Displaying results 1981 - 2010 of 7573 in total
- Conference Session
- Faculty Development 3: Research, Practice, and Lessons Learned
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Eleazar Marquez, Rice University; Samuel Garcia Jr., NASA EPDC
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division
forms of knowledge and information regardinginternship/employment resources, departmental and research opportunities, curriculumalternatives, exposure to graduate school, and professional experiences that may result favorablein future career aspirations. A fundamental component to facilitating successful student careerpaths is correlated to an authentic form of mentorship, which exposes students to a plethora ofcareer opportunities and prepares them to navigate postgraduate experiences. The proposed model,which was implemented over a span of four years with a total of sixteen engineering studentsconducting undergraduate research, identifies four key elements in the transformative process: 1)develop student-faculty relationship; 2) faculty
- 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
-Sep Trans* Student Experiences (Marine & Nicolazzo, 2014)16-Sep Active Learning & Group Work (Cooper & Brownell, 2016)23-Sep Social Justice in Engineering (Riley, 2013)30-Sep Queering Higher Education (Renn, 2010) 7-Oct Student Resistance (Part 1) (Revelo & Baber, 2018)14-Oct Student Resistance (Part 2) (Renn & Ozaki, 2010)21-Oct The intersection of race and LGBTQIA+ (Alimahomed, 2010) identity28-Oct The intersection of ability and LGBTQIA+ (Miller, 2018) identity 4-Nov Engineering and Masculinity (Miller et
- Conference Session
- Women in Engineering Division Technical Session 3
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Diane Nicole Abdullah, Florida International University; Trina L. Fletcher, Florida International University; Ronald Quintero, Florida International University; Jade R. Moten, Florida International University; Brittany Nicole Boyd, Morgan State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
opportunities in which to remove barriers for womenwithin the engineering and computing discipline by understanding their experiences and participation in the fields.I. INTRODUCTION Recent reports from the National Science Foundation (NSF) have indicated that while the number of women in Science and Engineering (S&E) related jobs continue to grow, the group remains underrepresented in the S&E workforce relative to their overall presence in the population [1]. The lack of women in STEM transcends traditional narratives on the importance of broadening participation and increasing STEM diversity because of the nuanced issues women face in a male dominated field. Issues concerning women feeling unwelcomed in STEM begin at the academic level and
- Conference Session
- Computing and Information Technology Division Poster Session
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Geraghty Anne Ellis, Georgia Institute of Technology; Nicholas Mulka, Georgia Institute of Technology; Amit Shashikant Jariwala, Georgia Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Computing and Information Technology
-term investment in a software platform.IntroductionExperiential learning is a relatively modern technique to supplement students’ education by“[developing] a wide range of thinking strategies and perceptual skills which are not called forthby books or lectures” [1]. The benefits of this method have long-term impacts that play a crucialrole in an individual’s professional success. Most ABET-accredited higher-education programsfeature a design course intended to leverage experiential learning by pairing the culmination ofstudents’ knowledge from their undergraduate program with a simulated real-world industryenvironment [2], [3]. There are also several supplemental outlets for continuous project-basedlearning on a larger scale, such as research
- Conference Session
- Socially Responsible Engineering II: Pedagogy, Teamwork, and Student Experiences
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Larkin Martini, Colorado School of Mines; Jordyn MacKenzie Helfrich, Colorado School of Mines
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
, particularlyrelated to how they conceptualize engineers’ responsibilities to stakeholders [1]-[5] however, there has beenlimited (if any) discussion of engineering faculty’ experience of teaching CSR to students. Although CSRhas been identified as an important part of the undergraduate and graduate curriculums for the Mining,Petroleum and Geological Engineering Departments by both industry and professors, there seems to be adifference between student identification of CSR content and importance between the departments thatcould indicate a difference in teaching styles and possible effectiveness. Examining student and facultyperceptions of CSR is crucial, because discrepancies can exist between what faculty believe they areteaching and what students actually
- Conference Session
