Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lorraine Francis, University of Minnesota, Twin Cities; David John Orser, University of Minnesota, Twin Cities; Kia Bazargan, University of Minnesota, Twin Cities; Susan Mantell, University of Minnesota, Twin Cities; Joshua M. Feinberg, University of Minnesota, Twin Cities; Russell J. Holmes, University of Minnesota, Twin Cities

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

course is to spread the more experienced studentsbetween teams. In this way, those more experienced students can help the less experiencedlearn. Figure 2 shows the flow diagram and specifications for the team projects. Students areintroduced to the project in Week 3 or 4 and challenged to think of a problem or goal statementfor a project. In this short exercise, students consider the project specifications (see Fig. 2. right)and project categories such as “Tools and Fixtures”, “3D Model or Visualization” and “HelpingOthers”. Students also reflect on their own interests and their experience so far in the course asthey think of a problem or goal statement. Further, several examples are provided to help themunderstand the elements of a well

Conference Session

Design in Engineering Education Division: Design Mental Frameworks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Sara Bernice Grajeda, University of Delaware; Dustyn Roberts P.E., Temple University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

response was robust (N=632, 85.4% of total population) and reflected classdemographics. Females demonstrated lower mean self-efficacy scores in engineering applicationand tinkering (Table 1a). Both URMs and first-generation students showed slightly lower meanself-confidence in math and science skills (Tables 1b and 1c). Intersectionality of race andgender was examined; and URM females showed marginally lower mean self-efficacy thanURM males in tinkering tasks, when controlling for both demographic factors (femaleURM=3.3, male URM=3.6, αinteraction=.007). International students demonstrated significantlyless professional/interpersonal and problem solving self-confidence (Table 1d).DiscussionTaken together, these results suggest that there are

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Charles J. Robinson, Clarkson University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

subservience noted from either side. Projects of an altruisticnature like this one have been shown to be heavily valued by females on design teams.18In the early years, the best assessment tool was a 1-page free-form reflection that each studentwrote at semester’s end. Each student also kept a daily log and the group prepared a final reportthat included a particular tables field product manual. Almost all wrote that 1) they learned a lotof new hands-on skills and how to read schematics; 2) they had a different view of those withdisability; 3) they liked working on a real problem and doing so as a team; and 4) a good numbersaid that it was the best class that they took at the university (the last comment makes me wonderwhere the joy resides in other

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Catherine G.P. Berdanier, Pennsylvania State University, University Park

Tagged Topics

Diversity, NSF Grantees Poster Session

for thisstage will come from snowball sampling methods, because non-completers are an invisible andsensitive population. Either quantitative or qualitative differences (or similarities) between the twogroups (current students vs non-completers) will be fascinating with respect to the graduateengineering socialization process in which writing is an invisible competency.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant1733594. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation. References[1] Council of Graduate

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 9

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephanie Farrell, Rowan University; Kyle F. Trenshaw, University of Rochester; Robyn Sandekian, University of Colorado, Boulder

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Using misgendering as a tactic for harassment and bullying by those Can risk outing who have discriminatory beliefs. 21Trans ExperiencesClimate for Trans IndividualsTrans-supportive Policies and ProceduresClimate Climate is reflected in: Chilly Climate  structures, policies, and An environment that practices; dampens individuals’ self

Conference Session

Track : Collegiate - Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Janice Leshay Hall, Virginia Tech; Dina Verdin, Purdue University, West Lafayette; Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Allison Godwin, Purdue University, West Lafayette

Tagged Topics

Collegiate, Diversity

undergraduate science andengineering students for a total of 16 participants. For the first round, the focus groups wereaimed at identifying high-level issues with the survey (i.e., the applicability of the questions andstudents’ initial reactions to the instrument). Questions aimed at the participants in the focusgroup ranged from reflecting about the different experiences of student support, whether thoseexperiences were captured in the instrument and identifying any student support experiences thatwere not represented among available answers. Additionally, participants were asked to lookcarefully at how the questions are constructed and the wording used in the instrument. Thestudents described how they interpreted questions and gave suggestions to

Conference Session

Multidisciplinary Engineering Design I

Collection

2019 ASEE Annual Conference & Exposition

Authors

Louise Rosanna Manfredi, Syracuse University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

the aerospace company at the time of this study wereinterviewed remotely (the researcher and participants are bi-coastally located), and the industrialdesign undergraduate was interviewed in person when they returned to school to resume study.The interview questions and methods were approved by the university Institutional ReviewBoard (ID 18-401). The interviews were conducted 4 months after the summer 2018 internshipprogram concluded.The questions asked were open by design, to encourage the interviewee to reflect on theirexperiences. The questions were categorized as follows: (1) educational background, academicpreparation, and role in the company, (2) communication channels on projects, and (3) thoughtson improvements that could be made to

