Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 10

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tobias Haertel, TU Dortmund University; Claudius Terkowsky, TU Dortmund University; Dominik May, TU Dortmund University

Tagged Divisions

Entrepreneurship & Engineering Innovation

(“Findings”), the results collected in the tutorials are discussed. Possible reasons whysome learning outcomes could be reached while others failed are reflected. The paper ends with aconclusion.Creativity and Entrepreneurship in EngineeringCreativity is an essential element of 21st century life5. For Cropley & Cropley6, the sputnik shockwas a starting point for broad discussions about creativity in western societies. Creativity wasseen as a key to catch up with the technology advantage of the Russians, as it had becomeobvious by the successful satellite mission and its worldwide receivable beeping. Therefore,Western countries made substantial efforts to promote the creativity of its engineers.However, up to now for many leaders, managers

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth Anne Stephan, Clemson University; Laurel Whisler, Clemson University; Abigail T. Stephan, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Clemson University. Broadly, her research interests include self-directed learning and motivation, learning within communities of prac- tice, the cultural influence on informal and formal learning, and intergenerational learning. Abby currently works as a graduate assistant for the General Engineering Learning Community, which supports freshmen engineering students in building effective learning strategies that are transferable to the workforce, includ- ing collaboration, self-regulation, and reflection. c American Society for Engineering Education, 2018 Work in Progress: Strategic, Translational Retention Initiatives to Promote Engineering SuccessAbstractThis Work in

Conference Session

ENT Division Technical Session: Making and Maker Spaces

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kimberly B. Demoret P.E., Florida Tech

Tagged Divisions

Entrepreneurship & Engineering Innovation

was expanded into a more elaborate semester-long project that addedmakerspace visits and an essay where students reflected upon the opportunities these spacesmight offer to cultivate an entrepreneurial mindset. Student surveys captured attitudes about theproject and the university making facilities, and indicated that a large majority of the studentswere more likely to use the making facilities in the future because of the semester project.Student reflective essays also indicated that the students believed that making spaces addedenormous value to the university and supported cultivation of the entrepreneurial mindset,specifically promoting curiosity, making connections, and creating value.The “Teams Teaching Engineering” project may provide

Conference Session

Best of the NEE

Collection

2008 Annual Conference & Exposition

Authors

Norman Fortenberry, National Academy of Engineering; Tylisha Baber, Michigan State University

Tagged Divisions

New Engineering Educators

refined by Shulman into “scholarship of teaching andlearning” and “scholarly teaching”[3]. The former is essentially the scholarship of discoverywithin the domain of education[4]. Our focus here is on the latter, “scholarly teaching” which isdistinguished from “teaching” by its focus on teaching practice and learning outcomes, groundedin disciplinary content and pedagogic knowledge, reflective critique, commitment tocommunication to peers and openness to peer evaluation([2], pp. 87-88). Scholarly teaching holds thepromise of enhanced student learning through rigorous faculty attention to learning. Becausetenure and promotion depend upon evaluations of scholarship and because compared toevaluation of the scholarships of discovery and synthesis

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joanna Wolfe, Carnegie Mellon University; Beth A. Powell, Tennessee Tech University

Tagged Divisions

Educational Research and Methods

Engineering)The quotations above reflect a common experience for engineering students: norm-referencedgrading (or grading on a curve). Norm-referenced grading has often been linked to problems ofretention in engineering and other STEM fields. In their widely cited study on whyundergraduates leave the sciences, Seymour and Hewitt attribute norm-referenced grading tocreating a competitive atmosphere where students are pitted against one another—an atmospherethat alienates many otherwise capable students[1]. Individual engineering faculty have likewisespoken out against the practice for fostering a competitive atmosphere that discourages studentsfrom developing the collaboration competencies ABET now requires [2, 3]. The popular pressalso links norm

