Conference Session

Liberal Education/Engineering & Society Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kristen L. Sanford Bernhardt P.E., Lafayette College; Jenn Stroud Rossmann, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

contextualized curricula, spurring many technical programs to reform,for example by “humanizing” engineering, developing technical literacy in nonengineers, ortrying to produce more integrative socio-technologists.Several initiatives reflect the mid-to-late 1960s interest in educating “socio technologists” tobridge the gap between competing admiring and critical visions of technology; this period wasinformed by both the triumphs and the tragic consequences of WWII and Cold War technology.Wisnioski [7] calls this gap “a rift about the purposes of engineering and the nature oftechnology...sparked by a combination of changes in the organization, content, and scale ofengineering labor, and by a trenchant critique of technology from intellectuals, activists

Conference Session

Engineering Ethics Division Technical Session - Ethics Across Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gokhan Egilmez, University of New Haven; Phillip A. Viscomi, University of New Haven ; Maria-Isabel Carnasciali, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

end, student takes the final challengeassignment, which consists of multiple choice 10 questions. In addition to the 3 self-assessment and onefinal challenge quiz-type assessments, the students complete two reflection essay papers in the 9th an 10thweeks of the semester.Research Survey and Data collectionThe students in the 4th year seminar were asked to complete the online module in the 9th week of the courseduring fall 2018 term and the survey was administered in the last week (Week 10). The online module wasintegrated as a take-home assignment, where students were able to complete the online ethics module onBlackboard (the University’s Learning Management System). A survey consisting of 10 sections with 18questions was given to the

Conference Session

Mechanical Engineering Division Technical Session 8

Collection

2019 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; Edward E. Anderson, Texas Tech University; John Richard Schumacher, Texas Tech University; Hani Dulli; David Lamp, Texas Tech University

Tagged Divisions

Mechanical Engineering

during problem solution in order to analyze, solve, and reflect ona problem. Engineering undergraduates enrolled in physics and thermodynamics reported thefrequency of use of problem-solving strategies, confidence in their ability to solve problems, andanswered demographic questions. Measures of performance included course grades. Factor-analytic methods that were applied to students’ reports of strategy use identified three types ofstrategies, which were labeled Execution, Planning and Looking Back, and Low Confidence inAbility. The three factors were significant predictors of course performance, based on correlationand regression methods that were applied to the data. The study provides evidence that usingproblem-solving strategies improves

Conference Session

First-Year Programs Division - Visualization and Mathematics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kristen L. Sanford Bernhardt P.E., Lafayette College; Mary Roth P.E., Lafayette College

Tagged Divisions

First-Year Programs, Mathematics

dynamics course [4], and student preconceptions in anintroductory transportation engineering course [5], among other applications.In a pilot project [1], students were asked to develop a concept map on the first day of class inresponse to the prompt, “What is engineering” (Figure 1 shows the assignment) and were askedto construct a new map using the same prompt on the last day of class. The authors then used acommon rubric focused on desired student learning outcomes to evaluate changes between theinitial and final concept maps and created radar plots to display the results. Both authors werestruck by differences in what we had expected to see and what students actually reported, as wellas by how strongly students reflected some of what we tried

Conference Session

Track: Faculty - Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Meagan R. Kendall, University of Texas, El Paso; Alexandra Coso Strong, Florida International University; Ines Basalo, University of Miami; Gemma Henderson, University of Miami

Tagged Topics

Diversity, Faculty

further the understanding of how educators at HSIsperceive their undergraduate students, including their assets and needs. Thirty-six engineering educatorsfrom 13 HSIs in Arizona, Florida, New Mexico, and Texas attended one of two workshops in the springof 2018. Participants engaged in individual and group activities that helped them reflect on their studentsand actively design an educational innovation for their institution, using information previously gatheredthrough interviews with students. Qualitative analysis of the data across the thirty-six educators at bothworkshops identified differences between how instructors describe characteristics of Latinx engineeringstudents across regions and instructor type. The overall findings provide a set