Conference Session

ERM Technical Session 19: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Darby Rose Riley, Rowan University; Joshua Bourne Reed, Rowan University; Richard T. Cimino, Rowan University; Stephanie Farrell, Rowan University; Cheryl A. Bodnar, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Responses that reflected the second most frequent codes, “Broader Scope,” and“Solution-Focused” focused on the diversity/inclusivity issue implied in the scenario and eitherapplied the proposed solution to other, similar issues (broader scope) or tried to find acompromise between the parties involved (solution focused). Subject 719: Broader Scope​ ​“...[H]aving our school, our university associating with that person could make other people feel, think that the school associates with those views.” Subject 539: Solution-Focused​ ​“...I would offer to talk to the professor about my feelings towards the speaker coming, and then I would also offer if the speaker's not speaking for the entire class, to excuse myself, to say

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

groups with noviceengineers. Career history interviews of experienced engineering leaders, interspersed with guidedreflection, provided us with an interesting way to access implicit leadership learning over thecourse of participants’ three-to-four decade career histories [9, 54, 55]. It allowed us to askquestions about career transitions—something most engineers have a relatively easy timerecalling—with follow up reflection questions about the leadership insights they gained along theway—something many of us struggle to define, particularly busy, task-oriented professionalsfacing pressure to complete projects in time and on budget.When we asked direct questions about how participants learned to lead, most of them said one oftwo things; either

Conference Session

Environmental Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel B. Oerther, Missouri University of Science & Technology

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

interview. Furthermore, because the author had developed a close workingrelationship with each of these students, a significant impact from the “Hawthorne effect”would be expected and these results should be interpreted with this in mind7. In otherwords, the responses of the alumni is likely biased by the personal relationship with theauthor, and therefore the results reflect a combination of both the views of the alumni onmastery learning as well as the views of the alumni on the author (i.e., some alumni mayseek to provide a “positive” response in hopes of “pleasing” the author).Of the ten alumni: 1) seven were male and three were female; 2) the ages ranged from 22to 26 years of age; 3) all were employed in the practice of engineering; and 4) all

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Monica E. Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering); David B. Knight, Virginia Tech; Walter C. Lee, Virginia Tech; Karl W. Reid, National Society of Black Engineers; Morgan M. Hynes, Purdue University-Main Campus, West Lafayette (College of Engineering); Glenda D. Young Collins, Mississippi State University; Cheryl Beauchamp, Regent University; Tikyna Dandridge, Purdue University; Donovan Colquitt, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Topics

Diversity, NSF Grantees Poster Session

Advisory Board, we identified aset of topics for mentor training related to facilitating engineering activities. We organized thetopics into three modules: Engineering Design; Engaging Students in Engineering; and FosteringPositive Collaborations in Teams. For each of these three modules, we created pre-workassignments that consisted of a combination of pre-reading (text we created to summarizerelevant research literature), short videos, and on-line quizzes. The pre-work assignments weresent to the mentors in May 2018. We also created Tip Sheets to reflect (1) the topics emphasizedin the pre-work assignments and (2) topics specific to each specific curriculum module.Next StepsAt this time, we are analyzing data collected during the Summer 2018

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Indira Chatterjee, University of Nevada, Reno; Tim Robinson, University of Nevada Reno; Adam Kirn, University of Nevada, Reno; Jennifer R. Amos, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity, NSF Grantees Poster Session

, 2. Collaboration, communication and teamwork, 3. Planning and “future self”.Further in-depth analysis is continuing, including analysis of the observational notes. An important outcome of the preliminary data analysis is some changes in the campactivities. This includes shorter presentations, emphasizing the engineering design process, anda follow-up hands-on activity closely connected to the presentation ending with a “reflection”session (theme 1). The “reflection” session after each activity would be where campers coulddiscuss why a design or approach worked or failed, like in a real engineering environment. Wefeel that this would contribute towards creating an engineering identity in the participants andthat this will lead us to rich

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Catherine L. Cohan, Pennsylvania State University, University Park; Pradip K. Bandyopadhyay, Pennsylvania State University, Berks Campus; Ryan Scott Hassler; Mark William Johnson, Pennsylvania State University, Altoona Campus; Mikhail Kagan, Pennsylvania State University, Abington Campus; Ann Marie Schmiedekamp; Peter J. Shull, Pennsylvania State University, Altoona Campus; Peter J. Butler, Pennsylvania State University, University Park; Helen Edson, Pennsylvania State University

