Conference Session

Women in Engineering Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maureen C Smith, San Jose State University; Jinny Rhee, San Jose State University; Belle Wei, San Jose State University

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Diversity

Tagged Divisions

Women in Engineering

Paper ID #29255Women in Engineering: Promoting Identity Exploration and ProfessionalDevelopmentDr. Maureen C Smith, San Jose State University Dr. Smith received her BA in Psychology from U.C. Davis and her Ph.D in Developmental Psychology from Cornell University. Dr. Smith is a Professor of Child and Adolescent Development in the Lurie College of Education at San Jose State University. She has significant experience with curriculum and program development, including the development of a combined BA-Credential for her department and a First Year Experience program for the university. Her research interests include development

Conference Session

NSF Grantees: RED 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Gregory Mason P.E., Seattle University; Teodora Rutar Shuman, Seattle University; Jennifer A. Turns, University of Washington

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Diversity, NSF Grantees Poster Session

persevering in engineering [11], [20].The development of identity is a social process. People’s thoughts and behaviors are shapedthrough relationships and reflected appraisals with others [4], [16], [21]. Identities are furtherderived through associations, affiliations, and identifications with groups [17], [22]. Tonso [23]observes that identity development is an enculturated process where identities are acquiredthrough "community-based interactions" and Beam et al. [20] concur that social contexts affectidentity. In engineering education, situated learning is central to identity development [23].Therefore, this social process of identity development can be realized through the culture of anengineering program. Cultivating a culture of doing

Conference Session

NSF Grantees: Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Allison Godwin, Purdue University at West Lafayette (COE); Brianna Benedict McIntyre, Purdue University at West Lafayette; Jacqueline Ann Rohde, Purdue University at West Lafayette (COE); Dina Verdin, Arizona State University, Polytechnic campus; Aaron Robert Hamilton Thielmeyer, Purdue University at West Lafayette; Herman Ronald Clements III, Purdue University at West Lafayette (COE); Zhihui (Sherry) Chen

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Diversity, NSF Grantees Poster Session

Paper ID #29338CAREER: Actualizing Latent Diversity in Undergraduate EngineeringEducationDr. Allison Godwin, Purdue University at West Lafayette Allison Godwin, Ph.D. is an Assistant Professor of Engineering Education at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering fos- ter or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science

Conference Session

Developing Technological Literacy in Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Justin Lee Clough, University of Southern California; Patricia Chaffey, University of Southern California; Gautam Salhotra, University of Southern California; Colin G. Cess, University of Southern California; Rey Pocius, University of Southern California; Katie Mills, University of Southern California

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Diversity

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Technological and Engineering Literacy/Philosophy of Engineering

RPPmodel, this partnership might best be described as a Community of Practice in which equal valueis placed on in-service teachers, Ph.D. students in CS and engineering majors, and students with ahistory of robotics learning experiences in elementary schools, all supported by the staff,infrastructure, and grants of the K-12 STEM Center. External independent assessment has beenprovided by STEM Program Evaluation, Assessment, and Research (SPEAR) consultants withsubstantial experience in evaluating education interventions such as BOTS.Called Building Opportunities with Teachers in Schools (BOTS), the collaborators aimed todesign a low-cost, scalable solution that focuses on improving the teachers’ confidence inteaching computer science through

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julie Fogarty, California State University, Sacramento; Nathan E Canney P.E., CYS Structural Engineers Inc.; Benjamin V Fell P.E., California State University, Sacramento

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Diversity

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Community Engagement Division

QuestionsGiven the success of the WP program in other disciplines, the beneficial aspects of servicelearning that address some of the identified causes of attrition, and the need to providemeaningful STEM education experiences to K-6 students, the WP program was implemented inan engineering course at Sacramento State. Through this service learning experience, collegestudents (1) gain more knowledge about what civil engineers do, (2) engage with the communityand embrace their identity as college students and future civil engineers, and (3) practice theirtechnical communication skills with a non-technical audience. Elementary students (1) areexposed to civil engineering, (2) practice their writing skills, and (3) interact with a diversegroup of college

Conference Session

Research! Research! Research! in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole McIntyre, University of California, Berkeley; Catherine T. Amelink, Virginia Polytechnic Institute and State University; Jeffrey Bokor, University of California

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Diversity

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Faculty Development Division

Paper ID #29250Career Development Impacts of a Research Program on Graduate Studentand Postdoc MentorsNicole McIntyre, University of California, Berkeley Nicole McIntyre serves as the Education Director of the Center for Energy Efficient Electronics Science, a NSF funded Science and Technology Center. She is also the Director of the Transfer-to-Excellence program, a summer research program for community college students. Nicole holds degrees in Psychol- ogy and Social Welfare from the University of California, Berkeley, and a graduate degree in Educational Leadership from the University of San Francisco. She is committed

Conference Session

Cooperative and Experiential Education Division Technical Session 4 - Innovating Engineering Education through Industry and Community Partnerships, Maker Spaces, Competitions, Research Initiatives, and Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Casey Thelenwood, Grand Valley State University; Paul D. Plotkowski, Grand Valley State University; Brent Michael Nowak, Grand Valley State University

