participation of women in engineering in Malaysia, a context wherewomen represent a high share of both academia and industry (e.g., overall, 45% of theengineering workforce) [3]. Findings from the 2013 Malaysian MWFCD Women in the LaborMarket Study conclude that women are about 46% of the public and 51% of the privateengineering, manufacturing, and construction work sector [4]. Studying the Malaysian contextwill help us gain purchase on the way choices are driven by “preferences for science” [5],reflective of

Conference Session

Race/Ethnicity Track - Technical Session V

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Jaclyn Duerr, California Polytechnic State University, San Luis Obispo; Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Emily E. Liptow, California Polytechnic State University, San Luis Obispo; Monica Lauren Singer; Helene Finger P.E., California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity, Race/Ethnicity

/staff partnerships to a) develop more accurate and richer explanations for patterns of student recruitment, retention, and graduation at Cal Poly; b) enact change to better support student success; and c) evaluate and reflect on efforts to enact change.This work was strongly informed by a then-active Cal Poly collaboration [2011-14] with theUSC Center for Urban Education (CUE), which encouraged the institution, as a whole, to shiftfrom a “focus on students” as the problem to “institutional accountability.”In the 6 months following the PLC (prior to 11/1/2012), participants had submitted three grantproposals to address PLC findings and leverage collaborative relationships that were developedvia PLC participation

Conference Session

Race/Ethnicity Track - Technical Session II

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Avneet Hira, Purdue University, West Lafayette; Chanel Beebe, Purdue University, West Lafayette; James Holly Jr., Purdue University, West Lafayette; Kayla Renee Maxey, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette

Tagged Topics

Diversity, Race/Ethnicity

reflect on the atrocities that led to the racial unrest in 1943, and the deindustrializationthat precipitated the racial tumult during the summer of 1967. Both events are inconspicuousaspects of Detroit’s past, that have direct connections to bringing about its current state. I dowhat I do because unfortunately Detroit is not an anomaly in regard to other predominantly blackurban cities. True democracy depends on individuals collectively toiling to secure justice andequitable living conditions for these resource-forsaken communities. I consider diversity to be a synonym for difference or variety, appearing incharacterizations of opinion, religion, race, or any other classification of something or someone.Given the history of monolithic

Conference Session

Gender Track - Technical Session III

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Tim John Weston, University of Colorado, Boulder; Wendy DuBow, National Center for Women & IT; Alexis Kaminsky, Kaminsky Consulting, LLC

Tagged Topics

Diversity, Gender

active interest in these areas when in high school. For both Tech- and CS-persistergroups, computing interest decreased from high school to college, but tech majors’ interestdecreased less than did non-tech majors. It is somewhat counterintuitive to see lower ratings inInterest for both groups when they reach college. This is most likely a reflection of loss of 9interest in the individual items that make up the composite such as gaming or game design orhardware, for instance. This interest shift coupled with the specialization that takes place in CSor IT majors may account for the overall decreased interest we observed. It makes sense thatstudents who choose a specialized major focused on

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Héctor Enrique Rodríguez-Simmonds, Purdue University, West Lafayette; Nelson S. Pearson, University of Nevada, Reno; Benjamin P. Jackson, Purdue University; Tara C. Langus, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity, NSF Grantees Poster Session

conversation about how we teach and train engineers to workin diverse teams in first-year programs and beyond. Students also showed a decrease in teamratings of their effectiveness over the course of the semester. This decrease may not be an overallreduction in students’ effectiveness in teams. In fact, student reflections on teaming activities andcases of conflict in teams decrease over the course of the semester. Instead, we believe that thisshift occurs as students learn more about what it means to be a good team member, become morecomfortable giving their peers feedback and subsequently deliver ratings that are more realistic.As part of understanding students’ perceptions of working on diverse teams, we have beenpaying close attention to how