Conference Session

Design Mental Frameworks

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shraddha Joshi, James Madison University

Tagged Divisions

Design in Engineering Education

, and gears, which generate and convey mechanical motion. Inaddition to studying these physical elements, the students investigated the mechanics ofstorytelling, and they explored the historical and creative relationship between automation andnarrative. Through hands-on projects, students designed and fabricated basic automata that givelife to stories of their own design. From the project deliverables and student reflections, theauthor finds that incorporating storytelling and automaton creation had three major impacts onstudent learning. First, it allowed students to create connections between elements of storytellingand engineering and provided a new perspective to approach engineering problems. Second, itallowed students to think out-of-the

Conference Session

Pre-College Engineering Education Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Anna Dare, Florida International University; Benny Mart Reblando Hiwatig, University of Minnesota - Twin Cities; Khomson Keratithamkul, University of Minnesota; Joshua Alexander Ellis, Florida International University; Gillian Roehrig, University of Minnesota - Twin Cities; Elizabeth A. Ring-Whalen, St. Catherine University; Mark Rouleau, Michigan Technological University ; Farah Faruqi, University of Minnesota Twin cities; Corbin Rice; Preethi Titu, Kennesaw State University; Feng Li, Florida International University; Jeanna R. Wieselmann, Southern Methodist University; Elizabeth A Crotty, University of Wisconsin - Eau Claire

Tagged Divisions

Pre-College Engineering Education

Professional Identity Development”, where she explored Secondary Science Teacher beliefs and practices through reflective practice. Her research interests have focused broadly on issues of understanding (i) how teachers’ beliefs impact their classroom practice, (ii) teachers’ conception of STEM and (iii) teachers’ attitudes toward culturally diverse students. Additionally, she is passionate about working to help prepare culturally responsive science and math educators.Dr. Feng Li, Florida International University Feng Li has a Ph.D. in Curriculum and Instruction with a specialization in STEM Education. His research interests include integrated STEM education in K-12 settings.Dr. Jeanna R. Wieselmann, Southern Methodist

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Randy Hugh Brooks, Texas A&M University

Tagged Divisions

First-Year Programs

, guiding feedback is key in constructivist design operation. “Gagne and Driscoll consideredthe provision of informative feedback to be as important as setting of problem situations” [1].Any student work must have a mechanism in place to provide timely, constructive feedbackwhether that feedback is through reflection, instructor grading, or as part of an IntelligentTutoring System (ITS). Multimedia offerings must be followed by a relevant discussion orreflection regarding the content, and assessments must be followed by timely feedback.The nine events of instruction provided by Gagne create a somewhat strict template in thelecture-based lesson environment while providing a skeletal framework for guiding studentsthrough problems worth solving in the

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Steven Hoffenson, Stevens Institute of Technology (School of Systems & Enterprises); Nicole P. Pitterson, Virginia Polytechnic Institute & State University

Tagged Topics

NSF Grantees Poster Session

to market-driven design approaches and tools in an engineering design course. Thefollowing research questions (RQs) are explored:RQ1: To what extent do undergraduate engineering students’ initial conceptions of design account for the market context, such as competition and consumer considerations?RQ2: In what ways do these design conceptions change after introducing market-driven design techniques and tools in a design course?RQ3: What types of student assessment (e.g., surveys, written reflections, project reports) are significant predictors of evolving design conceptions at a topic level? andRQ4: Does the introduction and use of a market simulator tool correspond with a change in design conceptions?By exploring how current

Conference Session

Engineering Communication II: Curricular Practices, Integrations, and Collaborations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mary M. McCall, University of Detroit Mercy; Nassif E. Rayess, University of Detroit Mercy

Tagged Divisions

Liberal Education/Engineering & Society

ability to identify and use appropriate technical literature” [4].Program GoalsWhatever form it took, an enhanced technical writing program would have to meet these goals: • Support ABET’s instruction to produce students proficient in technical communication skills • Respond to employer requests for freshman co-op students more versed in business and technical writing tasks • Teach students a portable set of writing and presentation skills • Help students develop a process approach to writing that includes audience, purpose, context, research, and format considerations • Encourage students to develop a self-reflective approach to writing projects with the goal of becoming more proficient writersEmbedded Technical

Conference Session

Computers in Education 1 - Programming 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ben Tribelhorn, University of Portland; Heather Dillon, University of Washington Tacoma; Andrew M. Nuxoll, University of Portland; Nicole C. Ralston, University of Portland

