Conference Session

Curriculum in Engineering Leadership Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Clinton Stephens, Iowa State University; Katherine Lynn Friesen, College of Engineering, Iowa State University

Tagged Divisions

Engineering Leadership Development Division

and leadership. Students are asked to identify and interview aleader of their choice, analyzing the information gathered from the interview using their personaldefinitions. As a final reflection, students create a self-commitment plan consisting of personaldefinitions of a leader and leadership, personal values, vision statement, and identifiableleadership opportunities while in college.   We have implemented this module as a course facilitated by a graduate assistant.Discussions and the self-commitment plan were spread throughout half of the semester in aneight-week course. Students who have completed the module are invited as to serve as a peermentors that facilitate discussion and activities. A more abbreviated module could

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; John L. Falconer, University of Colorado, Boulder; David L. Silverstein P.E., University of Kentucky; Bill Jay Brooks, Oregon State University; Debra May Friedrichsen; Christina Smith, Oregon State University

Tagged Topics

NSF Grantees Poster Session

structured questioning process actively involves all students in the class.Peer instruction encourages students to reflect on the problem, think through the arguments beingdeveloped, and put them into their own words. Just as important, it provides both student andinstructor with feedback regarding student understanding of the concept.Concept Inventories have emerged in many science and engineering fields.4-16 Similarlynumerous studies in physics, chemistry, and biology classrooms have shown that active learningpedagogies that are based on concept questions (ConcepTests) are more effective for studentlearning than traditional lecture.17-28 This project intends to encourage and shift the focus oflearning in chemical engineering classes by providing a

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Melissa Divonne Dean, Mobile Area Education Foundation; Judith French Duke, Mobile Area Education Foundation

industry leaders in the region. Participants willexperience a portion of one environmental engineering module developed using this model,“Don’t Go With the Flow.” Participants will reflect on their experience with the moduleand identify ways that the model could be applied to enrich their current STEM educationefforts. Planning documents and a summary of strategies will be provided.Workshop Description. Please provide a detailed description of the proposed workshop that, atminimum, explicitly addresses the following (maximum 4,000 characters): a. Learning objectives b. Hands-on activities and interactive exercises c. Materials that participants can take with them d. Practical application for teachers and outreach

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

Meagan C Pollock, National Alliance for Partnerships in Equity

scenario based activity, participants will be able to identify micromessages, including micro-affirmations and micro-inequities, and recommend micro-affirmations to improve equity in the classroom scenarios.Pedagogical Strategies:Over the course of the workshop, the following pedagogical strategies will be used: - Reflective practice - Constructivist listening - Collaborative learning - Guided inquiry - Action planningHands on activities & Interactive Exercises: 1. Participants will work in dyads using constructivist listening, as a reflection tool to develop meaning and understanding around the concept of micromessaging. 2. Participants will work in small groups to identify the types of cues in which

Collection

2015 EDI

Authors

Ronald Welch

experience guidance/training 3. Impact on students who serve is4. Impact on those served can be documented through reflective, (and is) documented qualitative, and quantitative methods Community Service Learning at West Point• Tasked with building an experiential independent study project for every Civil Engineering Student• Only had 1-2 per year; needed 16-20 per year• Developed projects in 3 areas: – UG Research – Competition – Community Service 4 Service Projects at West Point• FBI Training Facility• Reconfiguration of training facilities for Homeland Security

Conference Session

Concepts and Conceptual Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christian Anderson Arbogast, Oregon State University; Devlin Montfort, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Educational Research and Methods

earlier, an expert may have avoided this pitfall. For a novice to avoid thestoppage, they would have to recognize the stoppage and where it fits into the adaptation ofGick’s 6 problem solving strategy. There student may have known that there must be someanswer to the self-posed question: “Why is there pressure?”. If the solution seeker was able to Page 26.703.10recognize their own stoppage it might have forced a moment of self-reflective metacognition.That self-reflection could lead to the realization that there must be some well-defined schemathat could have been used by an expert to reach the solution, thereby implying that their ownschema is

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jill K Nelson, George Mason University; Margret Hjalmarson, George Mason University

Tagged Divisions

Educational Research and Methods

Rogers identified provide a methodfor understanding how individuals in a system may adopt innovations.This study takes place in the context of a set of long-term faculty development groups. Thegroups follow the SIMPLE model for faculty development: Sustainable, focus on Incrementalchange, include Mentoring, be People-driven, and emphasize interactive LearningEnvironments5–7. Through these groups, engineering faculty meet regularly over the course of anacademic year to learn about evidence-based instructional practices, identify innovations thatserve a need in their classes, implement these innovations, and reflect on their effects. Theinnovations selected by the participating faculty and their reflections on choosing and using theseinnovations

