Displaying results 1981 - 2010 of 2172 in total
- Conference Session
- Entrepreneurship & Engineering Innovation Division Technical Session 5
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Nicholas D. Fila, Iowa State University; Justin L. Hess, Indiana University-Purdue University of Indianapolis
- Tagged Topics
- Diversity
- Tagged Divisions
- Entrepreneurship & Engineering Innovation
heuristics.Dr. Justin L. Hess, Indiana University-Purdue University of Indianapolis Dr. Justin L Hess is the Assistant Director of the STEM Education Innovation and Research Institute at IUPUI. His research interests include ethics, design, and sustainability. Dr. Hess received each of his degrees from Purdue University, including a PhD in Engineering Education, a Master of Science in Civil Engineering, and a Bachelor of Science in Civil Engineering. He is currently the Vice Chair of the American Society of Civil Engineers’ Committee on Sustainability subcommittee on Formal Engineering Education. c American Society for Engineering Education, 2018 Critical Incidents in Engineering Students
- Conference Session
- Advancing Research on Engineering Leaders’ Confidence, Careers, and Styles
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Cindy Rottmann, University of Toronto; Doug Reeve P.Eng., University of Toronto; Serhiy Kovalchuk, University of Toronto; Mike Klassen, University of Toronto; Milan Maljkovic; Emily L. Moore, University of Toronto
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Leadership Development
Paper ID #25598Counting Past Two: Engineers’ Leadership Learning TrajectoriesDr. Cindy Rottmann, University of Toronto Cindy Rottmann is the Associate Director of Research at the Troost Institute for Leadership Education in Engineering, University of Toronto. Her research interests include engineering leadership in university and workplace settings as well as ethics and equity in engineering education.Dr. Doug Reeve, University of Toronto Dr. Reeve is the founding Director of the Troost Institute for Leadership Education in Engineering (Troost ILead) (2010-2018) at the University of Toronto. After a lengthy career as a
- Conference Session
- Faculty Development II
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Jennifer A Turns, University of Washington; Brook Sattler, University of Washington; Lauren D. Thomas, University of Washington; Cynthia J. Atman, University of Washington; Richard Brown Bankhead III, Highline Community College; Adam R Carberry, Arizona State University; Kristine R. Csavina, Arizona State University, Polytechnic campus; Patrick Cunningham, Rose-Hulman Institute of Technology; Douglas Karl Faust, Seattle Central College; Trevor Scott Harding, California Polytechnic State University; Ken Yasuhara, Center for Engineering Learning & Teaching, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
campusDr. Patrick Cunningham, Rose-Hulman Institute of TechnologyDr. Douglas Karl Faust, Seattle Central College PhD in Physics, professor of Mathematics, physics, astronomy and computer science.Dr. Trevor Scott Harding, California Polytechnic State University Dr. Trevor S. Harding is Professor of Materials Engineering at California Polytechnic State University where he teaches courses in materials design, biomedical materials, and life cycle analysis. He has pre- sented his research on engineering ethics to several universities and to the American Bar Association. He Page 26.1323.1 serves as Associate Editor of
- Conference Session
- Works in Progress: Assessment and Research Tools
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Tamara Ball, University of California - Santa Cruz; Linnea Kristina Beckett, University of California - Santa Cruz; Michael S. Isaacson, University of California - Santa Cruz
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
continuously interacting with thedifferent social and material aspects of their surroundings such that each mutually constitutes theother. For a community of practice to function, members need to mutually generate andappropriate a shared repertoire of ideas, commitments, values, ethics and memories. Thiscorresponds to earlier observations by Brown et. al14 that learning communities are “bound byintricate, socially constructed webs of belief, which are essential to understanding what they do”(p.33). The co-generation of these shared practices and purposes motivates members to developand use various resources such as tools, documents, routines, expectations, vocabulary or othersymbol systems. As these resources are continuously shared back and forth
- Conference Session
- Retention
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Niranjan Hemant Desai, Purdue University Northwest; George Stefanek, Purdue University Northwest