Conference Session

Women in Engineering: Faculty/Curriculum

Collection

2004 Annual Conference

Authors

Naomi Chesler; Donna Riley

techniques applicable inhome institutions [11]. This paper reports on the third and final workshop with the same groupof untenured women faculty in engineering - plus four senior women engineering facultymembers who acted as role models, in which we explored the use of fine arts to initiate adiscussion of career and life struggles and successes for untenured women faculty participants.We based this workshop on the work of Williams, who demonstrated that using art as a commonlanguage enhanced personal reflection and sharing of emotions, in part because it is a medium inwhich there are no right or wrong answers [12]. Indeed, Reynolds and Nabors report that arttherapy has been found to be effective in increasing self-esteem and self-concept

Conference Session

Women in Engineering: New Research

Collection

2003 Annual Conference

Authors

Donna Riley

only in our classrooms, but also across the profession and insociety. Liberative pedagogies hold a great deal of promise for changing not only engineeringeducation, but also the nature of the profession as a whole. We must support this fundamentalvalues shift if we are to be advocates for full participation of traditionally underrepresentedgroups.What are pedagogies of liberation? Liberative pedagogies are radically student-centered approaches to learning, whichdevelop in students the capacity for critical thinking and reflective action (praxis). The ultimategoal of these pedagogies is liberation, of the students first through ending oppressive educationsystems, but ultimately society through the reflective action of students. I use the

Conference Session

Civil Engineering Education and Workforce Development Challenges

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chris R. Rehmann, Iowa State University; Diane T. Rover, Iowa State University; Mark Laingen, Iowa State University; Steven K. Mickelson, Iowa State University; Thomas J. Brumm, Iowa State University

Tagged Divisions

Civil Engineering

other states,mostly in the Midwest, were represented. Two of the students had not declared a specific majorin the College of Engineering. The others came from five departments in the College, includingsix students from the Department of Civil, Construction, and Environmental Engineering. All butone of the students continued in the program for the sophomore seminar.Freshman seminarThe fifteen-week freshman seminar consisted of three weeks devoted to each of the four pillarsand three weeks for a course introduction, team building, and reflection. The class met for onehour each week, and the first offering was in the spring semester of 2010. The module for eachpillar followed a KSA approach: knowledge in week one, skills in week two, and abilities

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Dale R. Baker, Arizona State University

Tagged Topics

NSF Grantees Poster Session

another to promote development of their own deep conceptual of content and aframework for understanding, recalling, and using that knowledge. One tool for this is clickerquestions, for which 104 multiple-choice questions were created that cover the nine coursetopics. Another tool to promote conceptual development is a set of Homework Preview ProblemConcept Map Quizzes where students must fill in blanks on diagrams of conceptual connectionsof materials structure and properties. Also, to engage students in content from mini-lectures,engagement activities were created for every class. Finally, the third principle is for instructors tofoster student metacognition. This was done with an end-of-class Reflection Points question setthat requests students

Conference Session

Civil Engineering Division (CIVIL) - ASCE Collaborations

Collection

2024 ASEE Annual Conference & Exposition

Authors

Daniel Ivan Castaneda, James Madison University; Afeefa Rahman, University of Illinois Urbana-Champaign; Casey J Rodgers, University of Illinois Urbana-Champaign; Patricia Clayton, Wake Forest University; Dion Karean Coward; Jacob Henschen, University of Illinois Urbana-Champaign; Tanya Kunberger P.E., University of Pittsburgh at Johnstown; Leslie Nolen, American Society of Civil Engineers; Pinar Omur-Ozbek, Colorado State University; Monica Palomo, California State Polytechnic University, Pomona; Carolyn M Rodak, State University of New York, Polytechnic Institute; David A Saftner, University of Minnesota Duluth

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

increase the hands-on time with the workshop activities and tools. 7. Creating new Seminars on “Introduction to Active Learning” and “Creating a Civil Classroom” (i.e., to integrate DEI in the ETW curriculum) to make both of these inferred topics more transparent during the workshop. 8. Creating new Reflection-based activities in order to encourage participants to envision how their learnings could be adapted and applied in their classroom in the near-term future.CFD established an implementation plan whereby CFD committee members would proceed withthe creation of new “Base Slides” for the forthcoming Summer 2023 ETW. In anticipation ofthese workshop changes, CFD organized in December 2022 a “Town Hall Meeting

Conference Session

Programming Education 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mariza Tsakalerou, Nazarbayev University; Michalis N. Xenos, University of Patras; Semira Maria Evangelou, University of Patras

