Conference Session

DSA Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ben D Radhakrishnan, National University; James Jay Jaurez, National University; Nelson Altamirano, National University

Tagged Topics

Data Science & Analytics Constituent Committee (DSA), Diversity

research paper will specifically explore the past production of solar energy in all the statesin the US, and with the use of data analysis tools will predict the production to the year 2030.The reduction of CO2 emissions with the use of renewable solar energy is in direct support of thethree elements of sustainability, namely the 3Es: Environment, Economics, and Equity (or socialjustice). This research will quantify the past benefits already realized in all these three areas forsolar energy, and project them up to 2030. Cluster analysis technique will be applied to solar generation across all US States to identifygroup(s) at distinct levels of production. This can help States to follow the leading State(s) policyand process to increase their solar

Conference Session

Educational Research and Methods Division (ERM) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gabriella M. Sallai, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Grant #DGE1255832.Any opinions, findings, conclusions, or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation.REFERENCES[1] Council of Graduate Schools, “Ph.D. completion and attrition: Analysis of baseline program data from the Ph.D. completion project,” Washington D.C, 2008.[2] R. Sowell, J. Allum, and H. Okahana, “Doctoral initiative on minority attrition and completion,” Council of Graduate Schools, Washington D. C, 2015.[3] M. Bahnson and C. G. P. Berdanier, “Current trends in attrition considerations of engineering Master’s and Ph.D. students at research-intensive universities in the United States,” Int. J. Eng. Educ., vol. 39, no. 1

Conference Session

Engineering Empowered Communities: Place-Based Community Engaged Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

Juan C. Lucena, Colorado School of Mines; Mateo Rojas; Casey Gibson, National Academy of Engineering; Jaime Elizabeth Styer, Colorado School of Mines; Sofia Lara Schlezak, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

research grant (e.g., NSF),s/he must comply with already structured research as stated in the grant proposal which rarelyincludes RT as defined and outlined above (NSF’s Broader Impact criterion is not RT). In spiteof these institutional, structural, and procedural constraints, the student co-authors in this paperdeveloped a commitment to RT mainly due to the spaces that their HES graduate programopened to do so and the guidance of faculty committed to RT. Hence, as expected, their RTefforts had to be implemented somewhat haphazardly, often circumventing established academicpractices but without placing themselves in trouble. Other students, while deeply committed toRT, found themselves prioritizing traditional academic writing, valued by academic

Conference Session

Software Engineering Division (SWED) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bruce R. Maxim, University of Michigan, Dearborn; Jeffrey Jonathan Yackley, University of Michigan, Flint

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division (SWED)

Conference Session

NEE Technical Session 3 - Courses: development, logistics, and impact

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sanaz Motamedi, University of Florida; Viktoria Medvedeva Marcus, University of Florida

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

:10.1371/journal.pone.0248925[3] K. Hu, K. Godfrey, Q. Ren, S. Wang, X. Yang, and Q. Li, “The impact of the COVID-19 pandemic on college students in USA: Two years later,” Psychiatry Research, vol. 315, p. 114685, Sep. 2022, doi: 10.1016/j.psychres.2022.114685.[4] M. Mailizar, D. Burg, and S. Maulina, “Examining university students’ behavioural intention to use e-learning during the COVID-19 pandemic: An extended TAM model,” Educ Inf Technol, vol. 26, no. 6, pp. 7057–7077, Nov. 2021, doi: 10.1007/s10639-021-10557-5.[5] A. D. Dumford and A. L. Miller, “Online learning in higher education: Exploring advantages and disadvantages for engagement,” Journal of Computing in Higher Education, vol. 30, no. 3, pp

Conference Session

Materials Division (MATS) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Materials Division (MATS)

Reference(s) Chapter 22 Economic, environmental, and societal issues Callister and Rethwisch [32]; [38] in materials engineering; Wind power example Wind turbine blade materials [39] 2 Rare earth elements - mining [40] 8 Safety, testing – faked submarine material tests [41] 14 Plastic pollution during its lifecycle [42], [43], [44] 14 Nanoplastics prevalence and health concerns [45] 15 Road made of recycled plastic [46] 12, 13 Ceramics, carbon footprint, water usage, Bubble charts [47] recycled fraction 17 Corrosion of lead pipe and Flint [48] 17 Biodegradable

Conference Session

Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cole Thompson, Purdue University at West Lafayette (COE); Adrian Nat Gentry, Purdue University at West Lafayette (COE); Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering); Julie P Martin, University of Georgia; Fio Bahr, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

