Conference Session

Technical Session 13 - Paper 4: Promoting First-Semester Persistence of Engineering Majors with Design Experiences in General Chemistry Laboratory

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Corey Payne, University of Florida; Kent J. Crippen, University of Florida

Tagged Topics

CoNECD Paper Sessions, Diversity

Loss in Undergraduate STEM Education, 1st., E. Seymour and A. B. Hunter, Eds. Springer, 2019, pp. 87–114.[3] E. Seymour and N. M. Hewitt, Talking About Leaving: Why Undergraduates Leave The Sciences. Westview Press, 1997.[4] H. J. Passow, “What competencies should engineering programs emphasize? A meta- analysis of practitioners opinions informs curricular design,” presented at the 3rd International CDIO Conference, Cambridge, MA, 2007 [Online]. Available: http://www.cdio.org/knowledge-library/documents/what-competencies-should- engineering-programs-emphasize-meta-analysis--0. [Accessed: 02-Jul-2020][5] M. M. Chemers, E. L. Zurbriggen, M. Syed, B. K. Goza, and S. Bearman, “The role of efficacy and

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Philipp, University of Tennessee at Chattanooga; Olfa Nasraoui, University of Louisville; Jason Immekus, University of Louisville; Jody Zhong, University of Louisville

Tagged Topics

Diversity, NSF Grantees Poster Session

unlikely to become more accurate over time.Mr. S. has taught middle grades at two different rural schools for the past 10 years. The academicyear following the RET, he switched to teaching ninth graders in the same rural system’s highschool. • Mr. S’ developed curriculum activity featured an introductory look at wireless communications in his integrated science course that he shared with his ninth-grade students. Aside from a Morse code activity for the students to complete, the lesson was mostly a lecture format with Mr. S asking frequent questions for comprehension checking. Students did indicate their understanding of the key points being illustrated by the teacher through discussion responses.Ms. M. has

Conference Session

Diversity and Two-year Colleges Part 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cynthia Kay Pickering, Arizona State University; Elaine L. Craft, Florence-Darlington Technical College; Caroline Vaningen-Dunn, Arizona State University; Emery DeWitt, Mentor-Connect, Florence-Darlington Technical College ; Richard H. Roberts Jr, Florence-Darlington Technical College, SCATE Center

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

assistance until this goal was met. Prior to proposal development, each KickStarterteam performed a STEM-self assessment and developed a STEM plan, out of which researchproposal concepts were identified and matched to the appropriate NSF program, e.g. S-STEM,ATE, and later HSI. In 2016, HSIs in KickStarter cohorts began to acquire grant awards, initiallyin S-STEM and ATE. When the HSI program solicitation was announced, HSIs in KickStarterbegan switching from pursuing the Small Grants for Institutions New to the ATE Program trackto the equivalent track in the HSI program, quite successfully. A total of eleven HSI awardswere earned by 2-year HSIs participating in KickStarter for an 85% award rate. In 2019 theKickStarter program ended and no new

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mehdi Lamssali, North Carolina Agricultural & Technical State University; Olivia Kay Nicholas, RAPID; Alesia Coralie Ferguson, North Carolina A&T State University; Andrea Nana Ofori-Boadu, North Carolina Agricultural and Technical State University; Angela M. White, NC A&T State University

Tagged Topics

Diversity

Tagged Divisions

Student

with those gleaned from student and administrator experiencesacross the larger project.Acknowledgments This project is supported through the National Science Foundation (NSF-RAPID)program under Grant No. (NSF 2028811). Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation. Special thanks to all student and facultymembers that participated in this research.References [1] E. Mahase, “Covid-19: WHO declares pandemic because of ‘alarming levels’ of spread, severity, and inaction,” Bmj, p. m1036, 2020. [2] P. Sahu, “Closure of Universities Due to Coronavirus Disease 2019 (COVID-19): Impact on Education

Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Henry Salgado, University of Texas at El Paso; Yamile A. Urquidi Cerros, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; Alexandra Coso Strong, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

refinement and 2) class content ownership andstudent agency. When building autonomy by increasing student involvement in program andcourse refinement, participants suggested approaches such as allowing students to provide “inputon syllab[i]” and “feedback on different phases of project[s].” In the case of giving students classcontent ownership/student agency, participants expressed how students could be given autonomyby allowing them to “choose or create their own assignment,” by providing opportunities forstudents to “teach class one day,” as well as by "motivating” students to practice autonomy and“solve problems their own way."As observed in Alterman’s Circumplex Model, motivating teaching styles can be adopted toincrease students’ intrinsic