Tagged Divisions

Computers in Education

. Exam scores were improved when measuring studentsability to create use cases, especially clarity and completeness. Student performance was greatlyimproved when writing use cases, especially clarity and completeness which was reflected inimproved projects. Quantitatively, the same mindset objectives were assessed in other coursemodules as part a larger curriculum wide effort in Engineering. The numerical results indicatethat the modules in this course outperformed other modules in the curriculum for most of themindset objectives. Ultimately, the results indicate these types of modules may play an importantrole in entrepreneurial mindset development for computer science students.IntroductionThis paper describes a set of modules designed to

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity, NSF Grantees Poster Session

. 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. American c Society for Engineering Education, 2021 Engineering with Engineers: Fostering Engineering IdentityIntroductionThe Mechanical Engineering Department at Seattle University was awarded

Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Anne Stephan, Clemson University; Abigail T. Stephan, Clemson University; Baker A. Martin, Clemson University; Matthew K. Miller, Clemson University

Tagged Divisions

First-Year Programs

department is always looking to improve how material relevant to major explorationis incorporated into its introductory course as it can have a significant impact on individualstudents as well as the retention and persistence statistics in the engineering majors.Over the years, the General Engineering department has implemented a variety of methods toencourage and/or require students to learn about the different engineering majors offered atClemson. For several years, students were required to complete a series of assignments as part ofan “Individual Reflection Portfolio.” These assignments required students to researchinformation about the different engineering disciplines then write reflections related toengineering ethics and future engineering

Conference Session

Engineering Education Culture: Mental Health, Inclusion, and the Soul of Our Community

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hector Enrique Rodriguez-Simmonds, Purdue University; Avneet Hira, Boston College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

, 2016). We use themetaphor of the soul to narrate our experiences in the field, a majority of which includeexperiences we shared being in the same engineering education PhD program. The metaphor ofthe soul serves as a vehicle to communicate our experiences, conceptions, hopes, fears, andaspirations. The soul is as much an idea felt, as it is a scholarship known through inquiry. Weexperienced this essence as it moved across individuals in our department, and believe it is feltfurther in the engineering education community. The soul fuels continuous evolution by creatingtension and using it as energy to find purpose in our work.IntentionOur intention is to share our experiences and prompt reflection from the engineering educationcommunity so that

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo ; Jennifer Mott, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

global, cultural, social, environmental, and economic factors. 5) an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts. 8) an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.Riley’s text uses a modular format that engages students in a four-step process (Engage, Analyze,Reflect, and Change). Figure 1: Learning Process for ModulesThe modules presented in Riley’s text can be integrated “as-is” into typical thermodynamicscourses. However, as the modules are not

Conference Session

Improving the BME Classroom on the Ground and Virtually

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeffery Ethan Joll II, Vanderbilt University; W. David Merryman, Vanderbilt University

Tagged Divisions

Biomedical Engineering

inrelated fields indicates students in blended engineering courses have improved attendance,motivation, and collaboration. We hypothesized that restructuring to a blended course wouldimprove coding confidence and competence over the traditional course. Two courses werecompared: one traditional course and another with programming content moved to weekly onlinemodules. A programming project was assigned after completion of the coding material in eachclass. Modules were created using a backwards design approach. The desired codingcompetencies were identified as: pseudocode, loops, matrix operations, and data visualization.Modules for each of these subjects contained review, practice, and reflection components.Review and practice materials were

Conference Session

Hybrid and Online Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan P. Gentry, University of California, Davis; Gianmarco Sahragard-Monfared, University of California, Davis; Edward Thomas Conley, University of California, Davis

Tagged Divisions

Materials

content and reflections from the instructor, TAs, and students.1. IntroductionThe COVID-19 pandemic disrupted higher education worldwide in March 2020. Colleges anduniversities abruptly stopped in-person instruction and instead required remote teaching.Instructors’ challenges included preparing virtual lessons, learning videoconferencing software,and selecting appropriate graded assessments. At the same time, students’ learning routines weredisrupted as many returned home and were away from their peers; some students also lost thesafety net that the university provided, such as reliable food and shelter [1]. Furthermore, bothstudents and faculty were affected by limited internet connectivity and additional familyresponsibilities due to the

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Teresa J. Didiano, University of Toronto; Annie Elisabeth Simpson, Troost Institute for Leadership Education in Engineering, University of Toronto; Doug Reeve P.Eng., University of Toronto