- Teaching Methodology & Assessment 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- George Frederick Halow, University of Michigan; Maia E. Herrington, University of Michigan; Melanie Spare, Siemens Digital Industries Software; Shannon O'Donnell, Siemens Digital Industries Software; Gilbert Morris, Retired (formerly Siemens)
- Tagged Topics
- Diversity
- Tagged Divisions
- Aerospace
) Shannon O’Donnell, Americas Zone Strategy Lead, Academic Programs Melanie Spare, Portfolio Development Executive, Academic Enablementumich mbse asee filed -- 2021-05-24.docx Page 1 of 27 Date Created: December 17, 2020 Date Modified: May 24, 2021 Redefining Student Preparation for Engineering Leadership Using Model-Based Systems Engineering in an Undergraduate Curriculum May 24, 2021 – FiledAbstractUS colleges and universities confer over 130,000 engineering degrees each year. However, whilegraduating students from top universities possess
- Conference Session
- Development Around Diversity
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Shinae Jang P.E., University of Connecticut
- Tagged Topics
- Diversity
- Tagged Divisions
- Civil Engineering
neurodiverse students as well as all students with differentlearning styles and disabilities.1. IntroductionThe goal of undergraduate engineering programs is to teach how to solve problems [1] withcritical thinking and other necessary skills. Engineering programs typically have had a narrowfocus and rigid adherence to traditional instruction and assessment [2]. Blickenstaff [3] reportedthe lecture format that was adopted in most engineering courses can be detrimental in that itpotentially creates a barrier between students and instructors. Felder et al. [4] and Suresh [5]found that performance in key introductory undergraduate courses is related to engineeringpersistence. Even long after Seymour and Hewitt’s earlier study about students
- Conference Session
- New Directions for Engineering Technology
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Chen Xu, New York City College of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Technology
withdrawal rate in the regular in-personteaching mode, an average of about 30% in the past ten consecutive semesters. Our institution, the New York City College of Technology, abruptly switched to distancelearning mode in Spring 2020 and continues to offer all courses online in Fall 2020. This paperpresents our effort to redesign the contents, applications, and assessments of this course to face thechallenges of teaching an online hands-on lab class. We also want to implement remote learningadvantages, such as the flexibility and numerous methods to deliver information, into this course.The arrangements we made to adjust to the remote learning mode include: 1) redesign of the labcontents into 12 lab experiments in four modules; 2) integrate the
- Conference Session
- First-Year Programs: Recruiting and Retention
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Zahrasadat Alavi, California State University, Chico; Kevin Buffardi, California State University, Chico; Kun Zhang P.E., California State University, Chico; Kathleen Meehan, California State University, Chico; Webster R. Johnson, California State University, Chico
- Tagged Topics
- Diversity
- Tagged Divisions
- First-Year Programs
the previous year willhighlight opportunities for improving virtual bootcamp delivery for preparing future engineers.I. MotivationThe Math and Engineering bootcamp was established at California State University, Chico (CSUChico) in Summer 2019 [1]. During the COVID-19 pandemic, faculty decided to continueholding the bootcamp in Summer 2020, but in an exclusively online format for compliance withrequired safety protocols. The paper explains how the bootcamp contributed to the campusgraduation goals, the improvements that were made to the Summer 2019 bootcamp to develop anonline and more inclusive bootcamp, the challenges of delivering an online bootcamp, how weattempted to address the challenges, and how we can improve our experience in the
- Conference Session
- NSF Grantees Poster Session
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Maria Chrysochoou, University of Connecticut; Arash E. Zaghi, University of Connecticut; Connie Mosher Syharat, University of Connecticut; Sarira Motaref P.E., University of Connecticut; Shinae Jang P.E., University of Connecticut; Amvrossios Bagtzoglou, University of Connecticut; Caressa Adalia Wakeman, University of Connecticut
- Tagged Topics
- Diversity, NSF Grantees Poster Session
its roots in the autism activism of the 1990s. In recent years, theterm neurodiversity has come to represent a wide range of cognitive or neurological variationsthat are present in the human population. A large body of literature suggests that neurodivergentindividuals, including those with attention deficit hyperactivity disorder (ADHD), dyslexia, orautism spectrum disorder (ASD) possess a wide range of unique strengths that are assets inengineering. These strengths include divergent thinking, risk-taking, 3-dimensional visualizationskills, pattern identification, and systems thinking [1]-[5]. Despite the potential of nontraditionalthinkers to contribute to engineering breakthroughs, recruitment and retention rates ofneurodivergent students
- Conference Session