Conference Session

Women in Engineering Division: Retaining and Developing Women Faculty in STEM

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cindy Rottmann, University of Toronto; Robin Sacks, University of Toronto; Annie Elisabeth Simpson, Institute for Leadership Education in Engineering; Doug Reeve P.Eng., University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

office. According to our records, 288 employees opened the survey and 175 completed it.Please see table one for a summary of our sample characteristics.Our sample is younger and less experienced than engineers in the country with a slight over-representation of chemical and mechanical engineers. The gender split (74% men, 26% women)reflects that of Canadian engineering graduates over the past two decades. We used Cronbach’salpha to test the reliability of survey scales using the full complement of data collected (n=75, 31survey items, 3 scales) and found that all three scales met the social science reliability thresholdof 0.7 [12]. After analyzing data related to the three engineering leadership orientations andanswering our initial set of

Conference Session

International Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Qunqun Liu, Shanghai Jiao Tong University; Jiabin Zhu, Shanghai Jiao Tong University; Bo Yang

Tagged Divisions

International

thought process, … not give just the final answer,but also the process”- RobinThis type of feedback seemed to have contributed to students’ deep understanding of coreconcepts. It also facilitated students’ reflection and articulation of what they have learned.An emphasis on rigorous reasoningThe SPEIT program encourages a teaching and learning environment that emphasizesanalytical thinking through mathematic reasoning and the like. This focus had allowed forstudents’ development of rigorous thinking progresses:“The French have a rigorous logic process. Say, for some equations, he may start with thesubject and go through from the beginning to the end through critical analysis. After that,they may do it one more time backward. That is to say, they

Conference Session

Circuits and Systems Education 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

David Braun, California Polytechnic State University

Tagged Divisions

Electrical and Computer

drills” yields over 16 million results. The followingnon-exhaustive list indicates a few ways authors aim to build higher level writing skills: 1. Faculty must do more than embed writing assignments into their classes.19 2. The writing assignment must offer students time to receive feedback, reflect on their learning, and revise their drafts. 19,20 3. Writing requires an interactive, coaching pedagogy—like that advanced by How People Learn techniques.19 4. Scaffold complex writing tasks over simple mechanics to promote improvement.16 5. Use detailed rubrics so feedback can translate more readily into improved results.20 6. Computer assisted instruction (CAI) to teach English composition gained increased attention

Conference Session

Pedagogical Approaches in Construction Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Talat Salama, Central Connecticut State University; Namhun Lee, Central Connecticut State University; Glynis Fitzgerald, Central Connecticut State University; Lee W. Lee, Central Connecticut State University; Mary M. McCarthy, Central Connecticut State University

Tagged Divisions

Construction

education needs to be assessed as compared to on-ground (in the classroom) education. To continue growth and experience in e-learning,universities are encouraged to develop online graduate and undergraduate courses andspecialized certificate programs. A large comprehensive state university in New England,Central Connecticut State University (CCSU), created a task force to look closely at theuniversity’s online and hybrid courses to ensure that the university delivers high quality onlineand hybrid instruction. Comprised of educators, administrators and technology experts, the taskforce’s objective is to develop recommendations to ensure that 1) online and hybrid coursestaught at this state university reflect the best practices for online course

Conference Session

First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Yanhua Cao, Jackson State University; Jianjun Yin, Jackson State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

competitiveness, economic prosperity, and security. Creativity isdefined by some cognitive researchers as the introduction of new variables, significant leaps,or novel connection, and is a process resulting in a novel products1,2. Torrance concludedthree characteristics of creativity: originality, idea fluency, and flexibility, and claimed thatevery person has his or her creativity and that creativity could be cultivated3. Amabileestablished a psychological model of creativity that includes four factors: intrinsicmotivation, domain knowledge, creative skills, and environment4. Metacognition refers to theawareness of and reflection on one’s learning process and is higher-order mental processes5,6.Metacognition includes making plans for learning and

Conference Session

International Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kacey D Beddoes, Oregon State University; Devlin Montfort, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Topics

Diversity

Tagged Divisions

International

research specifically.9 Page 26.680.2Theoretically grounded work can connect researchers, facilitate generalization across studies,and help the field avoid re-inventing the wheel.10 Moreover, “theoretically engaged empiricalwork allows broader and more complex discussion between scholars – one that extends beyondthe particularities of individual empirical projects”.11 However, much engineering educationscholarship is characterized by a lack of explicit and consistent theoretical engagement,12 andwhen theory is used it is typically only in a limited fashion.13 The lack of engagement withtheory in scholarship on global competencies is thus reflective