Tagged Divisions

Engineering Leadership Development

, and a practical leadershipexperience. We discuss the pedagogical approaches that: 1) foster reflective self-leadership; 2)support the emergence of personal vision; and 3) create learning communities. We conclude bysharing recommendations for engineering educators to implement engineering-graduate-student-specific, leadership development initiatives at their institutions.ContextThe Faculty of Applied Science and Engineering at U of T is home to approximately 3000graduate students and postdoctoral fellows and 5000 undergraduate students. The graduatestudent population is divided equally into three degree-programs, PhD, research-based Masters,and course-based, professional Masters. Of all graduate students, 29% identify as women and42% are

Conference Session

Mathematics Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emre Tokgoz, Quinnipiac University; Elif Naz Tekalp; Hasan Alp Tekalp

Tagged Divisions

Mathematics

. APOS theory is initiated with Piaget’stheory of reflective abstraction [17] and got expanded to K16 mathematics education and RUME in recent years. Itwas applied in 1997 to mathematical topics for analyzing combined math knowledge of a student in a specificsubject [1]. Action, process, object, and schema are the mental structures proposed as a part of the APOS theory tofollow developmental stages of the learners. The main goal of this theory is to observe and categorize mentalstructures through observations of learners’ mental mechanisms; it is important to understand the totality ofknowledge and its’ reflection in applications.In the relevant APOS literature, learners’ conceptual view of the function was studied in [3] by relying on

Conference Session

Pre-College Engineering Education Division Technical Session 15

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diane Elisa Golding, University of Texas at El Paso; Heather Kaplan, University of Texas El Paso

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

empiricalstudy of art classrooms as a way to describe “the kinds of thinking developed by the arts [thatare] important in and of themselves, as important as the thinking developed in more traditionallyacademic subjects.” According to Hetland et al. [4], the eight Studio Habits of Mind include:Developing Craft, Engaging and Persisting, Envisioning, Expressing, Observing, Reflecting,Stretching and Exploring, and Understanding Art Worlds.Hetland et al. [4] define the eight Studio Habits of Mind in the following ways: Develop Craft- Technique: Learning to use tools (e.g. viewfinders, brushes), materials (e.g. charcoal, paint); learning artistic conventions (e.g. perspective, color mixing) Studio practice: Learning to care for tools

Collection

ASEE 2021 Gulf-Southwest Annual Conference

Authors

Bonnie S. Boardman, The University of Texas at Arlington; Caroline C Krejci

the manufacturingmetrics that had previously been defined for them. In this second video the assembly line runs andimportant metrics, like throughput and cycle time are demonstrated. Both videos are publiclyavailable on YouTube and are linked in this reference. [12]Finally, students were asked to reflect on this online lesson once they completed it. The reflectionquestions are presented in Table 1. Question # Question Text 1 How much did the videos help to improve your understanding of factory flows in general, and Little’s law specifically? In particular: 1a Which aspects of the videos were most helpful in improving your understanding? Please explain in detail. 1b Which aspects

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sapna Shah, Harvard University; Alex Beaudette, Harvard University; David R. Bergandine, University of Illinois Laboratory High School; Savindi N. Devmal , University of Illinois Laboratory High School; Conor Walsh P.E., Harvard University; Holly M. Golecki, University of Illinois at Urbana - Champaign

Tagged Divisions

Pre-College Engineering Education

K12 soft robotics activities werepresented as practitioner-delivered outreach. This paper details development and pilot of ateacher facilitated Soft Robotics Toolkit program for K12 schools that includes a design thinkingcurriculum and a physical toolkit, specifically designed to complete in school or at home. Forteachers to confidently deliver the emerging curriculum, we describe a teacher professionaldevelopment to facilitate adoption of soft robotics topics into middle and high school classrooms.We provide reflections on the experience of the classroom teacher delivering the curriculum inthe remote environment and results from a 9th grade student in the course. This pilot will informfuture work in assessing teacher confidence in teaching

Collection

2021 First-Year Engineering Experience

Authors

Jonathan Krones, Boston College; Jenna Tonn, Boston College; Russell C. Powell

Tagged Topics

Diversity

course for BC’s newDepartment of Engineering which will enroll its first class in fall 2021. Seventy students enrolledin MMW, representing all the BC undergraduate schools and a number of different STEM andnon-STEM majors.As a designated “Complex Problems” course, MMW includes three pedagogical components:lectures, labs, and reflection sessions [1]. Lectures examine topics from major branches ofengineering (civil, mechanical, and electrical) and the history of science and technology since1800, with a focus on sociotechnical systems and their relationship to gender, race, disability,immigration, and nationality. Labs involve hands-on engineering modeling tasks as well as amulti-week human-centered design challenge focused on issues of access and