Conference Session

Pre-College Engineering Education Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Latanya Robinson, Florida International University; Adam Kirn, University of Nevada, Reno; Candice Guy-Gaytán, BSCS Science Learning; Joshua Alexander Ellis, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

]. Thisperception can cause students to question the relevance of the content they are learning insideand outside the academic content area. Establishing students' positive self-beliefs about theiracademic capabilities early on is vital as their beliefs about their abilities become less malleableover time [9]. If students do not understand mathematics and do not believe they can do it, theybecome disinterested and ultimately abandon pursuing mathematics and mathematics-relatedfields such as engineering [10].The integration of engineering with math and science is one mechanism that can foster theadoption of positive beliefs about mathematics. Harlan et al.'s [11] longitudinal comparison studyof middle school student cohorts showed the combination of

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Megan Keough, University of Michigan; Laura Hirshfield, University of Michigan; Robin Fowler, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

like, no, screw you. I'm actively going to go against which is like what my friend is like who was on my team…for the girls on my team, you kind of knew it was going to be this way and I feel like you have to actively get on that. I don't know. Yeah and that sounds s****y and I feel bad saying it but it's, it can't be fixed right now, so you need to do what you can, be on that to not let it get worse.Data Analysis: Graphical RepresentationsAfter developing the codebook, we developed a way to graphically represent male studentperceptions of gender dynamics. Each of the three spectra described previously are representedon the graphs, as follows: ● Does the student indicate conscious awareness of a gender-related

Conference Session

Engineering Design Graphics Division Technical Session 1: Spatial Visualization

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maxine Fontaine, Stevens Institute of Technology; Alexander John De Rosa, Stevens Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Engineering Design Graphics

components of the voluntary workshopthat need to be further considered. Moving forward, it would be interesting to assess the effect ofa mixed-methods approach (CAD/origami) in our context and to develop a larger sample usingthe indirect (origami) method (n=19 in this study).AcknowledgementsThis work was conducted under IRB 2017-011(N) and grew out of work started under the NSFEngage Project, Award #0833076, at Stevens Institute of Technology.References1. Sorby, S. A. (2009). Educational research in developing 3‐D spatial skills for engineering students. International Journal of Science Education, 31(3), 459-480.2. Smith, I.M. (1964). Spatial ability - Its educational and social significance. University of London Press.3. Wai, J., Lubinski, D

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ajay P. Malshe, Purdue University, West Lafayette; Salil T. Bapat, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

has also worked extensively with high schools to advance student learning success. Malshe’s notable honors include: Membership in the National Academy of En- gineering (NAE) for ”For innovations in nanomanufacturing with impact in multiple industry sectors”; Society of Manufacturing (SME)’s David Dornfeld Blue Sky Manufacturing Idea Award for ”Factories- In-Space”; SME-S.M. Wu Research Implementation Award; three Edison Awards for Innovation; Tibbett Award by the US Small Business Association sponsored by EPA for successful technology transfer; R&D 100 Award, (the ”Oscar” of innovation); Fellowships to the International 1. Academy of Production Engineering (CIRP), 2. the American Society of Materials (ASM), 3

Conference Session

Pre-College Engineering Education Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan M. Letourneau, New York Hall of Science; Dorothy Bennett, New York Hall of Science; ChangChia James Liu, New York Hall of Science; Yessenia Argudo, New York Hall of Science; Kylie Peppler, University of California, Irvine; Anna Keune, Ruhr-University Bochum; Maggie Dahn, University of California, Irvine; Katherine McMillan Culp, New York Hall of Science

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

. 1, pp. 21–33, 2014, https://doi.org/10.1615/JWomenMinorScienEng.2014006834[5] J. Walther, M. A. Brewer, N. W. Sochacka, and S. E. Miller, “Empathy and engineering formation,” Journal of Engineering Education, vol. 109, no. 1, pp. 11–33, 2020, https://doi.org/10.1002/jee.20301[6] M. Hynes, and J. Swenson, “The Humanistic Side of Engineering: Considering Social Science and Humanities Dimensions of Engineering in Education and Research,” Journal of Pre-College Engineering Education Research (J-PEER), vol. 3, no. 2, Article 4, 2013, https://doi.org/10.7771/2157-9288.1070[7] A. Balsamo, Designing culture: The technological imagination at work. Durham, NC, USA: Duke University Press