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

supports graduate students access in their academic workplace—as the supports accessed inthese settings are most relevant to engineering education researchers, faculty and administrators.We ask the following research question (RQ 1), how do nonbinary STEM graduate studentsreceive supports from cisgender and transgender alters that witness and mirror them asnonbinary?FrameworksWe utilize Gentry et al.’s (2024) nonbinary social supports conceptual framework and Dolan andGarvey’s (2024) nonbinary identity development model to guide our study. As nonbinaryresearchers, we found it crucial to model the use of asset-based frameworks specific to ournonbinary population.Nonbinary Social Supports Conceptual FrameworkWe utilize Gentry et al.’s (2024

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Burcu Ozden, Pennsylvania State University; Andrei Blinkouski, Pennsylvania State University; Matthew A. Fury, Pennsylvania State University; Michael Kagan, Pennsylvania State University; John Majewicz, Pennsylvania State University; Laura McGhee, The Pennsylvania State University; Zafer Hatahet, Embry-Riddle Aeronautical University, Prescott

Tagged Topics

Diversity, NSF Grantees Poster Session

Abington, Abington, PA, 19001, USA 2 Institutional Researcher, Penn State Abington, Abington, PA, 19001, USA 3 College of Arts and Sciences, Embry-Riddle Aeronautical University, Prescott, AZ, 86301, USAAbstractAt its essence, collaborative efforts define STEM research. Likewise, one can anticipate thatfostering interdisciplinary collaboration in STEM education will yield positive outcomes. Arecent NSF S-STEM grant has empowered us to formulate and implement integrated courses atPenn State Abington, covering subjects in mathematics, physics, and engineering.Despite calculus being a prerequisite for physics across many undergraduate programs in theUnited States, a

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 2: Identity, Professionalization, and Belonging I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines; Junko Munakata Marr, Colorado School of Mines; Jeffrey C Shragge, Colorado School of Mines; Jonah Klemm-Toole, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

does notexactly track with socioeconomic status, given that students who are recently independent for taxpurposes may have significant unmet need, as they no longer claim their parents’ income, even ifthey grew up in a privileged household.) Students who received the S-STEM scholarshipparticipate in an exit interview with either the external evaluator or a program faculty memberwho is not their primary advisor. The interview covers how students understand their FOK, howthey view the connections between their FOK and their graduate experience, how theyexperience belongingness in their graduate program and in the wider STEM field, and how theyview their own professional identity. The interviews are all recorded, transcribed, andanonymized.This

Conference Session

Minorities in Engineering Division(MIND) Technical Session 3

Collection

2025 ASEE Annual Conference & Exposition

Authors

Micheal Oketunde Okegbola, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Abiola Olayinka Ajala, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

, results, and conclusions or recommendations which were expressed in the study arethose of the author(s) and do not necessarily reflect the views of the NSF.REFERENCES[1]​ L. D. Gonzales, K. Hall, A. Benton, D. Kanhai, and A.-M. Núñez, “Comfort over Change: a Case Study of Diversity and Inclusivity Efforts in U.S. Higher Education,” Innov. High. Educ., vol. 46, no. 4, pp. 445–460, Aug. 2021, doi: 10.1007/s10755-020-09541-7.[2]​ M. Covington, K. McClain, B. Dwyer, and A. A. Hilton, “Multicultural Education And Diversity Outcomes at Historically Black Colleges and Universities (HBCUs),” Multicult. High. Educ. Increasing Access Improv. Equity 21st Century, p. 143, 2020.[3]​ A. Killough, E. Killough, J. Burnett, and G. Bailey, “The

Conference Session

New Approaches and Leadership Development Frameworks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Victoria Kerr, University of Toronto; Brandon Aldo Lista, University of Toronto; Patricia Kristine Sheridan, University of Toronto; Emily Moore P.Eng., University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

, youth perceptions of leadership move past the traditionalleadership theories and more closely align with the contemporary theories.” [13, p.457].Interestingly, this does not agree with Komives et al.’s findings [5], which observed that studentslargely had traditional, hierarchical views of leadership when entering college.Leadership Identity DevelopmentThe process through which students develop their conceptualizations of leadership andleadership identity has been well developed in the literature. Most notably, Komives et al. [1]developed the leadership identity framework, which describes this process. In their LeadershipIdentity Development (LID) model, Komives et al. [1] conceptualized the creation of leadershipidentity into 6 stages; 1

Conference Session

Military and Veterans Division (MVD) 3 - Moving Beyond the Uniform

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hannah Wilkinson, Utah State University; Angela Minichiello P.E., Utah State University