- Working Against Unjust Social Forces
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Kristen Moore, University at Buffalo; Rebecca Walton, Utah State University; Natasha N. Jones, Michigan State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education, Equity
maneuverability. Rather than report onstudy findings, as proposed, this paper uses the opportunity of injustice within the review processto directly apply the 4Rs.IntroductionAcross the fields of engineering, higher education, and STEM education, the relative lack ofdiversity in STEM fields, particularly engineering, has been long lamented[1]. Colleges anduniversities across the United States have made efforts to diversify representation of faculty andstudents, but these efforts have not solved the issue of equitable inclusion of people frommultiply marginalized and underrepresented (MMU) groups in higher education generally and inengineering specifically. A number of scholars have shown that the perceived norm of anengineer is white and male and that
- Conference Session
- Minorities in Engineering Division Technical Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Lisa Trahan, University of California, San Diego; Gennie Miranda, UC San Diego; Olivia A. Graeve, University of California, San Diego
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
, 2021 Reflecting on 10 years of centralized engineering student diversity initiatives (Experience)0. AbstractThe IDEA Engineering Student Center at the University of California San Diego’s Jacobs Schoolof Engineering was established in 2010 to focus on engineering student diversity and inclusioninitiatives following a series of racially charged incidents affecting our campus’ Black students.From its inception, the IDEA Center aimed to focus on 1) outreach, 2) recruitment and yield, 3)academic success and enrichment, and 4) retention and graduation for underrepresented minority(URM) students. Through the lens of nonprofit organizational lifecycles, the IDEA Centertransitioned from Idea to Start-up to Growth
- Conference Session
- Entrepreneurship and Engineering Innovation Division Technical Session 4
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jocelyn L. Jackson, University of Michigan; Aileen Huang-Saad, Northeastern University; Joi-lynn Mondisa, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- Entrepreneurship & Engineering Innovation
in STEM Entrepreneurship Jocelyn Jackson , Aileen Huang-Saad , Joi-Lynn Mondisa 1 2 1 The University of Michigan & Northeastern University 1 2AbstractIn the 1980s, businesses in the United States (U.S.) experienced an increased interest inentrepreneurship which created a significant growth in innovation through entrepreneurshipeducation and programming. This growth influenced the creation of new federal policies (e.g.,the Bayh–Dole Act) and federal government agencies’ programming (e.g., SBIR, STTR and I-Corps) that sparked
- Conference Session
- Faculty Perspectives of Active Learning, Inequity, and Curricular Change
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jeremy Grifski, Ohio State University; Emily Dringenberg, Ohio State University; Dira Melissa Delpech, Ohio State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
attheir beliefs about the cause of gender-based inequity in engineering. According to TaA, the typeof robust argument that is desirable for one to commit to their beliefs about the cause of complexsocial phenomena includes five distinct components: causal theory, evidence, counterargument,counterevidence, and rebuttal. By conducting interviews about gender-based inequity using TaA,we can explore 1) the ways in which individuals articulate their causal beliefs as arguments ofvarying sophistication, and 2) the ways in which individuals use evidence to commit to theirbeliefs. In this contribution, we: describe TaA as a framework, document how we used TaA in apilot study to inform our ongoing research on engineering faculty’s causal beliefs, and
- Conference Session
- Multidisciplinary Endeavors: Mechatronics, Robotics, and Technology
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Lei Miao, Middle Tennessee State University; Tanzeena Karim, Middle Tennessee State University; Tamir Shahir Hussain; Cen Li, Middle Tennessee State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
. The bill ofmaterials and the details of remote collaboration will also be included.On the educational front, we discuss a couple of efforts that helped the students: (i) We designedan introductory training lesson to introduce Arduino to them and (ii) We utilized project-basedlearning techniques to encourage them to learn new things along the way.1. IntroductionThis paper presents a summer research project conducted by three undergraduate students in theCollege of Basic and Applied Sciences (CBAS) at Middle Tennessee State University (MTSU).The project was part of a summer program that aimed at engaging minority and underrepresentedfreshman and sophomore students in CBAS via multidisciplinary and collaborative researchactivities. Specifically
- Conference Session