Conference Session

Biomedical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Ann He, University of Rochester; Amy L Lerner, University of Rochester

Tagged Divisions

Biomedical

create a MATLAB program to calculate the bicepsmuscle force required to hold up an object (apple, backpack, or milk jug etc.) at 90 degrees based on keyinput parameters from data found in literature. Students will set up a full-factorial analysis of the elbowbiomechanics model, with “high” and “low” levels of each parameter based on the mean ±1 standarddeviation. An Excel sample data sheet will be provided that shows the patterns found within thecombinations of the full factorial design. Next, students will perform an ANOVA analysis usingMATLAB to idenify the overall mean to report the biceps muscle force for the most generic answer andthe RMSE to reflect the uncertainty in this generic model. Using the results from ANOVA, they will

Conference Session

Revitalization of Manufacturing Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Niaz Latif, Purdue University, Calumet; Steven Wendel, Sinclair Community College; Mohammad A. Zahraee, Purdue University, Calumet; Aco Sikoski, Ivy Tech Community College; Ronald J. Bennett F.ASEE, F.ABET P.E., University of St. Thomas

Tagged Divisions

Manufacturing

Page 26.1056.5integrate the Four Pillars with methods that apply to each learning style, using the Corvette tourfor examples to plan a learning session. Participants then were asked to identify leaders theyhave known and reflect on the traits and leadership qualities of those individuals. Each wrotetheir own definition of leadership and discussed with the group. Prior to Module 4, participants were asked to do an assignment using their characterstrengths identified in the VIA survey. In Module 4, participants shared their stories andcompared VIA results, identifying their own personal signature strengths. This was followed bya presentation and discussion on energy managementxii and the high performance pyramid. In thefinal phase of this

Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Coleen Carrigan, Cal Poly San Luis Obispo; Eve A. Riskin, University of Washington; Jim L Borgford-Parnell, University of Washington; Priti N Mody-Pan, University of Washington; Dawn Wiggin, University of Washington; Sonya Cunningham, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Agent award, the 2006 Hewlett-Packard Harriett B. Rigas Award, and the 2007 University of Washington David B. Thorud Leadership Award. She is a Fellow of the IEEE.Dr. Jim L Borgford-Parnell, University of Washington Dr. Jim Borgford-Parnell is Associate Director and Instructional Consultant at the Center for Engineering Learning & Teaching at the University of Washington. He taught design, education-research methods, and adult and higher education theory and pedagogy courses for over 30 years. He has been involved in instructional development for 18 years, and currently does both research and instructional development in engineering education. Jim has taught courses on the development of reflective teaching practices

Conference Session

Make It!

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sangarappillai Sivaloganathan, United Arab Emirates University; Hayder Zulafqar Ali, University Instructor; Iman Abdulwaheed, United Arab Emirates University; Sayeda Abboud Al Ameri, United Arab Emirates University

Tagged Topics

Diversity

Tagged Divisions

Manufacturing

followed by thedrilling of a hole and gluing a tower of the University Logo. The university wants to make1000 pieces of this. It wants to contract this job out. You are a group of mechanicalengineering graduates just graduated from UAEU and are in the process of forming aproduct design and manufacturing company. You want to have this contract to launch yourcompany. But the competition is very high. Eighteen companies including yours haverecorded interest in bidding for the contract. Make a bid on the specified format given andmake a presentation to the interviewing board to convince them to choose your bid.The students were told that the product should have the emotional appeal reflecting thecharacteristic character of the region and product

Conference Session

Shaping the Future: Structured Mentoring for Today's Diverse Engineering Student Populations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joi-lynn Mondisa, Purdue University, West Lafayette; Cordelia M. Brown, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

tapping into pools of underrepresented populations such as African-Americans1,2 . To address the call, it is critical to examine the African-American science, technology,engineering, and mathematics (STEM) undergraduate experience and to understand how theexperiences of underrepresented populations influence decisions to go into and persist in STEMmajors 3-5. But what do we really understand about the African-American STEM collegeexperience? What can we learn from the experiences and reflections of African-AmericanSTEM PhD mentors about the African-American college experience and how to navigate it? Inthis paper, we examine the reflections and insights of an African-American STEM mentor usinga narrative analysis method. This research study

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert Matthew DeMonbrun, University of Michigan; Cynthia J. Finelli, University of Michigan; Prateek Shekhar, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

resistance to activelearning methods and the ways faculty respond to this challenge. Since trained observers who arenot involved parties in the classroom (i.e., neither students nor instructors) are conducting ourobservations, we have had to continually reflect on the precise detection, perception, recognition,and judgment of certain events to ensure our observations are accurately capturing what isoccurring in the classroom. This experience is much different than training observers to obtaininter-rater agreement, used often by researchers to ensure that observations are reliable acrossmany different observers. Instead, we have examined ways in which we can confirm the eventswe are recording are a valid depiction of classroom behaviors.In this paper