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

conducted in2023 [8] offers a granular perspective on the implementation of these platforms in a traditionally non-digital sector.This work is seminal in discussing the operational efficiencies and innovative prospects afforded by low-codeplatforms, as well as addressing the potential drawbacks that may arise from an over-dependence on said platforms. At the same time, another work [9] that takes a multidisciplinary approach provides a retrospective view of theevolution of low-code platforms, elucidating their strategic integration with ERP systems. It reflects on thehistorical progression from model-driven development to the current state where low-code platforms are essentialin enhancing business processes, fostering agility, and enabling

Conference Session

Refining Manufacturing Education Practices

Collection

2024 ASEE Annual Conference & Exposition

Authors

Arif Sirinterlikci, Robert Morris University; Jameela Al-Jaroodi; Anthony Moretti, Robert Morris University

Tagged Topics

Diversity

Tagged Divisions

Manufacturing Division (MFG)

six individual skillmodules covering skills such as dependability, responsibility, independence, persistence,integrity, and ethics. The main goal is to create multiple opportunities to teach and reinforcesoft skills within the regular technical curriculum in the high schools. This paper discussesthe integration of the soft skills modules into the technical curriculum developed viaexamples, and outlines its potential uses in this engineering department’s curriculumincluding its manufacturing engineering program. The paper concludes with a discussion ofthe implementation of this project and provides some preliminary feedback from theparticipating high schools and reflections of the authors. It also includes future workopportunities such as

Conference Session

Industrial Engineering Division (IND) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Thomas Aming'a Omwando, Simpson University; Bhavana Kotla, Purdue Polytechnic Graduate Programs; Adel Alhalawani, Rose-Hulman Institute of Technology; Lisa Bosman, Purdue University at West Lafayette (PPI); Ashutosh Khandha, University of Delaware

Tagged Divisions

Industrial Engineering Division (IND)

interdisciplinary approach was incorporated in the curriculum that involved studentsidentifying problems in existing products to create new solutions. This involved dissection of anexisting product, carrying out functional decomposition to understand the functional relationshipsbetween component parts, identifying gaps in the design, and bridging gaps in the designs by eitherimproving the design or coming up with a new design. Given that students carried out theseactivities in groups, they developed teamwork skills, improved their communication skills, andenhanced their critical thinking skills. A photovoice reflection survey and a set of open-endedquestions were used to evaluate the outcomes. Results showed that students were more motivatedto learn the

Conference Session

Assessment and Continuous Improvement

Collection

2024 ASEE Annual Conference & Exposition

Authors

Orlando M Ayala, Old Dominion University; Kristie Gutierrez, Old Dominion University; Isaac Koduah Kumi, Old Dominion University; Francisco Cima; Stacie I Ringleb, Old Dominion University; Krishnanand Kaipa, Old Dominion University; Danielle Marie Rhemer, Old Dominion University; Pilar Pazos, Old Dominion University; Jennifer Jill Kidd, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology Division (ETD)

impacted theircollaboration skills, and whether their involvement affected their interest in participating inengineering outreach activities. To determine how their perceived impact of the project on theirprofessional preparation has changed from when they took the class to now when they areworking professionals, we compare their recent responses to the responses in reflections theycompleted while taking the course. The information gathered in the survey also provides a meansto evaluate the effectiveness of the project and identify areas for improvement, which hasimplications for how similar projects might be designed and enacted in the future. Introduction The Accrediting Board for Engineering and Technology, commonly known as ABET

Conference Session

Design in Engineering Education Division (DEED) - Case Studies in Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Melissa Lepe, University of California, Irvine; Natascha Trellinger Buswell, University of California, Irvine; Jacqueline L. Huynh, University of California, Irvine

Tagged Divisions

Design in Engineering Education Division (DEED)

in their programrequirements. The study assessed the impact on student confidence in using these tools beforeand after the course, aiming to better understand their experiences and create course materialsthat more accurately reflect the challenges of aerospace engineering design. A backwards designapproach was employed in the development of the modules, and a thematic analysis wasconducted on student reflections. The analysis underscored the importance of challengingprojects supplemented with supporting modules in gaining insights into engineering design toolsfor aircraft design.IntroductionWith the fast and ever-changing growth in the aerospace industry, it is necessary to meet thedemands of the industry with individuals who are capable of