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
within their departments. Subsequent lecturesincluded guest speakers, both faculty and industry, from a variety of engineering disciplines thatfocused on the challenges within their disciplines.The two-credit design course “Design Practicum”, was a hands-on design course with lecturesand labs that introduced students to relevant topics in engineering that included problem solving,team design, innovation, information technology, engineering, ethics in engineering, communityengagement and social responsibility. Online videos, lectures, and tutorials provided a "flippedclassroom" style course.Application of classroom concepts in industry: Saterbak et al.17 described an elective courseavailable to all freshman students in the School of Engineering
- Conference Session
- NSF Grantees Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Lucy Arellano Jr., University of California, Santa Barbara
- Tagged Topics
- Diversity, NSF Grantees Poster Session
Relationships Student-faculty relationships play a vital role in STEM retention. The scholarship in the fieldhas extensively documented the significance of student-faculty interactions as an important predictorfor success; however, we possess limited knowledge of the nature of student-faculty engagement forLatinx students in community colleges (Rodriguez et al., 2016). In fact, community colleges havebeen attributed as the most important avenue to transferring to 4-year institutions (Jackson et al.,2013). An important way to encourage the development of student-faculty relationships could bethrough mentoring. Student-faculty relationships aid students in different ways such as self-development, work ethic, and mentorship (Gandhi-Lee et al., 2015
- Conference Session
- Design in Engineering Education Division (DEED) - Student-Centered Approaches in Design Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Amit Shashikant Jariwala, Georgia Institute of Technology; Jill Fennell, Georgia Institute of Technology; Christian Sims, Georgia Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education Division (DEED)
Mechanical Engineering at Georgia Tech, focuses on advancing written, visual, and verbal communication skills. Her research centers on affect theory and its application to technical communication, specifically information design. Jill studies how to enhance the effectiveness of pedagogical documents by incorporating principles from affect theory. Through her work, she aims to empower students, fostering an environment where they actively shape their communication interactions, including teamwork and ethical discussions. By integrating these principles, she goes beyond traditional methods, ensuring that students not only learn but also take an active role in shaping their communication experiences.Christian Sims, Georgia
- Conference Session
- Community Engagement Division 3 - Engagement in Practice Lightning Round: Fostering Reciprocal Partnerships and Empowering Change
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Daniel B. Oerther, Missouri University of Science and Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
needs to be combated at primary levels of prevention by nurses,” Nurs. Open, vol. 7, pp. 678-679, 2020. 3. S. Oerther and D.B. Oerther, “The ethical challenges of antimicrobial resistance for nurse practitioners,” Nurs. Open, vol. 7, pp. 904-906, 2020. 4. H. Kosiyaporn, S. Chanvatik, T. Issaramalai, W. Kaewkhankhaeng, A. Kulthanmanusom, N. Saengruang, W. Witthayapipopsakul, S. Viriyathorn, S. Kirivan, W. Kunpeuk, R. Suphanchaimat, A. Lekagul, and V. Tangcharoensathien, “Surveys of knowledge and awareness of antibiotic use and antimicrobial resistance in general population: A systematic review,” PLoS One, vol. 15, no. e0227973, 2020. [Online] Available: https://doi.org/10.1371
- Conference Session
- Computing and Information Technology Division (CIT) Technical Session 2
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Hashmath Fathima, Morgan State University; Kofi Nyarko, Morgan State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Computing and Information Technology Division (CIT)
them keep up with the technological changes. Overallmore African American teachers participated over four years. The teachers who participated inthe surveys reported that the program had increased their confidence in research andincorporated STEM in their classrooms. In addition, the program has provided flexibility to theteachers as they start their research two weeks after the students (REUs), which required theteachers to work more at developing their teams.ConfidenceMost of the effects were seen in the teachers' confidence in producing research articles forpublication, understanding research literature, and understanding the ethical issues surroundingresearch. Teachers' confidence levels barely changed between 2019 and 2020 but increased