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans Division (MVD)

orrecommendations expressed in this material are those of the authors and do not necessarilyreflect the views of National Science Foundation. Data for this study were collected beforeJanuary 20th, 2025.References [1] H. Wilkinson, “Understanding support for student veterans and servicemembers in public undergraduate engineering programs,” Master’s Thesis, Utah State University, Logan, UT, 2023. [Online]. Available: https://digitalcommons.usu.edu/etd2023/15[2] S. F. Barrett, C. H. G. Wright, and M. Martinez, “Veteran’s transition course at the University of Wyoming,” presented at the 2017 ASEE Annual Conference & Exposition, Columbus, OH, 2017.[3] T. Anderson and J. Shattuck, “Design-based research: A decade of progress in education

Conference Session

College Industry Partnerships Division (CIP) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Araceli Martinez Ortiz, The University of Texas, San Antonio

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships Division (CIP)

students into individuals with deeper empathy and understanding. They advise theneed to take a posture of humble learning to create relationships with Indigenous peoples.“Benevolence can be experienced by Indigenous people as relationally oppressive”, it is essentialthat one seek the perspective of the recipient” (9, p.101). In this qualitative study, interviewsrevealed that an understanding of native people, their culture, and their historical background iscrucial and that respect is not shown only through words but also actions. What sets benevolenceapart from humble action is the foundation of a relationship. It is all about having a relationshipfirst.Andrade, M. S. [10] discusses the importance and relevance of TribalCrit (Tribal critical

Conference Session

Faculty Development Division (FDD) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

K.S.A. Dinesh Kumar, National Institute of Technical Teachers Training and Research, Chennai, India; Janardhanan Gangathulasi, National Institute of Technical Teachers Training and Research, Chennai, India; Shanmuganeethi Velu, National Institute of Technical Teachers Training and Research, Chennai, India

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #38908Empowering Faculty Members through Mooc in Techno-Pedagogical Con-tentDr. K.S.A. Dinesh Kumar, National Institute of Technical Teachers Training and Research, Chennai, India Dr. K. S. A. Dinesh Kumar, M. E., Ph.D. is presently Professor of Civil Engineering at National Institute of Technical Teachers Training & Research (NITTTR) Chennai, Government of India. He has coordinated more than 150 training programmes for National participants and 06 International programmes in the area of Technology Enabled Teaching Learning, Student Assessment and Evaluation, Instructional Design and Delivery system

Conference Session

First-Year Programs Division (FYP) - Technical Session 1: Course Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matilde Luz Sánchez-Peña, University at Buffalo, The State University of New York; Jennifer L Zirnheld, University at Buffalo, The State University of New York; Kevin M. Burke; Julia Latorre; Carl F. Lund, University at Buffalo, The State University of New York; Andrew Olewnik, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

Paper ID #39271Using Backwards Design to Redesign a First-Year Engineering Seminar toServe a Diverse Student Population ˜ University at Buffalo, The State University of New YorkMatilde Luz S´anchez-Pena, Dr. Matilde S´anchez-Pe˜na is an assistant professor of Engineering Education at the University at Buffalo – SUNY where she leads the Diversity Assessment Research in Engineering to Catalyze the Advancement of Respect and Equity (DAREtoCARE) Lab. Her research focuses on the development of cultures of care and well-being in engineering education spaces, assessing gains in institutional efforts to advance

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Elisa Bravo, University of Michigan ; Shanna R. Daly, University of Michigan; Jesse Austin-Breneman

Tagged Topics

Diversity, NSF Grantees Poster Session

Space Movement,” presented at the 2015 ASEE Annual Conference & Exposition, Jun. 2015, p. 26.295.1-26.295.15. Accessed: May 01, 2023. [Online]. Available: https://peer.asee.org/broadening-participation-through-engagement-in-the- maker-space-movement[2] S. Huber, P. K. Sari, and R. Meher, “Diversity and Making: A Living History Quilt,” J. Learn. Spaces, vol. 10, no. 3, pp. 97–106, 2021.[3] H. Kye, “Who Is Welcome Here? A Culturally Responsive Content Analysis of Makerspace Websites,” J. Pre-Coll. Eng. Educ. Res. J-PEER, vol. 10, no. 2, Jul. 2020, doi: 10.7771/2157-9288.1190.[4] S. Vossoughi, P. K. Hooper, and M. Escudé, “Making Through the Lens of Culture and Power: Toward Transformative Visions for Educational

Conference Session

Civil Engineering Division (CIVIL) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kristen L. Sanford P.E., Lafayette College; Frederick Paige, Virginia Polytechnic Institute and State University; Philip J. Parker P.E., University of Wisconsin - Platteville; Rodolfo Valdes-Vasquez, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