Conference Session

First-Year Programs Division Technical Session 9: Student Growth & Professionalization

Collection

2024 ASEE Annual Conference & Exposition

Authors

Camilla M. Saviz P.E., University of the Pacific; Luke S. Lee P.E., University of the Pacific; Jeffrey Shafer, University of the Pacific; Navdeep Singh, University of the Pacific

Tagged Divisions

First-Year Programs Division (FYP)

retention and engagement in the university community?This 1-unit introductory course has been developed around three themes: • Entering the Engineering/Computer Science Profession • Engaging in the University Community • Building Skills for SuccessTo develop students’ professional skills and knowledge of career paths available, the first-yearstudents in this course meet with student leaders, engage in breakout group discussions with theChairperson or a faculty member from their intended major, watch and reflect on brief videosabout each of the majors offered in the School of Engineering and Computer Science, andparticipate in classroom activities focused on professional communication and ethics.Active engagement in the university community is

Conference Session

Student Division Technical Session 7: Teaching and Learning Practices

Collection

2024 ASEE Annual Conference & Exposition

Authors

Isabel A Boyd, University of Tennessee, Knoxville; Kaitlyn Anne Thomas, University of Nevada, Reno; Marie C. Paretti, Virginia Polytechnic Institute and State University; Kelly J Cross, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

different groups (such as race or gender) and the resulting psychological re-sponses. ICT identifies key conditions that enable positive contact between members of differentraces and genders in a group. For this exploratory analysis, we included all participants in the larger study who identifiedas African American and female; all were full-time undergraduate students enrolled in an engi-neering course with a team project. The nine participants represent a range of years in school andengineering majors. Data collection followed a three-interview sequence and included questionsabout participants’ background, their team project, and their reflections on the teaming experi-ence, respectively. In this paper, we present our initial exploration of

Collection

2024 ASEE Midwest Section Conference

Authors

Kaylee Cunning; Jamilla E. S. L. Teixeira; Joseph Tighi; Isabella M. Bueno; Jessica Deters

moistureresistance. However, considering the materials and proportions used, the cracking resistancedecreased with the addition of GBWP. Additionally, the educational impact of undergraduateresearch experiences, emphasizing the importance of mentorship, particularly from female rolemodels, in engaging and retaining students in engineering. Reflections from a participant in theUniversity of Nebraska-Lincoln's Undergraduate Creative Activities & Research ExperiencesProgram (UCARE) and leading author of this study demonstrate how hands-on research andstrong role models enhance practical skills, critical thinking, and confidence. This dual-focusedapproach underscores the benefits of integrating research and education, showing howundergraduate research

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yume Menghe Xu, Tufts University; Brian Gravel, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

engineering and that engineering can only be done by specific peoplethat subscribe to masculinity. Therefore, making presents opportunities for them to challenge thedominant perspectives in engineering that are marginalizing. Making affords learnersopportunities to relate to and see themselves in engineering work.In this work in progress, we present the case of Sarah, an undergraduate student in mechanicalengineering, whose relationship with engineering was once impacted by the marginalizingnarratives. Yet, she (re)negotiated those relationships through a university course that providedher a space to reflect on her experiences in making and how those experiences contribute to herlearning in engineering. Through this case study, we hope to provide

Conference Session

Women in Engineering Division (WIED) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sandra Furnbach Clavijo, Stevens Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

workshop ended with a reflection and an energy andappreciation exercise. The workshop primarily employed negative brainstorming techniquesillustrated in The Idea Agent [10] and therefore the session was titled ‘How to make engineeringprograms worse for female engineering students.”The researcher developed an agenda and workshop documents that included an event flyer, theworkshop process, the workshop rules, a positive focus area worksheet, a four-field matrix, anenrichment tool, and instructions for the ten-thousand rose finale. These documents will bediscussed in detail, but are also included in Appendix A.The agenda for the 2-hour workshop is presented below: • Introduction (Workshop Rules) (10 minutes) • Positive Focus Area