Conference Session

Teaching Professional Skills in Chemical Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robert Wayne Gammon-Pitman, Ohio State University; Lin Ding, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

while studying chemical engineering.Multiple methods were used to collect data. Demographic information, the grit-S, andengineering identity instruments were collected for chemical engineering students at aresearch institution via Qualtrics. Two students consented to participate in the semi-structured interviews. This pilot contrasts Kate and Dan’s quantitative measures ofsuccess (GPA, grit, engineering identity) with their qualitative experiences from theinterview. Additionally, Kate and Dan’s engineering identity scores were compared to‘other’ senior engineering students’ scores to describe the different ways of definingsuccess.This work shares two student experiences that expand the common definition of success as gettinggood grades. These

Conference Session

Women in Engineering Division Technical Session 10

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nolgie O. Oquendo-Colón, University of Puerto Rico, Mayagüez Campus; Lourdes A. Medina, University of Puerto Rico, Mayagüez Campus; Maria Angelica Velazquez, Montana State University; David Claudio, Montana State University; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayagüez Campus

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

LouisStokes Alliance for Minority Participation (PR-LSAMP) Bridge to the Doctorate Program CohortXIII (Grant Number: HDR-1906130) for the support given to Nolgie Oquendo for the completionof this work. The authors will also like to thank Yinaris Guzmán Cruz, Andrea K. Rivera Castro,Andrea P. Sepúlveda Vargas, and Alejandro Rodríguez Natal for their help with collecting andpre-processing the data.References[1] C. Schuster and S. E. Martiny, “Not Feeling Good in STEM: Effects of Stereotype Activation and Anticipated Affect on Women’s Career Aspirations,” Sex Roles, vol. 76, no. 1–2, pp. 40–55, 2017.[2] R. Su, J. Rounds, and R. A. Lippa, “All STEM fields are not created equal : People and things interests explain gender disparities across STEM

Conference Session

Women in Engineering Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeanne Christman, Rochester Institute of Technology (CET); Randy Yerrick, Fresno State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

. Fraser and K. G. Tobin Eds. Boston, MA: Kluwer, 1998, pp. 869-896.[9] D. Baker, "Where is gender and equity in science education?," Journal of Research in Science Education, vol. 39, no. 8, pp. 659-663, 2002.[10] J. B. Kahle, "Will girls be left behind? Gender differences and accountability," Journal of Research in Science Teaching, vol. 41, no. 10, pp. 961-969, 2004.[11] W. Bastalich, S. Franzway, J. Gill, J. Mills, and R. Sharp, "Disrupting masculinities: Women engineers and engineering workplace culture," Australian Feminist Studies, vol. 22, no. 54, pp. 385-400, 2007.[12] D. Rice. The STEM pipeline: Recruiting and retaining African American female engineers [Online] Available: https

Conference Session

Alternative Methods of Teaching and Learning Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Keith D. Hjelmstad, Arizona State University; Amie Baisley, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Mechanics

dividedinto seven modules, each of which covers two weeks. The anatomy of a typical module showsthe main features: Three recitations (Rec. n), one lecture (in the middle of the module), onerehearsal exam (RE), and one module assessment (MA). The recitations and rehearsal exams are75-minute sessions held in smaller rooms. The lecture and module assessment are 50-minutesessions held in a large lecture hall.Recitation. In the recitation periods, the students work through the “problem(s) of the day” ingroups, with the instructor and undergraduate teaching assistants (UGTAs) providing support,asking probing questions, giving advice, and generally activating the learning environment, asneeded. The recitation problems advance the learning objectives of the

Conference Session

2-Year College Division: Transferring and Smoothing Transitions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Karlin, Minnesota State University, Mankato; L. Eric James, Iron Range Engineering; Rebecca A Bates, Minnesota State University, Mankato; Emilie A Siverling, Minnesota State University, Mankato; Jodi Nelson

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

Institutions to Four-Year Completions,” Snapshot Report 17, Spring 2015. 2. Carlos Lopez and Stephanie J. Jones. "Examination of factors that predict academic adjustment and success of community college transfer students in STEM at 4-year institutions." Community College Journal of Research and Practice 41, no. 3, pp. 168- 182, 2017.3. Benjamin W. Cowan and Nathan Tefft, “College Access and Adult Health”, National Bureau of Economic Research Working Paper No. 26685, released January 2020.4. J. Beaumont, T. Lang, S. Leather, C. Mucklow, Report from the policy sub-group to the Nutrition Task Force Low Income Project Team of the Department of Health, Radlett, Hertfordshire: Institute of Grocery Distribution; 1995.5. J. Beaulac

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carin Queener, University of Michigan; Joi-lynn Mondisa, University of Michigan; Dorian Davis; Renaldo C. Blocker, The "Why You?" Initiative, Inc.