Conference Session

Identity, Culture, and Socialization

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Mark A. Chapman, University of San Diego

Tagged Divisions

Liberal Education/Engineering & Society

among others.We analyzed students’ responses using critical discourse analysis to investigate how language, asa form of social practice, is used among engineering students to conceptualize purpose. We arguethat language in text used by students is descriptive of how they create meaning of differentsituations, and that those situations are reflective of the larger dominant discourse created bysociocultural practices in engineering. Preliminary results indicate that engineering Discoursesmay influence the conceptualizations of status, power, and solidarity in relationship to theirvalues and vocations.IntroductionThe concept of vocation is sometimes ignored by engineering students given that its connotationis traditionally related to religious

Conference Session

ET Curriculum and Programs I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Pallavi Ramakanth Kowligi, Florida State University; Priyanka Prajapati, Florida State University; Faye R. Jones, Florida State University; Marcia A. Mardis, Florida A&M University/Florida State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

text-mined competencies in both syllabi and the AM CompetencyModel and compared them to identify: 1) frequently addressed topics; 2) verbs guiding courselearning outcomes versus the skill depth desired by employers; and 3) overall match betweendocuments. Our findings indicate that despite being developed to reflect the same curriculumframework, the five AM programs’ topical and complexity emphases varied widely. Overall,AM Competency Model content reflected higher levels of the Bloom’s Revised Taxonomy ofEducational Objectives, highlighting industry commitments to fostering analysis, evaluation, andcreation. We conclude with implications for educational institutions, AM policymakers, andindustry, outline the need for an AM Body of Knowledge

Conference Session

Case Studies & Engineering Education Around the Globe

Collection

2008 Annual Conference & Exposition

Authors

Adnan Zahed; Abdullah Bafail; Reda Abdulaal; Ali Al-Bahi

Tagged Divisions

International

evenly belong to a single culture;culture #1. The high power index (80 versus 40 for the US) is reflected in a tendency towardscentralized power with hierarchies in organizations. This reflects the importance of thecommitment of the chairman of the department as a key element in the success of the process.The lower individualism index (38 versus 91 for the US) explains a striving for the maintenanceof ‘face’. In fact the ABET committee, unconsciously, used some sort of the fear of shame, toconvince others to achieve the behavior that is desired!The relatively lower masculinity index (53 versus 62 for the US) is translated into some modestyand tenderness. Every one wants to please others, remains ready to do some extra work withoutmaterial

Conference Session

Outstanding Contributions to ME Education

Collection

2008 Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; Edward Anderson; Curtis Craig, Texas Tech University; Jacob Fleming, Texas Tech University; Alli DeFinis, Texas Tech University; Ashlee G. Brown, Texas Tech University

Tagged Divisions

Mechanical Engineering

-solvingmodels. The models are expressed in specific terms, with the goal of making theprocesses of problem solving explicit, and thereby allowing educators to reflect on andincorporate the detailed processes of the models into effective instructional practices.The four models presented here are fleshed out in a manner that strives to present theirelements in a uniform terminology and at a comparable level of expression. Formulatingthis level of descriptive consistency across the four models was a necessary step indeveloping a coding table that would allow a consideration of the adequacy of the modelsand meaningful comparisons of the models to students’ problem solving behaviors, whichreflect the goals of this study summarized above. The problem solving

Conference Session

Curriculum Development & Assessment in Nuclear and Radiological Engineering

Collection

2006 Annual Conference & Exposition

Authors

Robert Long, Nuclear Stewardship, LLC; Altaf Memon, Excelsior College; Li-Fang Shih, Excelsior College; Byron Thinger, Diablo Canyon Power Plant

Tagged Divisions

Nuclear and Radiological

the teachershelp learners to direct their own learning in ways that suit their individual learning styles.This manuscript describes the development and implementation of a Web CT-based coursewhich requires the nuclear engineering technology students at Excelsior College to developonline portfolios reflecting technical competencies acquired by them during their academicstudies and through practical experience. It is a capstone requirement in which studentsdocument their ability to integrate knowledge from technology areas, general education, andpractical experience in order that program outcomes are achieved.The manuscript provides a complete description of the ITA process at Excelsior College. Detailsregarding the use of information