Conference Session

First-Year Programs Division (FYP) - WIPS 4: Projects

Collection

2023 ASEE Annual Conference & Exposition

Authors

Michael Rizk, Duke University; William Ross Denton; Roxana Haas

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

these areas, creating a challenging environment particularly forunderrepresented engineering students. To combat this issue, a video and activities weredeveloped to emphasize teamwork and inclusion. The video was created by two students whohad taken the course in the previous year. It presented background information, mindful teachingabout inclusion, some discussion of the students’ personal experiences in the course, and anintroduction to the activities. The three activities that were developed were (1) a communicationgame, which allowed students to practice clear and respectful communication, (2) a teamworkand collaboration game, which aimed to show that each member of a team had somethingvaluable to contribute, and (3) a reflection and

Conference Session

Engineering Technology Division (ETD) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ravi C. Manimaran, Department Chair, Engineering Technology, Austin Peay State University; Mahesh Kumar Pallikonda, Austin Peay State University

Tagged Divisions

Engineering Technology Division (ETD)

knowledge gained from reading publications from professional journalssuch as the International Society of Automation (ISA) - InTech Journal, in implementingIndustry 4.0 in the ET curriculum. (2) Present the results along with a reflective analysis of theimplementation in the pilot Summer III 2022, Control Systems course. (3) Present the process forintegration of additional professional journals such as IEEE, Journal of Engineering Technology(ASEE), and Journal of Manufacturing Processes (SME), in the concentration-specific courses inthe ET Program. (4) Deliberate the importance of integration of professional journals as ateaching strategy to augment the classroom learning experience in the department’s ETAC(Engineering Technology Accreditation

Conference Session

Design in Engineering Education Division (DEED) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amit Shashikant Jariwala, Georgia Institute of Technology; Raghu Pucha, Georgia Institute of Technology; Terrence Pleasant; Shivani Kundalia; Amanda Nolen, Georgia Institute of Technology; Devesh Ranjan

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

between first-year and fourth-year studentsthroughout an open-ended, real-world engineering project, a handful of intervention strategiesand tools have been devised. The critical objectives of the intervention techniques are to providea framework to facilitate mentor-mentee interaction and to encourage meaningful interactivitybetween the involved parties. Providing some structure aims to motivate active involvement,learning, and leading among students, as opposed to passive observation. To understand andappreciate the students' perceptions of peer mentorship for engineering education, surveyinstruments will prompt student responses and reflections. These survey tools are curated withquestions and prompt to guide mentors and mentees for an

Conference Session

International Division (INTL) Technical Session #3: Student Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, ThatStatsGirl; Racheida S. Lewis, University of Georgia; Indrani Sen, Georgia Institute of Technology; Columbia Mishra, Maxar Technologies ; Mona Mona; Venkata Sai Naveena Bathula, SWE

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

trajectories, student motivation, and learning. Sreyoshi has been recognized as a Fellow at the Academy for Teaching Excellence at Virginia Tech (VTGrATE) and a Fellow at the Global Perspectives Program (GPP) and was inducted to the Yale Bouchet Honor Society during her time at Virginia Tech. She has also been honored as an Engaged Ad- vocate in 2022 and an Emerging Leader in Technology (New ELiTE) in 2021 by the Society of Women Engineers. Views expressed in this paper are the author’s own, and do not necessarily reflect those of organizations she is associated with. Learn more about Sreyoshi’s impact - www.ThatStatsGirl.comDr. Racheida S. Lewis, University of Georgia Dr. Racheida S. Lewis, Ph.D. is an Assistant Professor

Conference Session

Technical Session M3A

Collection

2022 First-Year Engineering Experience

Authors

John Krupczak Jr, Hope College; Katharine Hopkins Polasek, Hope College

Tagged Topics

Workshops

engineering design activities in an educational setting. The projectmust support a range of skill level and prior exposure to hands-on work and also reflect actual 1engineering design practice. The design problems should be both open-ended and “doable” and have arange of potentially. acceptable solutions.Nature of the ProjectsTo address these needs, we have created what we have termed: Domain-Situated Design Projects. Atechnological domain is created around the project. The project is then embedded in an appropriatedomain.Each activity includes a domain familiarization project or projects. The purpose is to allow all students togain the familiarity needed to carry out a design project. In this way