- College Industry Partnerships Division Technical Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Fethiye Ozis P.E., Northern Arizona University; Kyle Nathan Winfree, Northern Arizona University; Elizabeth Glass, Northern Arizona University
- Tagged Topics
- Diversity
- Tagged Divisions
- College Industry Partnerships
world. Introduction Internships have long been recognized as valuable by students, employers, and career services professionals aiding job search, recruiting, and career development [1]. “For students and career services professionals, internships offer a range of benefits, including the opportunity to identify and clarify career direction, develop skills important to career readiness, and gain first-hand experience in the workplace. For employers, internships can serve as a valuable source of new hires, enabling the organization and potential hire to try each other out, thereby enhancing
- Conference Session
- Research on Diversity, Equity, and Inclusion
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Stephanie M. Arnett, New Mexico State University; Sandra M. Way, New Mexico State University; David G. Ortiz, New Mexico State University; Lorissa B. B. Humble, New Mexico State University; Analyssa D. Martinez, New Mexico State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
- Conference Session
- Social Justice: Pedagogy, Curricular Reform, and Activism
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Gabriel Medina-Kim, Rensselaer Polytechnic Institute
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
assimilationist implications. Theauthor is particularly concerned by how such initiatives position themselves to universalize howcomputing should be taught and performed, echoing the legacies of educational institutions thatenforced cultural and epistemic hegemony upon marginalized students [1]. These nationalcomputing education initiatives are primed to magnify problematic notions of equity withinefforts to broaden participation, if not computing more generally. Because a thorough review ofwell-intentioned yet inequitable computer science equity initiatives is outside the scope of thispaper, this review will highlight three salient critiques.First, discourse in broadening participation tends to frame underrepresented studentsexploitatively. A common
- Conference Session
- First-Year Programs: Virtual Instruction in the First Year II
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Nina Kamath Telang, University of Texas at Austin; Nisha Abraham, University of Texas at Austin; Mohana Seelan, University of Texas at Austin; Ramakrishna Sai Annaluru, University of Texas at Austin
- Tagged Topics
- Diversity
- Tagged Divisions
- First-Year Programs
California, San Diego in Computer Science Engineering.Mr. Ramakrishna Sai Annaluru, University of Texas at Austin Ramakrishna (Sai) Annaluru is a 3rd Year MS/PhD student in Electrical and Computer Engineering at the University of Texas at Austin, researching at the intersection of machine learning and signal processing. Sai’s educational background include 1 semester of graduate Teaching Assistant experience for Signals and Systems and Introduction to Computing, 2 semesters of head instructor experience for a 1 credit hour spatial visualization course, and 2 years of undergraduate tutoring experience in introductory electrical engineering and mathematics classes. American
- Conference Session
- Critical Conversations on Being Valued
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Kalynda Chivon Smith, North Carolina A&T State University; Cristina Poleacovschi, Iowa State University of Science and Technology; Scott Grant Feinstein; Stephanie Luster-Teasley, North Carolina Agricultural and Technical State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education, Equity
, relatively less research has specifically addressed the retentionof Latinx students in STEM disciplines. There is limited research regarding howmicroaggressions targeting Latinx students in engineering education settings impact theirretention in those programs. Guided by Sue’s definitions and taxonomy of microaggressions, andCritical Race Theory, the purpose of the current study was to answer the following researchquestions: 1) What microaggressions do Latinx students experience in an engineering educationenvironment? And 2) How do these microaggressions impact their academic wellbeing? Aphenomenological design was used to determine the microaggression experiences of Latinxstudents in higher education engineering programs. Qualitative data was
- Conference Session
- Potpourri - A Mix of All Topics
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Sean Michael Quallen, University of Idaho; John Crepeau P.E., University of Idaho; Barry Willis, University of Idaho; Steven W. Beyerlein, University of Idaho; JJ Petersen, University of Idaho
- Tagged Topics
- Diversity
- Tagged Divisions
- Mechanical Engineering