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Rebecca Zarch, SageFox Consulting Group; Monica McGill, CSEdResearch.org
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
- Conference Session
- Virtual Mentoring Program, Listening to Those That Matter, Moving Beyond Research, and Career Outcomes Tracking
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Gerard Dorvè-Lewis, University of Pittsburgh; Danielle Vegas Lewis, SUNY Fredonia; Maricela Bañuelos, University of California, Irvine; Natascha Trellinger Buswell, University of California, Irvine; Linda DeAngelo, University of Pittsburgh
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering Division(MIND)
-based ethical barriers for American Indian/Alaska Native students and professionals in engineering,” in 2021 ASEE Virtual Annual Conference Content Access Proceedings, Virtual Conference: ASEE Conferences, Jul. 2021, p. 36888. doi: 10.18260/1-2--36888.[11] M. A. Beasley and M. J. Fischer, “Why they leave: The impact of stereotype threat on the attrition of women and minorities from science, math and engineering majors,” Soc. Psychol. Educ., vol. 15, no. 4, pp. 427–448, Dec. 2012, doi: 10.1007/s11218-012-9185-3.[12] G. Lichtenstein, H. L. Chen, K. A. Smith, and T. A. Maldonado, “Retention and persistence of women and minorities along the engineering pathway in the United States,” in Cambridge Handbook of Engineering
- Conference Session
- Student Mental Health and Communities of Care
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Katherine Robert, University of Denver; Jon A. Leydens, Colorado School of Mines
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society Division (LEES)
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Anne M. McAlister, The State University of New York, Buffalo; Sarah Catherine Lilly, California State University, Channel Islands
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
.2005.11.036.[12] G. Downey and J. Lucena, “When students resist: ethnography of a senior design experience in engineering education,” Int. J. Eng. Educ., vol. 19, no. 1, pp. 168–176, 2003.[13] J. A. Leydens, K. E. Johnson, and B. M. Moskal, “Engineering student perceptions of social justice in a feedback control systems course,” J. Eng. Educ., Jul. 2021, doi: 10.1002/jee.20412.[14] C. P. McClure and A. L. Lucius, “Implementing and evaluating a chemistry course in chemical ethics and civic responsibility,” J. Chem. Educ., vol. 87, no. 11, pp. 1171–1175, Nov. 2010, doi: 10.1021/ed1005135.[15] C. Baillie, A. L. Pawley, and D. Riley, Engineering and Social Justice in the University and Beyond. West Lafayette, IN: Purdue University
- Conference Session
- Women in Engineering Division (WIED) Technical Session 2
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Najme Kishani Farahani, University of Toronto, Canada; Aimy Bazylak, University of Toronto, Canada; Jason Bazylak, University of Toronto, Canada
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering Division (WIED)
approaches in each engineering department andgraduate degree. We used institutional data available at the engineering faculty in the researcheduniversity. After the approval of the ethics board and the Vice-Provost Student of the university,we accessed and worked with different sets of students’ records. Here are the datasets we used inour analysis in this study:Undergraduate students’ registration and academic performance (2006-2021): The researchsample included data from 26,842 undergraduate students with at least one university recordfrom 2006 to 2021. In total, there were 275,233 records from these undergraduate students,including every session they have registered at the university. Twenty-four parameters describedthis research sample, but we
- Conference Session
- Graduate Student and Postdoctoral Fellow Perspectives on Advancing Women and Gender Equity in Engineering - for the Next 130 Years
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Baishakhi Bose, Lawrence Berkeley National Laboratory; Haleh Barmaki Brotherton, Clemson University; Theo Hopper, University of Michigan; Pamela Martínez Oquendo, University of Nebraska-Lincoln; Lily M. Wang P.E., University of Nebraska-Lincoln; Margaret E.B. Webb, Virginia Tech; Hannah Wilkinson, Utah State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering Division (WIED)