Collection

2008 GSW

Authors

Nripendra Sarker; Cajetan M Akujuobi

rest are designed inthe light of program educational objectives and Criterion 3 outcomes. These methods were foundto be highly appreciated by ABET in one earlier accreditation process. IntroductionTraditionally, an instructor assesses student performances by giving home works, tests, andprojects, etc. This assessment method is subjective of the instructor. It is well known that duringcourse registration process, many students choose instructors for easy grades. Therefore, gradesdo not always reflect the true merits of students and the programs as well. The real merits of thestudents and programs can better be assessed by determining how really they perform in theirprofessional careers several years

Conference Session

Supporting Biomedical Engineering Students in Holistic Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dianne Grayce Hendricks, University of Washington; Yuliana Flores, Human Centered Design & Engineering, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

twoundergraduate student developers of this curriculum participated in the honors program,so they were familiar with the rigors and expectations of honors coursework. Finally, thehonors program awards funding for a student teaching assistant for each course selectedthrough the competitive process.Course Topics and ThemesThroughout the course, students are asked to reflect on who gets to be a scientist orengineer, who defines which questions researchers ask and which problems engineerssolve, who benefits from these solutions, and what role social justice plays in science andengineering practice.Through a social justice lens, we explore the ethical implications involved in howtechnologies impact underrepresented people with specific focus on race, gender

Conference Session

Design Across the Curriculum 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katelyn Stenger, University of Virginia; Jennifer L. Chiu, University of Virginia; Sarah Jennings Fick, Washington State University

Tagged Divisions

Design in Engineering Education

feedback can be more constructive for students in adesign curriculum [36]. As such, verbal feedback plays a significant role in success and teamperformance for students in engineering design curriculums [37]. Prior research shows evidencethat elementary students have navigated the demands of giving engineering design peer feedback[38]. Even more, student discourse helps students to understand how their drawn designs (e.g.conceptual models) can be used during an engineering design challenge in an elementary scienceclassroom [39].Peer comparison can also facilitate student reflection. Through reflection, students can evaluatethe pros and cons of student models, intentionally select solutions, and purposefully chooseimprovements. Prior studies

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Renee Rigrish Pelan, Ohio State University; Renee M. Desing, Ohio State University; Rachel Louis Kajfez, Ohio State University; Amber Dyche, Ohio State University

Tagged Topics

NSF Grantees Poster Session

, Energy.Theoretical FramingIn order to investigate the impact of the program on faculty identity and motivation, weemployed the Longitudinal Model of Motivation and Identity (LMMI) to frame our research [8].The LMMI combines Self-Determination Theory [9] and Possible Selves Theory [10] to studymotivation and identity development during an experience. This model gives us the capability toobserve how the program has made an impact on individual faculty members as well as seeingthe impact of the program holistically across the participants.The LMMI has previously been used to study graduate teaching assistants’ motivation andidentity development as teachers [8]. For that work, one data collection measure included havinggraduate teaching assistants reflect on

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kaitlin Mallouk, Rowan University; Alexandra Coso Strong, Florida International University; Courtney June Faber, University of Tennessee at Knoxville; Darby Rose Riley, Rowan University

Tagged Topics

NSF Grantees Poster Session

Society for Engineering Education, 2021 Engineering Education Guilds: Understanding Their Vision for InnovationIntroductionThe major aim of this project is to understand how, and the extent to which, engineeringeducation guilds (e.g., the Consortium to Promote Reflection in Engineering Education (CPREE)and the Kern Entrepreneurial Engineering Network (KEEN)) foster propagation and adoption oftheir respective pedagogical innovations. Engineering education guilds like CPREE and KEENseek to work at the forefront of educational innovation by creating networks of instructor changeagents who design and implement a particular innovation in their own context to further theprofessional formation of

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

George James Lamont, University of Waterloo; Stephanie Mutch, University of Waterloo; Chimdindu Ohaegbu, University of Waterloo ; Hamza Z. Butt, University of Waterloo; Kate Mercer, University of Waterloo; Kari D. Weaver, University of Waterloo

Tagged Divisions

First-Year Programs

engineering research practices, information-literacy skills, andcritical evaluation of information. Students undertook an iterative writing process and submittedfinal projects, recording their resource-selection process. These were evaluated to determine theimpact of the asynchronous learning module on students' information-seeking behavior. Finally,the results of this pedagogical reflection were compared to similar data recorded the previousyear following in-person instruction of the same material [8]. Our results demonstrate that theasynchronous learning module significantly enhanced the students’ critical evaluation of sources.These results have dramatic implications for how we understand students’ information-seekingbehaviors, pedagogical design