-of-the-literature[6] M. R. Connolly and E. Seymour, “Why Theories of Change Matter. WCER WorkingPaper No. 2015-2,” Wisconsin Center for Education Research, Jul. 2015. Accessed: May 01,2023. [Online]. Available: https://eric.ed.gov/?id=ED577054[7] Etienne Wenger-Trayner and Beverly Wenger-Trayner, “07-Brief-introduction-to-communities-of-practice.pdf,” 2015. https://wenger-trayner.com/wp-content/uploads/2015/04/07-Brief-introduction-to-communities-of-practice.pdf (accessed Feb.11, 2021).[8] A. Kezar and S. Gehrke, “Communities of Transformation and Their Work ScalingSTEM Reform,” Pullias Center for Higher Education, Dec. 2015. Accessed: May 01, 2023.[Online]. Available: https://eric.ed.gov/?id=ED574632[9] J. H. Tomkin, S. O

Conference Session

Engineering Libraries Division (ELD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Weiss, University of Maryland- College Park

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries Division (ELD)

Science Foundation.” https://ncses.nsf.gov/pubs/nsb20197/demographic-attributes-of-s-e-degree-recipients (accessed Feb. 27, 2023).[15] “Race and Ethnicity of Higher Education Faculty,” Race and Ethnicity in Higher Education. https://www.equityinhighered.org/indicators/postsecondary-faculty-and- staff/race-and-ethnicity-of-higher-education-faculty/ (accessed Feb. 27, 2023).[16] N. Caplar, S. Tacchella, and S. Birrer, “Quantitative evaluation of gender bias in astronomical publications from citation counts,” Nature Astronomy, vol. 1, no. 6, Art. no. 6, 2017.[17] M. A. Bertolero et al., “Racial and ethnic imbalance in neuroscience reference lists and intersections with gender,” Neuroscience, preprint, Oct. 2020. doi: 10.1101

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cassandra Puletapuai, Colorado State University; Daniel Birmingham, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

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

, culturalconfinement, mistaken cultural portrayals [8]. As evidenced above, students of Color experiencea litany of challenges all of which contribute to the floundering presence in STEM. The results of these systemic issues in STEM learning environments have far-reachingnegative ramifications for both current and future experiences of students of Color. For example,in 2018, the National Center for Science and Engineering Statistics (NCSES) reported thoseunderrepresented in STEM comprised just 24% of science and engineering (S&E) of totalbachelor’s degrees, 22.1% of all master’s degrees, and 13.6% of overall S&E degrees. Incontrast, about two-thirds of the employed scientists and engineers identify racially as White [9].In 2019, NCSES noted out

Conference Session

First-Year Programs Division (FYP) - WIPS 1: Programs & Curricula

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joseph A. Lyon, Purdue University at West Lafayette (COE); Jacqueline Callihan Linnes, Purdue University at West Lafayette (COE); Sean P. Brophy, Purdue University at West Lafayette (COE); Timothy M. Whalen

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

participation in engineering byopening up more perspectives of what is engineering using diverse contexts.References[1] M. Knight and C. Cunningham, “Draw an Engineer Test (DAET): Development of a Tool to Investigate Students’ Ideas about Engineers and Engineering,” in Proceedings of the 2004 American Society for Engineering Education Annual Conference and Exposition, 2004.[2] L. Berthoud, S. Lancastle, M. A. Gilbertson, and M. Gilbertson, “Designing a resilient curriculum for a joint engineering first year,” in Annual Conference Proceedings for the 2021 European Society for Engineering Education, 2022. [Online]. Available: https://www.researchgate.net/publication/361461385[3] J. R. Morelock, “A systematic

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Julia Yoo, Lamar University; Selahattin Sayil, Lamar University; Gleb Tcheslavski

Tagged Topics

Diversity, NSF Grantees Poster Session

intended (use Multisim) and do a gain calculation (use a suitable coupling capacitor). d. Design the amplifier such with cut-off frequencies of fL=178 Hz and fH=637 kHz. Use formulas you derived in pre-lab. Include bode plot, circuit schematics and your findings. e. Construct the circuit of Fig. 1 on your breadboard and run the circuit using Analog Discovery module. Obtain the Bode Plot using the Network Analyzer tool. f. Lastly, compare your hand calculation results to results derived from simulations and Analog Discovery measurements. If there are any discrepancies in corner frequencies, state possible reason(s) for the error. Fig. 1 Common Source NMOS Amplifier with a load capacitor2) AC

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