funding needs to be available for engineeringextracurriculars in low economic and rural school districts. To improve the perceptions of womxnand other underrepresented identities in STEM, the representation of scientists and engineers needsto be shifted in the classroom and in media. Textbooks, educational videos, and classroomexamples need to depict people with different genders, races, and ethnographies, allowing youngstudents to see themselves as engineers. Teachers need to be trained on how to avoidmicroaggressions and foster inclusivity in classrooms. Diversity, inclusion, and ethics need to beincluded in the K-12 STEM curriculum.Undergraduate education: Following changes to K-12 education, undergraduate education needsto undergo systemic
- Conference Session
- Women in Engineering Division (WIED) Technical Session 5
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Alison Leigh Banka, University of Georgia; Agnes Germaine d'Entremont, P.E., University of British Columbia, Vancouver; Katherine A. Lyon
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering Division (WIED)
enrollment data by gender and race were available. Since this data is publiclyavailable, our research ethics board does not require research study review.Gender data was limited to the categories “male” and “female”. We will use these terms whenexamining the data, but will use the terms “men” and “women” in discussing the results in linewith our constructionist approach to gender [33]. We acknowledge that there is a difference inmeaning between these terms (e.g., male versus man), and that the dataset does not represent allgenders (i.e., non-binary).Racial data was distributed among the following categories: ● American Indian/Alaska Native ● Asian ● Black ● Foreign ● Hispanic ● Multiracial (added in 2010) ● Native Hawaiian
- Conference Session
- Women in Engineering Division (WIED) Technical Session 6
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering Division (WIED)
- Conference Session
- Session 6 - Track 3: The only difference is now it counts: Exploring the Role of a Summer Bridge Program in Shaping Student Expectations of Engineering
- Collection
- 2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)
- Authors
- Taylor Y. Johnson, Virginia Polytechnic Institute and State University; Malini Josiam, Virginia Tech; Walter C. Lee, Virginia Polytechnic Institute and State University
- Tagged Topics
- CoNECD Paper Sessions, Diversity
- Conference Session
- Session 8 - Track 2: Resistance to advocacy around hidden curriculum in engineering
- Collection
- 2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)
- Authors
- Victoria Beth Sellers, University of Florida; R. Jamaal Downey; Idalis Villanueva Alarcón, University of Florida
- Tagged Topics
- CoNECD Paper Sessions, Diversity
- Conference Session
- Computing and Information Technology Division (CIT) Technical Session 7
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Sagnik Nath, University of California, Santa Cruz; Jennifer Quynn, University of California, Santa Cruz; Jose Renau
- Tagged Topics
- Diversity
- Tagged Divisions
- Computing and Information Technology Division (CIT)
student-centered approach to teaching and learning. [33].ITL aligns to guidelines provided by the Accreditation Board for Engineering and Technology (ABET)[34] to establish that students should be learning engineering in ways that look like the work engineers do([4], [35]). To meet ABET learning objectives and teaching through Inquiry, students work on teams toidentify, design, and solve complex problems and to create ways to test their ideas that meet specificneeds and constraints of health, culture, environment and economics, while communicating effectively todifferent stakeholders and exercising ethical and professional judgments. ABET learning objectives arerepresentative of Inquiry and not Transmission teaching ([4], [14]). Even
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Harpreet Auby, Tufts University; Milo Koretsky, Tufts University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
thesubject matter [33]. Disagreements regarding the coding or data analysis were addressed andresolved by consensus. This resulted in multiple iterations of the coding process with evolvingdialogue regarding the data to ensure that the analysis process maintained credibility andtrustworthiness in the substantive validation process [33]. We continually engaged in self-reflection and conversations regarding our positionality to reinforce ethical validation. Throughthese conversations, we evaluated how our positionality influenced our data analysis and tooksteps to ensure the participants' voices were centered in our minds.Table 3. Finalized list of codes organized based on the processes detailed in expectation statestheory. Theme