Conference Session

Curricula of the Past, Present, and Future

Collection

2006 Annual Conference & Exposition

Authors

Cristina Pomales-Garcia, University of Michigan; Yili Liu, University of Michigan; Virginia Soto, University of Michigan

Tagged Divisions

Educational Research and Methods

alsomentioned that it is much better when the presentations are made available on-line; the studentsbelieved that this option saved time. It is not clear from the answers whether the time savingsare reflected in the classroom, whether it contributes by increasing the total amount of materialscovered or by saving student time spent writing.(2) What are the goals of teaching engineering and the types of skills and attitudes that need to be learned?The participants reported that one of the main goals of teaching engineering was to develop abasic knowledge (n=4) and that there was a conflict between knowledge and grades (n=2). Onestudent compared the goal of engineering to the process of checking boxes; being prepared forgraduate school and the real

Conference Session

It's Elementary

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chrissy Hobson Foster, Arizona State University; Jenefer Husman, Arizona State University; Christine Mendoza

Tagged Divisions

K-12 & Pre-College Engineering

moreaccurately reflect the work of scientists and engineers1,2. However, K-12 science education willalso have to reform and support the work of engineering education if improvements in thescience classroom are to be made.In response to this, A Framework for K-12 Science Education: Practices, Crosscutting Concepts,and Core Ideas has been developed by the Carnegie Corporation of New York and the NationalResearch Council and represents a new conceptual framework for science education. Theimpetus for this project stems from the growth of knowledge of science, increased understandingof the learning and teaching of science, and the need for scientific and engineering practices tobe represented in the science classroom. The framework is organized within three

Conference Session

Accreditation, Program Evaluation, and Education Resource's Impact in Latin America

Collection

2013 ASEE Annual Conference & Exposition

Authors

Erick Jones, University of Texas, Arlington; Vettrivel Gnaneswaran, University of Wisconsin-Platteville; Beatriz Murrieta, Tecnologico de Monterrey, Campus Queretaro

Tagged Divisions

International

data-collection, analysis and reporting. The sub-questionsalong with assessment methods and brief explanations were shown in the following discussions.Assessment sub-question #A: “To what extent does being immersed in a different cultureinfluence a student’s ability to conduct culturally competent undergraduate engineeringresearch?” Assessment methods for sub-question #A: (1) pre-survey and post survey ofstudents’ level of intercultural communication, sensitivity and expectations; (2) focus group withstudents at the end of their summer experience; (3) reflective journals and weekly meetings withfaculty. In assessment method #1, to better capture the information, students were given theIntercultural Development Inventory developed by Milton

Conference Session

Learning and Teaching Issues

Collection

2003 Annual Conference

Authors

Malgorzata Zywno

items to reduce inter-scale correlation.I. IntroductionFelder Learning Style ModelThe Felder model of learning styles1, 2 focuses on aspects of learning styles significant inengineering education, and is very popular among engineering educators even though thepsychometric instrument associated with the model, the Index of Learning Styles3 (ILS), has notyet been fully validated. In brief, the model has five dimensions: Processing (Active/Reflective),Perception (Sensing/Intuitive), Input (Visual/Verbal), Understanding (Sequential/Global) andOrganization (Inductive/Deductive). Felder recommends the inductive teaching method (i.e.problem-based learning, discovery-based learning), while the traditional college teaching methodis deductive, i.e

Conference Session

Assessment Issues

Collection

2003 Annual Conference

Authors

Greg Kremer

during and just after the course is finished while the results of whatworked and what didn’t work are still fresh in the instructor’s mind. An instructor reflectiontemplate that guides the definition of planned changes for continuous improvement based onactive reflection at the end of a course greatly simplifies the preparatory work that needs to bedone the next time the course is taught. Procedures and templates for “area of expertisecommittee” reviews and discussions offer a great opportunity for mentoring, sharing bestpractices, and encouraging the implementation of applicable pedagogy (for instance to encouragethe use of active learning with attention to learning principles) when there are gaps between theactual and desired student