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

, Takeaway(s)/Experience(s), and Program Review. Quotesrelating to the primary theme of connectedness were extracted and interpreted. In addition, theword “network” was a common theme in the responses, and relates to connectedness in abusiness sense, so the quotes were re-read to point out any mention of networking in theMotivation category, where it primarily appeared. Table 2 Qualitative Questions 1. What is your academic status? 2. What was your primary goal in attending this conference? 3. What have you learned during your time in the program? 4. What has been the most memorable part of your program experience? 5. What do you like about the [YU?] Program

Conference Session

Preparation for Graduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bala Ram P.E., North Carolina Agricultural and Technical State University; Tobin N. Walton, North Carolina A&T State University; Stephanie Teixeira-Poit

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

experiences that caused them to see themselves as differentiated from the broader group ofresearch engineers. This within-group differentiation appears to be grounded in fairly routine experiencesas a member of an under-represented group in a STEM field. Ironically, despite the clear disempoweringimpact that these experiences can have, there is also some evidence that they may promote thedevelopment of alternative value structures and feelings of purpose related to STEM fields for membersof underrepresented groups. 15ReferencesAlexander, C. (2011) Learning to be lawyers: Professional identity and the law school curriculum. Maryland Law Review, 70(2), 465-483.Ancis, J. R., & Plillips, S. D

Conference Session

CoNECD Session : Day 2 Slot 2 Technical Session 1

Collection

2021 CoNECD

Authors

Leroy L. Long III, Embry-Riddle Aeronautical University - Daytona Beach; Sharnnia Artis, University of California, Irvine; Morris Council III, University of West Georgia

Tagged Topics

CoNECD Paper Submissions, Diversity

formerly known as the Southeastern Consortium for Minorities inEngineering by the Engineering Deans (SECME), Mathematics, Engineering, and ScienceAchievement (MESA), as well as Minority Introduction to Engineering and Science (MITES) atMIT. From informal interviews with program directors, we learned that some commoncharacteristics of these programs include: staff support and training, internal and externalfunding, mentors and role models, academic and cognitive activities, industry engagement, k-14school resources, sense of community for participants, and parental engagement (T. Smith,personal interview, May 4, 2016; B. Watford, personal interview, June 7, 2016; S. Young,personal interview, June 17, 2016; S. Waters, personal interview, June 17

Conference Session

Curricular Issues in Computing and Information Technology Programs I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hassan Rajaei, Bowling Green State University; Saba Jamalian, Bowling Green State University

Tagged Topics

Diversity

Tagged Divisions

Computing & Information Technology

their desired cloud together with number ofbenchmarks such as matrix multiplications with MPI and/or OpenMP to demonstrate thetransparency and portability of the provided solution.Bibliography1. Peter Mell, Tim Grance, "The NIST definition of cloud computing." 2011.2. Escalante, B. F. (2010). “Cloud Computing Fundamentals”. In Handbook of Cloud Computing. Springer3. Moustafa AbdelBaky, Manish Parashar, Kirk Jordan, Hyunjoo Kim, Hani Jamjoom, A Zon-Yin Shae, Gergina Pencheva, Vipin Sachdeva, James Sexton, Mary Wheeler, Mary F. Wheeler, "Enabling High-Performance Computing as a Service," Computer, vol. 45, no. 10, pp. 72-80, 2012.4. S. Azodolmolky, P. Wieder, R. Yahyapour, "Cloud computing networking: challenges and

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth Gross, Kettering University; Diane L. Peters, Kettering University; Stacy Lynn Mann, Kettering University

Tagged Topics

Diversity, NSF Grantees Poster Session

learning ingeneral is two-fold: first, students with experience in industry have an exposure to application onwhich to build understanding of theory. A few students regarded the study of theory to be anecessary evil, not useful in terms of immediate educational value: DP19: “My work experience has contributed to only two (2) courses so far. Typically, material related to theory does not contribute directly to my work at my job.” R18: “It is helpful to see how the theory works with the practical application, but at time[s] the theory is just that. Work has helped me focus on the need.”However, the students who were able to find the why had a better understanding of the materialas well as applications of it. Direct pathway

Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Angelo State University; Amy Wilson-Lopez, Utah State University, Department of Teacher Education and Leadership; Andrea L. Robledo, Angelo State University; Renata A. Revelo, University of Illinois, Chicago

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, & W. Pinar (Eds.), How we work (pp. 242–261). New York: Peter Lang.6. Mora, P. (2008). Nepantla: Essays from the Land in the Middle. UNM Press.7. Kasun, G. S. (2014). Hidden knowing of working-class transnational Mexican families in schools: Bridge- building, Nepantlera knowers. Ethnography and Education, 9(3), 313-327.8. Anzaldúa, G., & Keating, A. (2013). This bridge we call home: Radical visions for transformation. New York: Routledge.9. Aguilar-Valdez, J. R., López Leiva, C. A., Roberts-Harris, D., Torres-Velásquez, D., Lobo, G., & Westby, C. (2013). Ciencia en Nepantla: the journey of Nepantler@s in science learning and teaching. Cultural Studies of Science Education, 8(4), 821-858.10. Foor, C. E

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Trina L. Fletcher, Florida International University; Tina L. Fletcher, University of Pennsylvania; Janelle L. Williams, Penn Center for Minority Serving Institutions; Brianna Benedict McIntyre, Purdue University; Brittany Nicole Boyd, Morgan State University; Kevrick Watkins

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

Research Council(NRC) [4] , “...HBCUs enroll smaller percentages of African American students in S&E majorsthan do PWIs but graduate a larger percentage speaks to the efficacy of these institutions inretaining these students” [p. 156]. This fact debunks the negative message communicated aboutHBCUs only graduating the highest number of Blacks in STEM due to the high percentage ofBlacks enrolled. According to the NRC, the report highlights the effectiveness of HBCUs inincreasing participation and success of minority students. Although HBCUs face challenges suchas flat or declining enrollment because of an inability to compete with other more resourcedinstitutions with scholarship funds for prospective students or online learning opportunities

Conference Session

Materials Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Susan P. Gentry, University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

Materials

Research Council, Washington, DC, 978-0-309-11999-3, 2008. [Online]. Available: http://www.nap.edu/catalog/12199/integrated-computational-materials-engineering-a- transformational-discipline-for-improved-competitiveness[3] R. A. Enrique, M. Asta, and K. Thornton, "Computational Materials Science and Engineering Education: An Updated Survey of Trends and Needs," JOM, vol. 70, no. 9, pp. 1644-1651, September 01 2018.[4] K. Thornton, S. Nola, R. E. Garcia, M. Asta, and G. B. Olson, "Computational materials science and engineering education: A survey of trends and needs," JOM, vol. 61, no. 10, pp. 12-17, October 1 2009.[5] L. Li. (June 2016). Integrating Computational

Conference Session

Design Teams 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura J. Hirshfield, University of Michigan; James A. Coller, University of Michigan; Emily A. Madden, University of Michigan; Robin Fowler, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

tasks,” in Frontiers in Education, 2006.[4] N. L. Larson, G. Hoffart, T. O’Neill, M. Eggermont, W. Rosehart, and B. Brennan, “Team CARE Model: Assessing team dynamics in first-year engineering student teams,” in American Society for Engineering Education, 2015.[5] T. A. Powers, J. Sims-Knight, R. A. Topciu, and S. C. Haden, “Assessing team functioning in engineering education,” in American Society for Engineering Education, 2002.[6] M. L. Loughry, M. W. Ohland, and D. J. Woehr, “Assessing teamwork skills for assurance of learning using CATME team tools,” J. Mark. Educ., vol. 36, no. 1, pp. 5–19, 2014.[7] A. Gonzalez and J. M. Millunchick, “Extracurricular engineering activities and student

Conference Session

Underrepresented Populations

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kayla R. Maxey, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Learning: Cooperation in the College Classroom, 2nd ed. Edina, MN: Interaction Book Co., 1998.[12] D.W. Johnson, R. T. Johnson, and K.A. Smith, “Cooperative learning returns to college What evidence is there that it works?” Change, vol 30, no. 4, pp. 26-35, 1998.[13] M. Laal and S. M. Ghodsi, “Benefits of collaborative learning,” Social and Behavioral Sciences, vol. 31, pp. 486-490, 2012.[14] K. A. Smith, S. D. Sheppard, D. W. Johnson, and R. T. Johnson, “Pedagogies of Engagement: Classroom-Based Practices,” Journal of Engineering Education, vol. 94, no. 1, pp. 87–101, Jan. 2005.[15] B. Barron, “Achieving coordination in collaborative problem-solving groups,” Journal of the Learning Sciences, vol. 9, no. 4, pp. 403–436, Oct. 2000