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

John L. Falconer, University of Colorado Boulder; Janet L. de Grazia, University of Colorado, Boulder; Garret Nicodemus, University of Colorado Boulder; Katherine Page McDanel, Dept of Chemical & Biological Engineering, University of Colorado Boulder; Michelle Medlin, University of Colorado

Tagged Topics

NSF Grantees Poster Session

organized. For courses with over 100screencasts, we created separate, course-specific YouTube channels where screencasts areorganized into playlists by topic. Playlists are shorter, making it easier for users to navigate. Wealso added more textbook table of contents and linked screencasts to chapters in the textbooks,and simplified the existing links from textbooks. Because the FE exam form was revised since we created the links to screencasts usefulfor FE exam review, we have updated our website to reflect these changes. An FE exam playlistwas created on YouTube as well as a specific YouTube channel.Active learning materials An active-learning course package for chemical engineering thermodynamic was addedto the instructor resource

Conference Session

Engineering Physics & Physics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Daniel Ludwigsen, Kettering University

Tagged Divisions

Engineering Physics & Physics

engineering driven by thespace race, introductory laboratories tended to be expository in style and focused on verifyingrelationships or concepts in a deductive approach. In this type of laboratory, instructions tend tobe direct, the manual often has space to record the data gathered by students as they execute thesteps, and the analysis also proceeds according to instructions. Usually, there are post-labquestions for reflection and interpretation of results. On the other hand, inquiry basedlaboratories tend to use an inductive approach in which students arrive at the general principle bygathering evidence. In an open inquiry activity, the students create the method for gathering dataand perhaps even the question to be addressed. The outcome is

Conference Session

Systems Engineering Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Greg Bartus, Stevens Institute of Technology; Frank T. Fisher, Stevens Institute of Technology

Tagged Divisions

Systems Engineering

individual roles for focused attention on targetedcomponents or subsystems. These subsystems primarily focused on blades, generator and theelectric grid. Training was provided to theboth teams in the following engineeringconcepts: constraints, requirements, trade-offs, optimization, and prototyping. The SEswere provided with more detailed training andresources such as the Vee model which theyshared with the rest of their team. That beingsaid, we wanted the students to experiencesystems engineering and componentengineering first and reflect on theterminology later. Teams started out with twolarger teams to kick off designing blades and generators and then later evolved into smallergroups with 2-3 ‘rovers’ to assist on other tasks.Instructors were

Conference Session

Capstone Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ben David Lutz, Virginia Tech; Mike Ekoniak, Virginia Tech; Marie C Paretti, Virginia Tech; Courtney S Smith-Orr, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Design EngineeringEducation (TIDEE) project has yielded assessment tools intended to measure engineering designlearning outcomes, including communication, teamwork, and design outcomes. 4, 8, 9Missing from these measures of student outcomes, however, are reflective accounts from thestudents themselves, though Pierrakos et al. did explore student perceptions of learning using a Page 26.1425.350-item survey instrument. 10 But capstone design is a complex instructional environment thatoften results in a diverse array of learning experiences; surveys or rubrics may overlookadditional or unanticipated outcomes. To address this gap, we present an

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

J. Patrick Abulencia, Manhattan College; Margot A Vigeant, Bucknell University; David L. Silverstein P.E., University of Kentucky

Tagged Topics

NSF Grantees Poster Session

 perceived  learning  on  the  part  of  the  students  during  video  production,  as  well  as  qualitative  evidence  of  learning  in  students’  written  reflections  on  the  video  making  process.    However,  it  is  also  evident  that  perhaps  too  much  effort  was  devoted  by  students  to  making  videos  look  and  sound  good.    We  hypothesize  that  the  cognitive  load  devoted  to  this  takes  their  concentration  from  the  underlying  thermodynamics.    Further,  in  a  team  of  3-­‐4  students,  individuals  can  specialize.    Observations  suggest  that  some  students  concentrated  nearly  exclusively  on  video  editing  and  acting  and  did  not  participate  meaningfully  in  understanding  the  concepts

Conference Session

Communication Across the Divisions III: Writing as Social–Technical Integration

Collection

2015 ASEE Annual Conference & Exposition

Authors

Vukica M. Jovanovic, Old Dominion University; Megan McKittrick, Old Dominion University; Pilar Pazos, Old Dominion University; Daniel Richards, Old Dominion University; Julia Romberger