Conference Session

NEE Technical Session - Innovative Teaching Strategies I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yael Gertner, University of Illinois at Urbana - Champaign; Juan Alvarez, University of Illinois at Urbana - Champaign; Benjamin Cosman, University of Illinois at Urbana - Champaign; Jennifer Amos, University of Illinois at Urbana - Champaign

approaches in thecontext of bioengineering. The course is taught as an active-learning course with lecture andproblem solving sessions in class, 8 homework assignments (roughly every two weeks), 3quizzes, 3 midterms, and a project. This course was chosen because all students in the programwere enrolled, providing consistent access to the whole cohort, and because the course had threeevenly spaced midterms, each worth 15% of the overall grade, which allowed for ease ofcollecting performance information used in the study.InstrumentsLearning styles:In this study we use the Index of Learning Styles [5, 11] which is an on-line survey instrumentused to assess preferences on four dimensions (active/reflective, sensing/intuitive, visual/verbal,and

Conference Session

First-Year Programs Division Technical Session 1: Student Success Boot Camps, Summer Bridge Programs, and Living Learning Communities

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lauren Griggs, Pennsylvania State University; Catherine Cohan, Pennsylvania State University; Carmen Vanderhoof, Pennsylvania State University; Aaron Mattingly, Pennsylvania State University; Tonya Peeples, Pennsylvania State University

activities.With a shift to an online format over the past two years, various components of the programstructure were reimagined to accommodate the online learning environment and to emphasizeinterconnectivity between all community members, including participants, student leaders andprogram staff. Upper division student leaders, who completed the program the previous summer,were empowered to take on specific roles within the program and were engaged in developmentof program goals, activities, and reflections. They were provided autonomy over several keyprogram components including academic preparation, community building, metacognitionfacilitation and robotics challenge implementation. The student leaders’ intentional engagementwithin various facets of

Conference Session

Research Frameworks for Identity and Equity: Equity, Culture & Social Justice in Education Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ingrid Scheel, Oregon State University; Gail Verdi, Kean University; Lara Letaw, Oregon State University

. Students explore and internalize new concepts without the stress of strict assessments based on objectively correct answers 3. It showcases that any language students use is welcome in the classroomLanguage is an expression of individual identity and often a link between home-knowledge andacademic-knowledge. Valuing home knowledge is important in the context of building uponfoundational concepts [9, 10]. When students can bring their whole selves to class and expresstheir curiosity in their own language without discrimination, student success increases [11]. Thewriting-to-learn activity presented in this paper is a modified process log where students wereassigned weekly reflection assignments (focused free-writing) where they chose between

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Royce Francis, The George Washington University; Marie Paretti, Virginia Polytechnic Institute and State University; Rachel Riedner

to conceptualize the engineering judgment process usingthematic analysis; Phase 2 involving the design and dissemination of pedagogical approachesbased on our results. This paper primarily reports the preliminary results of Phase 1. This projectis an instrumental case study using semi-structured artifact-based interviews as the primary datasource. Our semi-structured interviews are designed to focus on the ways students constructengineering judgments and produce engineer identities through their written projects. Coursedocuments (including assignments and related material) as well as reflective field notes andanalytic memos are used to provide additional contextual data. The data from this project providea foundation for an understanding of

Conference Session

LEES 1: Critical Humanities and Serious Play

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessica Livingston, Rose-Hulman Institute of Technology; Richard House, Rose-Hulman Institute of Technology

goals of this study and skeptical of its limitations. In particular,we are struck by the fact that minimal interpretation of The X-Files accompanies the formalstatistical and qualitative assessments of audience responses. Respondents assign descriptiveadjectives (“strong,” “intelligent,” “confident”) to the character of Dana Scully, but neither thoserespondents nor the study’s authors otherwise interpret the series’ dialogue, visual construction,or narrative structures. While it is understandable that many discussions of STEMrepresentations would reflect the empiricist, positivist epistemologies of the disciplinesthemselves, we maintain that the interpretive lenses of cultural and media studies are at least asurgent. One cannot measure the