Conference Session

Problem-based and Challenge-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Fatin Aliah Phang, Universiti Teknologi Malaysia; Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Syed Helmi Syed Hassan, Universiti Teknologi Malaysia; Mimi H. Hassim, Universiti Teknologi Malaysia

Tagged Divisions

Educational Research and Methods

phenomenological study was conducted on the categories of variations in students’ perceptions towards learning as they go through a course that fully utilized CPBL in a whole semester. The main purpose is to identify students’ perception towards CPBL in two aspects: the student perceptions and acceptance/rejection, and the benefits and improvements that students gained along the learning process. The paper illustrates the extent of acceptance and effectiveness of CPBL method for an engineering class taught by a lecturer who had undergone a series of training on cooperative learning and problem based learning, but is new to implementing CPBL. Through classroom observations, students’ self-reflection notes and interviews with

Conference Session

The Best of Design in Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael S. Trevisan, Washington State University; Denny C. Davis, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Jay Patrick McCormack, University of Idaho; Phillip L. Thompson, Seattle University; Paul R. Leiffer, LeTourneau University; Howard P. Davis, Washington State University; Susannah Howe, Smith College; Jennifer E. LeBeau, Washington State University; Robert E. Gerlick, Pittsburg State University; Patricia Brackin, Rose-Hulman Institute of Technology; M. Javed Khan, Tuskegee University

Tagged Divisions

Design in Engineering Education

knowledge, skills, and behaviors needed by engineering graduates to succeed in arapidly changing world? Industry has presented its lists of desired attributes.4 The NationalAcademy of Engineering has defined attributes needed by the engineer of 2020.5 Notable amongdesired abilities are to: communicate effectively across disciplines and cultures, collaborate tocreate practical and innovative solutions, anticipate and adapt to change, and learn fromexperience.6, 7 We must teach students to learn from and innovate amid engineering design andproblem-solving challenges and to use reflection to make new discoveries, gain deeperunderstanding of problems, and find better solutions.8Engineering design courses provide opportunities to develop many important

Conference Session

Novel Methods in Engineering Ethics

Collection

2010 Annual Conference & Exposition

Authors

Craig Titus, Purdue University; Carla Zoltowski, Purdue University; William Oakes, Purdue University

Tagged Divisions

Engineering Ethics

decision-making process that studentscan adapt and implementin their own projects. We have also created methods of assessment to determine how muchprogress students make in their moral decision-making abilities and in their ability to identify,characterize, and reflect on the specific ethical issues they encounter in their project work. Tothis end we have created reflection questions, lectures, workshops, and an assessment instrument. Page 15.763.3As with all curriculum development, these tools are continually updated as we learn more aboutthem, but our data so far suggest these tools have enabled us to be effective in our task ofteaching

Conference Session

Women in Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Women in Engineering

goalthrough other avenues? This study explored the attitudes of female students at the end of theirfirst semester in engineering in order to help answer this question. Students’ reflective essaysfrom first year introduction to civil engineering (CE), environmental engineering (EvE), andarchitectural engineering (AE) courses were analyzed for content. The students were asked todiscuss if they were interested in continuing to major in CE/EvE/AE and why or why not. Arubric was used to score the extent to which the students indicated that helping people was amotivation toward engineering; 35% of CE students and 32% of EvE students indicated that theirprimary motivation toward the major was the ability to help people. Engineers Without Borders(EWB) and