Tagged Topics

Diversity, NSF Grantees Poster Session

for successfulcompletion of the Engineering pre-major. To enter the Engineering major, students must receivea C or better in core courses and achieve certain GPAs to allow entrance into enrollment-controlled majors. The intention is that this academic support and cohort building will increasethe retention of second-year Engineering students, particularly those at Penn State regionalcampuses who expect to transfer to the Penn State University Park (flagship) campus (2+2students). Jump Start participants spend the month of May at the Penn State University Parkcampus before the sophomore year at their regional campus. Many undergraduate students enterthe second year with an academic performance that reflects the “sophomore slump

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joshua M. Cruz, Texas Tech University; Noa Bruhis, Arizona State University; Nadia N. Kellam, Arizona State University; Suren Jayasuriya, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

engineering education. c American Society for Engineering Education, 2019 WIP: Epistemologies and Discourse Analysis for Transdisciplinary Capstone Projects in a Digital Media ProgramAbstract: This work in progress explores the epistemologies and discourse used byundergraduate students at the transdisciplinary intersection of engineering and the arts. Ourresearch questions are focused on the kinds of knowledge that students value, use, and identifywithin the context of an interdisciplinary digital media program, and exploring how theirlanguage reflects this. Our theoretical framework for analyzing epistemology draws uponqualitative work in STEM epistemology [1]–[3], domain specificity [4], [5

Conference Session

Biomedical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela Lai, Carnegie Mellon University; Elaine Soohoo, Carnegie Mellon University; Diane L. Nelson, Carnegie Mellon University; Conrad M. Zapanta, Carnegie Mellon University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

paths for each team’s device. Workshopswere allocated for team discussions and group work. Guest lecturers and a field trip to a localmedical device start-up company were incorporated to illustrate real-life applications of theconcepts presented in class. At several points in the 6-week course, students were asked to reflecton the talks or activities to evaluate what they knew before, what they learned, what they foundinteresting, and what they hoped to learn next [2]. This process of self-reflection and evaluationnot only helped students identify topics they had learned but also determined what they wantedto continue studying. These reflections also helped instructors identify how to improve thelessons and better explain the theory to the

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marisa K. Orr, Clemson University; Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Rebecca Brent, Education Designs, Inc; Richard A. Layton, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

-represented minorities (URMs) inengineering education.However, despite numerous calls to diversify engineering [4], [5] and the initiation of thesepolicies and programs, there is still a lack of diversity in the proportion of engineering bachelor’sdegrees awarded to people of color that is then reflected in the profession [6]. The representationof minorities among engineering graduates is not keeping pace with the changing demographiclandscape of the general population or undergraduate population of the 21st century. Themajority of undergraduate engineering degrees in the U.S. are awarded to students who identifyas White. In 2015, White students received 65% of the engineering Bachelor’s degrees, Asianstudents over 13%, and Hispanic students nearly

Conference Session

Chemical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Lucian Alexander P.E., Texas A&M University, Kingsville; Joseph Amaya

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

intensive course for our discipline, and the students satisfy this requirementby writing ten 500-word essays on a variety of design-related topics, including the ancillarytopics listed above. The student increase in understanding and incorporation of these ancillarytopics into their design is partially reflected in the upward-trending average score for the writingintensive assignments, which went from a mid-B (86) in the 2016 course offering to a high-B(89) or low-A (91) in the 2017 and 2018 course offerings.Figure 1. Enhanced Structure and Functionality of TAMUK Chemical Engineering CapstoneDesign ExperiencePerformance of Student Teams in Capstone DesignTable 1 presents some of the factors that may be unique to Hispanics or other

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eleazar Vasquez III, University of Central Florida; Melissa A. Dagley, University of Central Florida; Hyoung Jin Cho, University of Central Florida; Damla Turgut, University of Central Florida; Alireza Karbalaei, University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

implementation of UDL focuses on integrating the three principles across four criticalinstructional elements: Clear Goals, Intentional Planning for Learner Variability, FlexibleMethods and Materials, and Timely Progress Monitoring [5]. These critical elements areimplemented using an instructional design model that includes five steps: (1) Establish ClearOutcomes, (2) Anticipate Learner Variability, (3) Establish Clear Assessment and MeasurementPlans, (4) Design the Instructional Experience, and (5) Reflect and Develop NewUnderstandings. UDL makes use of a variety of technology-enhanced, evidence-based, strategiesand instructional resources to enhance instruction for all students.Preliminary Outcomes of RET and Train the Trainer Model of SupportsEarly

Conference Session

PSW Section Meeting Papers - Disregard start and end time - for online paper access only