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Nrupaja Bhide, Purdue University, West Lafayette ; Yağmur Önder, Purdue University, West Lafayette ; Sydney Free, Purdue University, West Lafayette ; Michael Dunham, Purdue University, West Lafayette ; Dhinesh Balaji Radhakrishnan, Purdue University, West Lafayette ; Jennifer Deboer, Purdue University, West Lafayette
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
, no. 2, pp. 187–219, 2012, doi: 10.1002/j.2168-9830.2012.tb00048.x.[25] National Academy of Engineering, “Engineering the future,” Annual Report, 2004.[26] Engineers’ Council for Professional Development, “Canons of ethics for engineers,” New York, 1947.[27] M. Elshakry, “When science became western: Historiographical reflections,” Isis, vol. 101, no. 1, pp. 98–109, 2010, doi: 10.1086/652691.[28] R. Eglash, M. Lachney, W. Babbitt, A. Bennett, M. Reinhardt, and J. Davis, “Decolonizing education with Anishinaabe arcs: Generative STEM as a path to Indigenous futurity,” Educ. Technol. Res. Dev., vol. 68, no. 3, pp. 1569–1593, Jun. 2020, doi: 10.1007/s11423-019-09728-6.[29] R. Eglash, A. Bennett, C
- Conference Session
- Faculty Development Division (FDD) Technical Session 11
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Boni Frances Yraguen, Georgia Institute of Technology; Adam Steinberg; Carol Subiño Sullivan, Georgia Institute of Technology; Lance Matthew Crawford
- Tagged Topics
- Diversity
- Tagged Divisions
- Faculty Development Division (FDD)
- Conference Session
- Women in Engineering Division (WIED) Technical Session 1
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile; Marcela Silva, Universidad Andres Bello, Santiago, Chile; Carolina Alvarado, California State University, Chico
- Tagged Topics
- Diversity
- Tagged Divisions
- Women in Engineering Division (WIED)
secretary ofthe CE program and assumed the role of observer and assistant to oversee the recordings,logistics and provision of materials, as well as to take notes on participant input. We hosted threeseparate sessions, having each of the groups participating separately. Sessions that involvedGroups S and F were conducted face-to-face, while the Group A session was held via Zoom Ⓡ.For the face-to-face session, we provided coffee, biscuits and other food for the attendees. Inboth formats, participants were formally welcomed and then we introduced the dynamics andobjectives of the sessions. Then we proceed to ask them to read and sign the informed consentdocument as part of the ethical framework of the research, which included consent to have
- Conference Session
- First-Year Programs Division (FYP) - Technical Session 4: Supporting Success 1
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Jahnavi Dirisina, University of Oklahoma; Randa L. Shehab, University of Oklahoma
- Tagged Topics
- Diversity
- Tagged Divisions
- First-Year Programs Division (FYP)
academic success,is only connected with specific outcomes, i.e., scores/performance in a task. For a well-roundedand ethical education, an individual must identify with what they are learning, see the value intheir learning outcomes and acquire significant knowledge. From the perspective of an educator,self-efficacy is a critical construct that helps students progress through the curriculum by passingprerequisite courses, while self-concept drives the student forward towards achievement of agreater goal of graduating as an engineer.Table 2 consists of the variables condensed from table 1, but re-categorized into which constructthis review has deemed as appropriate. It should be noted that table 1 had two columns based oninterpretations in
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Jerry Austin Yang, Stanford University; Anthony Lising Antonio; Sheri D. Sheppard, Stanford University
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education Division (EQUITY), Equity
/sunday/the- asian-advantage.html[2] D. E. Naphan-Kingery, M. Miles, A. Brockman, R. McKane, P. Botchway, and E. McGee, “Investigation of an equity ethic in engineering and computing doctoral students,” Journal of Engineering Education, vol. 108, no. 3, pp. 337–354, 2019, doi: 10.1002/jee.20284.[3] National Science Board, “The State of US Science and Engineering 2022,” National Science Foundation, Alexandria, VA, 2022. Accessed: Dec. 02, 2022. [Online]. Available: https://ncses.nsf.gov/indicators[4] L. D. Patton and S. Bondi, “Nice white men or social justice allies?: using critical race theory to examine how white male faculty and administrators engage in ally work,” Race Ethnicity and Education, vol. 18, no. 4, pp. 488–514
- Conference Session
- Technical Session 5 - Paper 5: The Impact of Prior Programming Experience on Computational Thinking in First-Year Engineering Experience.