Conference Session

Developing the Design Skillset

Collection

2014 ASEE Annual Conference & Exposition

Authors

Antonette T. Cummings P.E., Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Ming-Chien Hsu, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

students and theircommunity partners and other stakeholders is important [6], [7]. Research suggests that criticalexperiences, where design assumptions are confronted, and immersive experiences are needed todevelop more comprehensive ways of understanding design [8].This past summer, EPICS offered an immersive design experience to a group of 13 students (12undergraduate, 1 graduate) from a variety of majors. Another publication provides a broaderdescription of this course and includes data from the participants’ reflections [9]. The designteam’s goal was to make the camp more accessible to children with physical disabilities throughtwo projects: the design of an accessible tree house and the adaptation of a sailboat to allowcontrol of the steering

Conference Session

Integration of Engineering and Other Disciplines (Including Liberal Arts)

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kevin Otto, Singapore University of Technology and Design; Bradley Adam Camburn, University of Texas, Austin, and Singapore University of Technology & Design; Kristin L. Wood, Singapore University of Technology and Design (SUTD); Giacomo Nannicini, SUTD; Roland Bouffanais, Singapore University of Technology and Design; Elica Kyoseva, Singapore University of Technology and Design; Jean Wan Hong Yong, SUTD; Dario Poletti, Singapore University of Technology and Design; Robert E Simpson; Aditya Prasad Mathur

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

:  Pedagogical  Objectives  The pedagogical foundation for the 2D Design Activity rests in the Kolb learning model18, whichdescribes the complete progressive cycle of learning experiences. As shown in Figure 1, thismodel is based on four fundamental progressive experiences needed for learning: concreteexperience, reflective observation, abstract conceptualization and active experimentation. In theKolb model of learning, the goal for any course or teaching activity is to follow this progressionof student led learning, and to act as a facilitator in the natural inquisitive exploration that willoccur in this progression. Concrete

Conference Session

Assessment

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lindsey Anne Nelson, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

quality of life. These components may help educators create stronglearning scaffolds to help students manage the complexity of designing for people living inpoverty.23 I found engineering design educators24, 25 who used reflection to identify learningneeds of their students developed these stronger scaffolds intrinsically. Furthermore, I wanted tooffer guidance to engineering educators assessing student work that targeted marginalizedcommunities around the world. Design as improving the quality of life has four components. 1. Design activities center on wellbeing objectives. 2. Critical knowledge to understand wellbeing objectives rests in diffuse communities. 3. Designers use social networks to manage design activities. 4. Assessing

Conference Session

Undergraduate Retention Activities

Collection

2005 Annual Conference

Authors

Edward Evans; Francis Broadway; Sandra Spickard Prettyman; Helen Qammar

programs in science” (p. 28). Consequently, equity is equalopportunities for both boys and girls to succeed in science (Levin & Matthews, 1997). However,equity in science learning reflects broader responsibility, embodied by the social justice model:the obligation to prepare all students to participate in a postindustrial society with an equalchance at attaining the accompanying social goods—rights, liberties and access to power (Lynch,2000, p. 16). In order for the science learning to be equitable, it is necessary to have “full and activeparticipation in a contextually equitable classroom” (Krockover and Shepardson, 1995, p. 224).Lee (2003) posits: “from an anthropological perspective, science teaching should enable studentsto make smooth

Conference Session

Assessment in Engineering Graphics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Niall Seery, University of Limerick; Diarmaid Lane, University of Limerick; Donal Canty, University of Limerick

Tagged Divisions

Engineering Design Graphics

students graphically communicate their design solution effectively?  Will students work produce evidence to suggest that they understood the conceptual approach of a DCG brief (by comparative experience)?  Is there evidence on completion of the process that the students have the capacity to reflect on the activity and derive an educational value/meaning?ApproachThis study was conducted with third year undergraduate students on the Materials &Construction and Materials & Engineering initial teacher education degreeprogrammes at the University of Limerick. The activity took place within theirEngineering Design Graphics 1 module in the first semester of year 3. The approachtaken to the graphics module was to divide the

Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

Cheryl Matherly, The University of Tulsa; Sarah R. Phillips, Rice University ; Junichiro Kono, Rice University; Shane M Curtis, University of Tulsa