Tagged Topics

Diversity

Tagged Divisions

Computing & Information Technology, Liberal Education/Engineering & Society

and texts as resulting from typified behaviors, knowledge, and actions of agiven community of practice: “[T]o write, to engage in any communication is to participate in acommunity; to write well is to understand the conditions of one’s own participation with thatcommunity and determine the success or failure of communication”11. As such, genres reflect thevalue systems of individual organizations (e.g., a stand alone business) and also large scalecommunities (e.g., engineers). Being a proficient writer means becoming intimatelyknowledgeable of the conditions of participation in a given community of practice. According toJames Dubinsky, “our work [as professors] involves more than teaching our students strategies orforms; it also

Conference Session

Student Approaches to Problem Solving: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Catherine D. McGough, Clemson University; Adam Kirn, Univeristy of Nevada, Reno; Courtney June Faber, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

. A description of how strategies areidentified using student’s written work and audio reflections will be included to promote futurework in problem solving research.Theoretical FrameworksProblem Solving StrategiesAlthough there are many frameworks in place for problem solving strategies, for the context ofsophomore and junior level engineering students we selected Nickerson’s framework as the mostapplicable7. Previous research indicates that Nickerson’s framework of problem solvingstrategies are applicable to undergraduate engineering students’ problem solving approaches8.Nickerson divides problem solving strategies into nine types: subgoaling, working backwards,hill climbing, means-end analysis, forward chaining, considering analogous

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Irene B. Mena, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign; Jose Mestre; Jonathan H Tomkin, University of Illinois at Urbana-Champaign

Tagged Topics

NSF Grantees Poster Session

changed only throughmutual reflective engagement about communal practices11,12 such as teaching practices orcurriculum design practices. CoPs provide a place for this mutual reflective engagement, invitingfaculty to engage in continuously deeper levels with RBIS, from the periphery to the core1.At research-intensive universities, faculty primarily engage in research CoPs. The primary markof membership within these CoPs is recognized depth of understanding in a field of study, asdemonstrated by key cultural artifacts such as dissertations and research articles22. Thesecommunal practices create a central identity of faculty as researchers and as experts. In contrast,the practices promoted by most RBIS do not value faculty as researchers or as

Conference Session

Mathematics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Patricia Salinas, Tecnologico de Monterrey (ITESM); Eliud Quintero, Tecnologico de Monterrey (ITESM); Pablo Guillermo Ramirez, Tecnologico de Monterrey (ITESM); Eduardo González Mendívil, Tecnologico de Monterrey (ITESM)

Tagged Divisions

Mathematics

the development of adidactic toolkit AR_Dehaes that aim to improve spatial ability in freshmen engineering students.These authors state that spatial ability is something that cannot be taught but instead needstraining (development and improvement). Within these considerations, testing of tool promise itsrelease.Our perspective in Mathematics Education, always grounded in the classroom as a collegeteachers, makes us aware of the difficulties when dealing with spatial visualization. The teachingof solids of revolution in Calculus II has been a crucial issue in this reflection. When teaching inCalculus I the graphs of functions of a single real variable, graphs visualization stays in a 2Dplane perception. These curves, compelled in 2D, could be

Conference Session

Materials Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard E Eitel, Stevens Institute of Technology

Tagged Divisions

Materials

on the outcome of the“Concept Checks,” further team based discussion, whole class discussions, or a mini lecture maybe used to address any specific areas of misunderstanding. Typically 3-5 cycles of POGILactivities, concept checks, and review/discussion are conducted during each class meeting.Class sessions are occasionally broken up by short (5-10 minute) in-class experiments ordemonstrations (preferably once per week). Example activities include: making Elmer’s gluesilly putty, super conductor levitation, zinc electroplating and inter-diffusion to make a “gold”penny, or observing the work hardening behavior of a paper clip. Finally, at the end of most classsessions students are asked to reflect on the material covered by completing an exit

Conference Session

Mathematics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Judith A. Garzolini, Boise State University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

levelwhich significantly exceeded the fall, 2013 female STEM enrollment figure (26.5%). In addition,13.4% of awards went to underrepresented minority students. These also significantly exceededthe fall, 2013 URM STEM enrollment figures which reflect a student body consisting of 9.2%URM. When awards were evaluated in terms of student enrollment category we found that 40%of awards went to first-time, full-time students, 28% went to transfer students, 22% to returningstudents and 10% to second degree seeking students.When the retention of FTFT students who received awards was examined, we found that 71.4%of awardees were retained in STEM one year later, and 81.6% were retained here in any major.This favorably compares with STEM FTFT retention figures