Collection

2019 Pacific Southwest Section Meeting

Authors

Jinny Rhee, San Jose State University; Camille S. Johnson, San Jose State University

Tagged Topics

Diversity, Pacific Southwest Section Meeting Paper Submissions

could be fosteredthrough a series of reading assignments and reflections in a junior-level material science course 4.Henderson et al. studied whether mindsets influence a student’s engineering identity over timeand to see if this relationship differs by gender 5. Dringenberg et al. held a series of focus groupson the growth mindset with first-year engineering students, and found that it was useful forstudents in unpacking and reflecting on past experiences, and for educators in understanding thenature of intelligence 6. Lastly, Zappe et al. described instructor training to understand the growthmindset and how to promote it when students approach assignments 7.Fostering a sense of belonging in undergraduate engineering majors has also been a

Conference Session

Best In DEED

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert P. Loweth, University of Michigan; Shanna R. Daly, University of Michigan; Kathleen H. Sienko, University of Michigan; Amy Hortop, University of Michigan; Elizabeth Ann Strehl, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

that the primary focus for us is getting [User] to participate, rather than getting the device to do the job. We were going in with the attitude of we need to hit XYZ, and then we're going to need to move an object from point A to point B at X velocity… whereas their focus is much less can you build something that works, so much as it is can you help [User]? Which retrospectively, duh, but at the time it was remarkable for me to hear that from the parent.In other words, the perspectives of the user and associated individuals during this initial meetingwere surprising enough for Team C that they prompted reflection about how engineering’straditional focus on the more technical aspects of solution concepts may have

Conference Session

Informing the Critical Understanding of Our Users: Using Data to Develop New and Diverse Services

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kate Mercer, University of Waterloo; Kari D. Weaver, University of Waterloo; Ariel Jocelyn Stables-Kennedy, Western University

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries

.” [2] In undergraduate education this is reflected inthe approach to courses and research in engineering education, to the point it can bereferred to as the ‘design process’ rather than the ‘research process.’ Engineeringpractitioners find and use a variety of academic and technical information sources in theirwork and as early as their 1st year, when engineering students, by nature of their chosenpath, deviate from their peers in their information seeking behavior.There is a well-established body of literature around the information seeking behaviors ofprofessional engineers. Professional engineers need to find highly reliable, and deeplytechnical information to successfully make critical decisions [3]. Allard, Levine, &Tenopir identify

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ronald S. Harichandran, University of New Haven; Nadiye O. Erdil, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Cheryl Q. Li, University of New Haven; Jean Nocito-Gobel, University of New Haven; Aadityasinh Rana, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

Reflected on the source of Applied divergent- Applied an ideation Thinking component of work creativity (nurture vs. convergent thinking technique to generate creatively nature) process to converge on a solutions (Ask-Ask-Ask (TC) solution method, Fishbone Diagram or Mind Mapping method) Made an argument for Provided a non-technical Clearly stated a value Provided a clear path to

Conference Session

Liberal Education/Engineering & Society Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica R. Deters, Virginia Tech; Marie C. Paretti, Virginia Tech; Christopher Zobel, Virginia Tech; Margaret Cowell, Virginia Tech; Jennifer L. Irish, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

pedagogical benefits as wellas assessment and research data. Further, we extend the use of the concept maps themselves byincorporating participants’ written explanations of their post-course maps. Research on writing tolearn (WTL) suggests that such reflective practice can help deepen students’ conceptualunderstanding [14-16]; these written explanations, like the concept maps themselves, thus bothsupport student learning and enrich the data set.MethodsAs noted above, to assess graduate students’ understanding of both disciplinary concepts andconnections across disciplines, we use pre- and post-concept maps, administered at the beginningand end of the semester in the 3-hour course. Ethnographic field notes from both coursescomplement and contextualize

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Colin Dixon, Concord Consortium; Corey T. Schimpf, The Concord Consoritum; Sherry Hsi, Concord Consortium

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

point, coming largely out of analyses of professional practice anduniversity design courses, reflects what we are calling product-oriented iteration. The primaryvalue of iteration is to improve designs and artifacts or solve problems, and in service of thosegoals, to build understandings of materials or tools. In this view, while iteration is central toengineering design, it should be employed only when efficient and effective, and the drafts leftbehind are erased in presentation of the final artefact.In contrast to product-oriented iteration in which iteration is complete or successful only when itleads to decisions or improvements [3], in person-oriented iteration, or iteration-to-learn, thechance to redo and revise provides novice designers

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Theresa Green, Utah State University - Engineering Education; Angela Minichiello P.E., Utah State University; Amy Wilson-Lopez, Utah State University, Teacher Education and Leadership