Tagged Topics

Student Development

= 3.07, SD = .84; RQI: PreM = 3.07, SD = .37); see Figure 1(c).Both groups reported gains on post-program test scores, but those for the NanoJapan students weregreater such that these students reported higher post-test scores than their RQI counterparts(NanoJapan: PostM = 4.18, SD = .53; RQI: PostM = 3.81, SD = .57). This difference between thetwo groups was significant, suggesting that the NanoJapan students experienced greater gains oninterpersonal development as compared with the RQI students. This may reflect an importantdifference between the programs in that throughout the summer, the NanoJapan students completeda curriculum that required written updates and reflection exercises on not only their researchprojects but also intercultural

Conference Session

Social Responsibility & Professionalism

Collection

2005 Annual Conference

Authors

Michael Thompson; William Oakes

mixed results. Projects were assigned but with only part of theone credit available, it was difficult to find enough time to meet the needs of the community andto accomplish something significant from the students’ viewpoint. These factors createdfrustration on both the students and the community partners. These trials did, however, providevaluable experience to gauge the capabilities of the first year students and allow the instructionalteam to develop materials to support the service-learning projects. These experiences reinforcedthe fact that reflection was imperative to help students process their experiences in thecommunity. These experiences also showed that the seminar format was an excellentenvironment for these reflection discussions

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Leonardo Rivera

, pictures, diagrams and demonstrations are favored; Verbal Learner when sounds and words (and their written representations) are preferred.• What is the organization of the information preferred? If prefers to start from applications and phenomena to infer fundamental principles from them is an Inductive Learner; if, on the other hand, prefers to know the technical foundations, the basic concepts and then derive the applications and uses is a Deductive Learner.• How is the information processed? An Active Learner likes to take part in physical activities and group discussions, a Reflective Learner likes to have time to himself to reflect and elaborate individually.• How does the person move towards the understanding of the

Conference Session

Accreditation and Assessment in SE Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan E. Conry, Clarkson University

Tagged Divisions

Software Engineering Constituent Committee

similarities. To theextent that these factors seem to be correlated with administrative housing, perhaps theinstitutional context has shaped the character of the program more.Table 2 summarizes the data relative to the overall content of the technical curricular componentand the degree to which it reflects required coursework. Table 2(a) gives the relevant data forcomputer engineering programs, while Table 2(b) and Table 2(c) summarize this information forcomputer science and software engineering programs. Some interesting patterns emerge whenthis data is analyzed. First, the relative size of the technical component in the computerengineering and software engineering programs is similar – an average of about 51% of the totalcurriculum is technical in

Conference Session

Interdisciplinary Experiences and Assessment in Environmental Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Environmental Engineering

4.6 responsibilityWritten communication NR 4.8 4.3 5.3 5.0 4.9Oral communication NR 5.0 3.2 5.6 5.1 5.0Impact of engineering in a NR 4.7 4.5 4.8 4.9 5.1 societal contextLifelong learning NR 4.5 3.5 4.7 4.8 5.1Contemporary issues NR 3.6 3.4 4.6 4.6 4.4NR = not rated since the question was not asked that year; items with ratings above 5.0 havebeen highlightedStudents’ Reflective EssaysAll students in the course were required to write reflective essays. This was a

Conference Session

Graduate Student Experience

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephanie Cutler, Virginia Tech; Walter Curtis Lee Jr., Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Divisions

Graduate Studies, Student

AC 2012-5183: EASING INTO ENGINEERING EDUCATION: AN ORIEN-TATION PROGRAM FOR GRADUATE STUDENTSStephanie Cutler, Virginia TechWalter Curtis Lee Jr., Virginia Tech Walter Lee is a Graduate Assistant and doctoral student in engineering education at Virginia Tech. His pri- mary research interests focus on diversity and student retention. He earned a B.S. in industrial engineering from Clemson University.Dr. Lisa D. McNair, Virginia Tech Lisa McNair is an Associate Professor in the Department of Engineering Education at Virginia Tech. Her research includes interdisciplinary collaboration, communication studies, identity theory, and reflective practice. Projects supported by the National Science Foundation include