, use digital media toadvance their academic careers and have been exposed to this technology for all of their lives.This Generation Z cohort, students roughly between the ages of 17-22 have particular learningstyles and it is important as engineering educators to modify our teaching methods to best meettheir needs. Kalkhurst [1] writes that GenZ students are disrupting many ingrained practices ineducation and that colleges and universities are forced to adapt at a rapid pace or becomeirrelevant. GenZ students are accomplished self-learners, can process information at a fast paceand it is important to be brief and visual to capture and hold their attention [2].Seemiller and Grace [3] highlight an important characteristic of GenZ learners: a
- Conference Session
- Multidisciplinary Experiences: Teaching in a Pandemic
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Bahaa Ansaf, Colorado State University - Pueblo; Nebojsa I. Jaksic, Colorado State University - Pueblo
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
of the implemented changes and the technologyused. Also, computer communication technology and the availability of sufficient internet bandwidthwere adequate. The students’ feedback shows the importance of having direct interaction with theinstructor affected by their experiences with the online portion of the semester. In conclusion, educationis strongly dependent on a trust-building process between the instructor and the learners. The studentscan follow-up and are involved positively in any modification of class format or methodology if theybelieve in their coach’s (instructor’s) competency.1. Introduction: COVID-19 pandemic hit unexpectedly during spring 2020. All life sectors were impacted significantly,including health, economics
- Conference Session
- MASS: Mastery, Assessment and Success of Students
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Liza Boyle, Humboldt State University; Jason Patrick Marcus Reid, Humboldt State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Mechanics
Thermodynamics) and Spring 2020 (Dynamics only).T-tests showed that for all subgroups of students attending study sessions improved homeworkgrades. Additionally, a linear regression analysis was used to model the relationship betweenstudents’ exam improvement (between Exam 1 and Exam 2, and between Exam 2 and Exam 3)and their difference in study session attendance before each of the included exams. The analysisshowed that students who attended study sessions were positively affected overall, with each 20%increase in study session attendance (typically one study session) increasing grades by 2-3% (p=8.35E-4). One subset of students showed a negative correlation with attending study sessions:Hispanics who did not receive Pell-grants (p=0.972) but this
- Conference Session
- Minorities in Engineering Division Technical Session 7
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Elizabeth Turochy, Auburn University; Michael Alexander Perez, Auburn University; Cristina Poleacovschi, Iowa State; Erin Doran, Iowa State University of Science and Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
identified the main themesacross all interviews. These themes were then turned into a set of analytical codes, which thencreated a coding matrix that was used to analyze all interview transcriptions in NVivo.Through analyzing the interview transcriptions, nine stereotype themes and nine stereotype threatthemes were identified. During the data analysis process, stereotypes based on both race andgender were considered. The institution that the student attended as well as their year in schoolwere also taken into consideration.ResultsTable 1 shows the nine primary stereotype themes that were identified based on the collecteddata with their accompanying definitions. Table 1 – Stereotype Themes and Definitions
- Conference Session
- Innovative and Impactful Engineering Leadership Pedagogy
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Adrienne Steele, Louisiana State University and A&M College; Warren N. Waggenspack Jr., Louisiana State University and A&M College; Joseph Learned Odenwald
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Leadership Development
universities [1], it’s important to examine all aspects and impacts ofthese programs on all students served. Over several years, it became apparent that the mentoringprogram had quite a positive effect on the mentors themselves as well as the protégés. Intriguedby higher graduation rates of former peer mentors, the researchers sought to discover andexamine the academic and social benefits peer mentors found by participating in this program. Arandom number generator was used to select twenty people from a list of all mentors who servedat least two years in the program (n=101) since 2010. Many of these mentors had graduated andworked in various engineering positions, while others were current students. Phone interviews ofeight current and former mentors
Uncovering Strategies to Improve Student Engagement and Enhance the Engineering Education Curriculum
- Conference Session
- NSF Grantees Poster Session
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Ekundayo Shittu, George Washington University; Dor Hirsh Bar Gai, George Washington University ; Saniya Leblanc, George Washington University; Erica Cusi Wortham, George Washington University; Annamaria Konya Tannon, George Washington University
- Tagged Topics