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Samuel Aaron Snyder, Virginia Tech; Indhira María Hasbún, Virginia Tech; Jessica Deters, Virginia Tech; Diana Bairaktarova, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

current political system [17]. While locus of control has been studied extensively since the 1980’s, there is no generalconsensus as to the correlation between the locus of control and ethical decision-making. Studieshave shown no correlation between the two constructs, while others have reported that aninternal locus of control is positively correlated to ethical decision-making [10],[14]. An internallocus of control means that the individual feels they are in control of a given behavior [16].While not indicative of ethical behavior, the perception of being in control when faced with anethical dilemma may positively correlate to ethical decision-making and ethical awareness. Personality has been used to elucidate a variety of

Conference Session

Curriculum and Instruction in Engineering Mechanics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peter H. Carnell P.E., University of Georgia; Nathaniel J. Hunsu, University of Georgia; Davis F. Ray, University of Georgia; Nicola W. Sochacka, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Mechanics

, pp. 14.119.1 - 14.119.10, 2009.[3] B. C. James, W. H. Goodridge, and C. Green, “Strategy, Task Performance, and Behavioral Themes from Students Solving 2-D and 3-D Force Equilibrium Problems,” in 2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, pp. 26.1405.1 - 26.1405.15: ASEE, 2015.[4] P. S. Steif and M. Hansen, “Comparisons Between Performances in a Statics Concept Inventory and Course Examinations,” International Journal of Engineering Education, vol. 22, no. 5, pp. 1070-1076, 20 November 2005 2006.[5] K. Higley, T. Litzinger, P. Van Meter, C. B. Masters, and J. Kulikowich, “Effects Of Conceptual Understanding, Math And Visualization Skills On Problem Solving In

Conference Session

Active Learning in BME, Session I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicole L Ramo, Colorado State University; Jasmine Erin Nejad, Colorado State University; Ketul C. Popat, Colorado State University; Kimberly Catton P.E., Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

to that, he was working as a Research Specialist in the Department of Physiology at University of California, San Francisco. He has authored over 85 peer-reviewed publications in journals such as Langmuir, Biomaterials, Journal of Orthopedic Research, Journal of Biomedical Materials Research, etc. and has and h-index of 37. He has also presented his work at numerous national and international level conferences. He received his Ph.D. in Bioengineering from University of Illinois at Chicago in 2003, M.S. in Chemical Engineering from Illinois Institute of Technology, Chicago in 2000 and B.E. in Chemical Engineering from M. S. University in India in 1998.Dr. Kimberly Catton P.E., Colorado State University Professor of

Conference Session

Research, Innovation and Careers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carl Whitesel, South Mountain Community College; Nicholas Langhoff, Skyline College; Marco Wehrfritz, Skyline Community College

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

, and could perhaps be helpfulif a follow-up is written in the near future.On behalf of the students, faculty, staff, and community members, the authors wish to expresstheir gratitude to the donor company and all those that helped pave the way for the developmentand installation of fabrication laboratories and makerspaces throughout the country and theworld.References[1] S. Weiner, M. Lande and S. Jordan, "What Have We ”Learned” from Maker Education Research? A Learning Sciences-base Review of ASEE Literature on the Maker Movement," in 2018 ASEE Annual Conference and Exposition Conference Proceedings, Salt Lake City, 2018.[2] V. Wilczynski, J. Zinter and L. Wilen, "Teaching Engineering Design in an Academic Makerspace: Blending

Conference Session

Informal Engineering Education with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Vitaliy Popov, University of San Diego; Victoria Rodriguez; Damian Ruiz, San Diego State University; Perla Lahana Myers, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Joi A. Spencer, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

identify, enact and develop culturally responsive practices grounded in asset-based approaches in STEM.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantsNo. 1713547 and 1826354. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and not necessarily reflect the views of theNational Science FoundationReferences[1] M. J. Mohr‐Schroeder, C. Jackson, M. Miller, B. Walcott, D. L. Little, L. Speler, et al., "Developing Middle School Students' Interests in STEM via Summer Learning Experiences: S ee B lue STEM C amp," School Science and Mathematics, vol. 114, pp. 291-301, 2014.[2] M. Yilmaz, J. Ren, S. Custer, and J