Conference Session

Cross-cultural Sensitivity, Moral Imagination, and Diversity in Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yousef Jalali, Virginia Polytechnic Institute and State University; Christian Matheis, Guilford College; Marc Edwards, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

enhance the curriculum of a graduate-level engineering ethics course, Engineering Ethics and the Public, at Virginia Tech, a large land-grant, Research 1 university. The course is a three-credit elective course offered annually to engineering students. The overall course itself was originally co-conceived and co-developed by an engineer, one of the authors of this paper, and a medical ethnographer, with the support of the National Science Foundation (NSF) [1]. The learning objectives, topics, and assignments are presented in Table 1. The course aims to address relationships between engineering, science, and society by incorporating listening exercises, personal reflections, individual

Conference Session

CoNECD Session: Day 3 - Slot 3 -- Technical Session 4

Collection

2021 CoNECD

Authors

Brandi P. Jones, University of Southern California; Helen Choi, University of Southern California; Cheyenne Gaima

Tagged Topics

CoNECD Paper Submissions, Diversity

and opportunities to reflect inpreparation for teaching others, Student Trainers strive to enhance their feelings ofpurpose, agency, and community with others. They learn that their roles in these jobshave great purpose and value, and that as peer educators - they can reach others ina way that instructors cannot. And they learn that their willingness to take risks and bevulnerable can have powerful consequences in building connections with others.For these first-year students, who are receiving this storytelling module as part of theirintroduction to engineering curriculum, learning outcomes include exercising listeningskills, participating in short storytelling activities through which they can begin toexamine their values and identities

Collection

2008 GSW

Authors

Arup Maji; Mahmoud Reda Taha

engineering). As the class progressed through the semester actionswere taken to minimize the influence of these factors on student success. However, inspite of the corrective actions the final grades of the two groups showed distinctdivergence. This prompted the authors to explore Kolb’s Learning Style Theory toinvestigate possible psychological variances among the two groups. The results of thisstudy shows that the Engineering students tend to have a penchant for ‘AbstractConceptualization’ over ‘Concreteness’, while Management students had a preference for‘Active Experimentation’ over ‘Reflection’. Relevant data supporting this finding alongwith a statistical interpretation are provided here. Introduction The

Conference Session

International Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Deborah Walter, Rose-Hulman Institute of Technology; Megan Diane Lavery, Engineering World Health; Benjamin Fleishman, Engineering World Health

Tagged Topics

Diversity

Tagged Divisions

International

own.Groups of 4-5 students worked with a facilitator over 5-6 weeks. The course has anasynchronous and synchronous component to accommodate different time zones and schedules.A series of 5 video lectures guided students’ learning along the design path. The students weredirected to download a set of notes with blanks and encouraged to actively listen by filling in thenotes while watching the lecture. The length of the video lectures ranges from 8 - 32 minutes. Aset of 5 individual assignments (in the form of on-line quizzes) were created to support theasynchronous activities. After watching the video lecture, students are directed to complete aquiz. Responses to short-answer questions covered in the lecture and reflective exercises arecollected

Conference Session

Engineering Management Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ekaterina Koromyslova, South Dakota State University; Anna Sadovnikova, Monmouth University

Tagged Divisions

Engineering Management

, recommendingthe departmental tactics, etc. Although originally perceived by the learners as a unique challenge,this approach effectively promoted interpersonal interactions and communications, to facilitateeffective project-related decisions. “To be honest, I thought that the beginning of the class was very hard; being told that we have this huge project to complete as a team is a huge burden, and I for one wasn’t sure how to handle it. I thought that there wasn’t a lot of direction. Looking back now, I believe that the freedom in how we did the project allowed to the team to truly grow” (a quote from a reflection journal 401107) 2) Students were asked to work in

Conference Session

CoNECD Session : Day 1 Slot 5 Technical Session 2

Collection

2021 CoNECD

Authors

Tojan Rahhal, University of Missouri; Miguel Elias Ayllon, University of Missouri

Tagged Topics

CoNECD Paper Submissions, Diversity

) brings to a short-term intensive study abroad program for undergraduate engineering students at a predominantly-White Institution such as the University of Missouri (MU).  Created by the Office of Diversity and Outreach Initiatives and the International Engineering & STEM Programs office EDGES (Engineering Diversity Global Experience & Service) is an academic program that combines a social science and engineering curricula to provide students with hands on leadership, diversity, and project management skills in a global context.  Using a mixed method methodology, this research study uses the Intercultural Development Inventory (IDI), personal reflections, and