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

situated. Forexample, researchers of DLI in history have found that historians engage in literacy practicessuch as contextualizing, sourcing, and corroborating [11], [12] when reading and evaluatingprimary source documents. We conceptualize engineering literacy practices in layers, where thediscipline-specific practices (e.g. genres) are on the bottom layer while the more generalengineering literacy practices (e.g. situated social activities) are on the top layer. Figure 1demonstrates this vision of layered literacy practices. We envision that engineers working in aspecific sub-discipline of engineering work with textual genres that closely reflect the work donein their discipline. These genres then inform the frameworks they use to analyze and

Conference Session

Liberal Education/Engineering & Society Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Nathan E. Canney, CYS Structural Engineers Inc.; Samantha Ruth Brunhaver, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

skills they had gained from their undergraduate experiences,and how prepared they felt to enter their jobs. Second, participants responded to weekly open-ended journal prompts in which they unpacked a significant challenge, accomplishment, orrealization. Questions were designed to ask participants to describe the specific event, theinvolvement of others, and their perceived learning as a result of the event. Third, participantswere interviewed at the end of the twelve-week journaling period. The interviews were againsemi-structured and designed to bring closure to the experience. During the third phase,interview questions focused on participant reflections of their experience in the school-to-worktransition and also provided space for them to

Conference Session

Insights for Teaching ECE Courses - Session I

Collection

2019 ASEE Annual Conference & Exposition

Authors

Clint Kohl, Cedarville University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

utilizes a 2.2nF capacitor in series with an IR phototransistor that conditionally discharges the capacitor proportionally to the amount of reflected IRlight it receives (which has been reflected back from its surroundings). Figure 14 shows theschematic for these IR sensors. Figure 14. IR photo transistors and IR emitters used in the front, left & center sensors.By making the bidirectional pin an output for one-half of the cycle, the capacitor is charged to alogic high. Then, the bidirectional pin is changed to an input, and the IR photo transistordischarges the capacitor. This time of discharge is measured using counters inside the CPLD andhas proven to be stable and accurate. Calibration is needed and the students are required toprovide

Conference Session

Women in Engineering Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jia G. Liang, Kansas State University; Rick Evans, Cornell University; Stacey E. Kulesza, Kansas State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

reflection that results in apositive experience as well – positive in the sense that the experience of the power of namingand claiming can itself be empowering.A Multiple Case StudyCase study methodology can be defined as in-depth research that focuses on a specific anddistinct “phenomenon of scientific interest” [10]. Such a phenomenon can be “a group, anindividual, an organization, a community, a relationship … or a specific project” [11]. Ourparticular focus was a group of individuals, and therefore a multiple case study. Thoseindividuals were undergraduate women in ESPTs who understood themselves to have hadgenerally (but not exclusively) positive experiences and were willing to share descriptions ofthose experiences. This focus required that we

Conference Session

Engineering Ethics Division Technical Session - Ethics Decision-Making

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dayoung Kim, Purdue University, West Lafayette; Brent K. Jesiek, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

developing emotional responses such as empathy and sympathy [20]. Inengineering ethics education more specifically, Roesser discussed the importance of enhancingemotional and imaginative capacities of future engineers, especially in terms of encouragingemotional reflection in the design process for risky technologies [21]. Moreover, Sunderlandreported a novel attempt to engage students’ moral emotions in story-telling activity aboutethical issues [22].Despite growing interest in emotions in engineering ethics education, there has been littleempirical research about how emotions actually influence engineering students’ ethical decision-making. More broadly, it is not known whether, how, and to what degree emotions permeatestudents’ thinking about

Conference Session

Track: Collegiate - Technical Session 1

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

David Jones, University of Nebraska, Lincoln; Sohrab Asgarpoor, University of Nebraska, Lincoln; Jen Skidmore, University of Nebraska, Lincoln; Lance C. Pérez, University of Nebraska, Lincoln; Trish Wonch Hill; Michael Loehring; Emily Griffin Overocker, University of Nebraska, Lincoln

Tagged Topics

Collegiate, Diversity

) administrators are reassessing admissions criteria to deemphasize standardizedtests and to take a more holistic view of a student academic experiences. Research shows that putting toomuch weight on high stakes standardized tests results in a misrepresentation of actual student potential foracademic success. Students, particularly students of color and girls, are often negatively impacted bystereotype threat which lowers scores and therefore do not accurately reflect student ability [22]–[26].Students who are first and second-generation immigrants or refugees may not speak English as their firstlanguage and so they are doubly disadvantage when it comes to standardized test scores. It is important to recognize that the mission of the UNL COE is to