- Diversity, NSF Grantees Poster Session
, harnessing the value of developingintervention programs that are deeply integrated in a scale that accommodates diverse student participants,and developing programs that have interdisciplinary scopes with room for inclusivity. It is also ofimportance to note that there are culture gaps in the learning pedagogy of today’s students such that it is ofsignificance to connect the education of the students to the local community and for K-12 education systemto transition to project-based learning.1. IntroductionThe premise of convening a workshop to highlight the strategies to improve student engagement byenhancing the curriculum of engineering education draws on Linus Pauling’s suggestion, that, “To have agood idea you must first have lots of ideas.” [1
- Conference Session
- Engineering Design Graphics Division Technical Session 4: A Potpourri of Ideas
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Daniel P. Kelly, Texas Tech University; Jeremy V. Ernst, Embry-Riddle Aeronautical University; Aaron C. Clark, North Carolina State University at Raleigh; Erik Schettig, North Carolina State University at Raleigh
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Design Graphics
parentalcareer were the most influential factors of persistence. Using this information, combined with thetheoretical underpinnings of these constructs, may provide areas in which to focus andspecifically target in order to improve persistence rates in engineering education.Introduction Compared to other degree programs, persistence rates of undergraduate engineeringprograms are low. Engineering programs have up to 50% of students who persist and graduatewith an engineering degree whereas persistence rates of other majors such as education (81%),business (80%), and humanities (64%) are greater [1], [2], [3]. Programs develop curricula,establish course structures, provide resources, and implement support intended to improvestudent persistence [4
- Conference Session
- Women in Engineering Division Technical Session 5
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Kathrine Ehrlich-Scheffer, Rochester Institute of Technology (COE)
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering
understand this current cohort of students, followed by the second prong of a needsassessment survey distributed to all undergraduate women in our college of engineering. Theresults of these first two approaches were reported upon separately [1]. The survey left us withseveral unanswered questions that required further examination to better understand the declinein current student engagement with our program. Specifically, we needed to understand how ourhistorically events-driven organization could offer academic support (the top concern acrossevery year and engineering major) without duplicating existing services; and also why, whenasked to rank their top concerns as women studying engineering, the environment for womenwithin the engineering
- Conference Session
- Medley of Undergraduate Programming and Pedagogies
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Yue Liu, Arizona State University; Dina Verdin, Arizona State University; Gerhard Sonnert, Harvard Smithsonian Center for Astrophysics
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
bytheir fathers and teachers, however, at the end of high school, female students were more likelyto be encouraged by their fathers and siblings.This study helps disentangle the influence social agents have on female high schoolers’ interestin engineering careers. Furthermore, a deeper understanding of how factors influence the chancesof female students’ engineering career interest during high school and first semester of collegewill help the engineering education research community develop more effective strategies inimproving female and minority student participation.IntroductionBroadening participation in engineering has been a critical topic for more than a decade [1].Moreover, engineering continues to be a male-dominated field; in 2017, the
- Conference Session
- Minorities in Engineering Division Technical Session 3
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Stephen Secules, Florida International University; Bruk T. Berhane, Florida International University; Haiying Long, University of Kansas; Anna Teresa Caringella; Andrea Pinto
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
(2017) notes that these traditional students “receive the vast majority of attention and resourcesfrom colleges and universities” (p. 1). There is some irony here since “the majority of students inundergraduate programs can be classified as nontraditional, suggesting that the traditional student…is nowactually the exception rather than the norm” (Chen, 2017, p. 1). For this reason, nontraditional students aswe describe them here are now often referred to as post-traditional learners, a term acknowledging thatnontraditional student populations are now often the “norm.” Moreover, Kim et al. (2010) suggest that usingpredefined labels to define nontraditional students may be less useful than allowing this population to self-identify based on