- Collection
- 2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)
- Authors
- Noemi V Mendoza Diaz, Texas A&M University; Deborah A. Trytten, University of Oklahoma; Russ Meier, Milwaukee School of Engineering; Janie M Moore, Texas A&M University
- Tagged Topics
- CoNECD Paper Sessions, Diversity
of software design through the implementation and debugging of student-written programs; (4) introduction to engineering majors, career exploration, engineering practice within realistic constraints such as economic, environmental, ethical, health and safety, and sustainability. Physics: This is the second course in the first-year engineering experience and has Intro as a pre-requisite. Many of the experiments involve rely on Python code to interact with sensors and actuators. Therefore, a solid foundation in the skills from Intro is necessary.From the population of position-of-stress participants, a stratified sampling technique was usedto choose interview candidates in three categories of decreasing
- Conference Session
- Technical Session 2 - Paper 2: Lessons Learned from Conducting a Diversity-Focused Faculty Cluster Hire at a Predominantly White Institution
- Collection
- 2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)
- Authors
- Robyn Sandekian, University of Colorado Boulder; Dana Francesca Stamo, University of Colorado Boulder; Clayton Lewis, University of Colorado Boulder
- Tagged Topics
- CoNECD Paper Sessions, Diversity
least one candidate who would be offered a faculty position.The Dean and Search Chair reiterated to everyone involved that this was an open-disciplinesearch and that the only limitation was that applicants had to specialize in an area that would fitwithin any tenure-home engineering department. That excluded individuals whose faculty homewould have been in the college’s humanities/society/ethics or engineering education programs.Along with the Search Committee chair (Lewis), the search committee’s equity advisor andlogistics manager (Sandekian) collected and organized relevant research and materials fromcomparable searches nationwide and placed them into a shared Google Drive folder. Thisincluded the rubric and website materials developed by
- Conference Session
- Engineering Education Culture: Mental Health, Inclusion, and the Soul of Our Community
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Lucy Elizabeth Hargis, University of Kentucky; Courtney Janaye Wright, University of Kentucky; Ellen L. Usher, University of Kentucky; Joseph H. Hammer, University of Kentucky; Sarah A. Wilson, University of Kentucky; Melanie E. Miller, University of Kentucky
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
involveintense identity exploration and a period of planning for the transition to a career and adulthood[1]. When coupled with the demands of rigorous academic coursework and requirements, thisperiod of development can present significant psychological challenges. Indeed, mental healthconcerns have been increasing on college campuses, as students report more symptoms of stress,depression, and anxiety [2], [3]. This is concerning given the evidence of the link betweenmental health during college and students’ academic achievement, retention, work-ethic, andsocial well-being [1], [4]. Perhaps more alarming is the fact that suicide is the second-leadingcause of death on college campuses [1], [5].Seeking help from mental health professionals is one way
- Conference Session
- Computers in Education 7 - Modulus 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Rahman Adekunle; John Kofi Eshirow Jr., University of Virginia; Jacob Lam Herring, University of Virginia; Sin Lin, University of Virginia; Rider W. Foley, University of Virginia
- Tagged Topics
- Diversity
- Tagged Divisions
- Computers in Education
to solve a social good.Mr. Jacob Lam Herring, University of Virginia Research assistant with the team since Summer 2020Sin Lin, University of Virginia Undergraduate Civil Engineering Student at the University of Virginia.Dr. Rider W. Foley, University of Virginia Dr. Rider W. Foley is an assistant professor in the science, technology & society program in the De- partment of Engineering and Society at the University of Virginia. He is the principal investigator at University of Virginia on the ’4C Project’ on Cultivating Cultures of Ethical STEM education with col- leagues from Notre Dame, Xavier University and St. Mary’s College. He is the co-PI on the SCC Harlem project funded by the NSF that explores