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Diversity

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Cooperative and Experiential Education

broad range of clients from the healthcare to medical device manufacturing industries. Over the last 30 years, Dr. Nowak has led product and technology development programs spanning ideation through commercialization; field use and application in areas including robotic systems, au- tonomous underwater vehicles and medical devices; and entrepreneurial ventures in formation, pre-seed, and seed stages that have been successfully transitioned to industry. American c Society for Engineering Education, 2020 WIP: The Community-Engaged College: Grand Valley State University’s Industry and Community Partnership ModelBackgroundThis Work-In-Progress

Conference Session

Faculty Development Medley!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Mani Mina, Iowa State University of Science and Technology; John Heywood, Trinity College Dublin; Arnold Neville Pears, Royal Institute of Technology (KTH)

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Diversity

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Faculty Development Division

computing And engineering ed- ucation researcher through his professional activities in the ACM, and IEEE. Other appointments include Board of Governors of the IEEE Computer Society, steering committee of the Frontiers in Education Conference and as Chair of the Special Technical Community (STC) for Education. He is a Director of CeTUSS (The Swedish National Center for Pedagogical Development of Technology Education in a Societal and Student Oriented Context, www.cetuss.se) and the IEEE Education Society Nordic Chapter. c American Society for Engineering Education, 2020 Determinants of initial training for engineering educatorsIntroduction and backgroundThe beginning of the twenty

Conference Session

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Panagiotis Skrimponis, New York University; Nikos Makris, University of Thessaly; Karen Cheng, Columbia University; Jonatan Ostrometzky, Columbia University; Zoran Kostic, Columbia University; Gil Zussman, Columbia University; Thanasis Korakis, New York University; Sheila Borges Rajguru, Rutgers - The State University of New Jersey

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Diversity

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Pre-College Engineering Education

enrichment programs. With the wireless communications research experience for teachers, she coordi- nated logistics during the summer and provided day-to-day curriculum development and implementation support for teacher participants throughout the year. Having extensive experience in working with both rural and urban education settings, her current responsibilities at Columbia’s School of Engineering in- clude building partnerships between educational institutions, industry partners, and community schools in an effort to create greater access to high-quality STEM education opportunities for all.Dr. Jonatan Ostrometzky, Electrical Engineering, Columbia University Jonatan Ostrometzky received his B.Sc. degree (Magna Cum Laude

Conference Session

Pre-college Engineering Education Division Technical Session 11

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacey L. Vaziri, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Liesl M. Baum, Virginia Polytechnic Institute and State University; Marlena McGlothlin Lester, Virginia Polytechnic Institute and State University; Phyllis Leary Newbill

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Diversity

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Pre-College Engineering Education

Engineering Education at Virginia Tech, where she directs the Vir- ginia Tech Engineering Communications Center (VTECC). Her research focuses on communication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the National Science Foundation to study expert teaching in capstone design courses, and is co-PI on numerous NSF grants exploring communication, design, and identity in engineering. Drawing on theories of situated learning and identity development, her work includes studies on the teaching and learning of communication, effective teaching practices in design education, the effects of differing design pedagogies on

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hindolo Michael Kamanda, University of Georgia; Davis George Anderson Wilson, University of Georgia; Joachim Walther, University of Georgia; Nicola W. Sochacka, University of Georgia; Stephen Secules, Florida International University; James L. Huff, Harding University

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Diversity

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Educational Research and Methods

Institute at UGA is an innovative approach that fuses high quality engineering education research with systematic educational innovation to transform the educational practices and cultures of engineering. Dr. Walther’s research group, the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), is a dynamic in- terdisciplinary team that brings together professors, graduate, and undergraduate students from engineer- ing, art, educational psychology, and social work in the context of fundamental educational research. Dr. Walther’s research program spans interpretive research methodologies in engineering education, the pro- fessional formation of engineers, the role of empathy

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wonki Lee, Purdue University, West Lafayette; Jeffrey F. Rhoads, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

South Korea. She currently works as graduate research assistant in engineering education department. Her research interests are assessment for learners in diverse settings, and teacher education in multicultural settings.Prof. Jeffrey F Rhoads, Purdue University at West Lafayette Jeffrey F. Rhoads is a Professor in the School of Mechanical Engineering at Purdue University and is affiliated with both the Birck Nanotechnology Center and Ray W. Herrick Laboratories at the same insti- tution. He received his B.S., M.S., and Ph.D. degrees, each in mechanical engineering, from Michigan State University in 2002, 2004, and 2007, respectively. Dr. Rhoads’ current research interests include the predictive design, analysis, and

Conference Session

Community Engagement Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

M. Loraine Lowder, Kennesaw State University; Christina R Scherrer, Kennesaw State University; Kevin Stanley McFall, Kennesaw State University; David R Veazie P.E., Kennesaw State University

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Diversity

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Community Engagement Division

working in a team setting,they recognized the relevance and connection of the project to real-world engineering practice,and they could “see themselves as engineers or at least becoming engineers” [2]. In surveyingfirst-year engineering undergraduates as well as high school students exposed to servicelearning, Zarske found positive impacts in identity and attitudes towards community service,especially in underrepresented populations, that may help in recruitment and retention of thosegroups [3].There are a variety of definitions of service learning that are employed in education. For thepurposes of this paper, we will use the definition adopted by Kennesaw State University’squality enhancement plan (QEP) for regional accreditation review

Conference Session

Inventive Opportunities for Research and Exposure

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Inez Hua, Purdue University, West Lafayette; Loring Nies, Purdue University, West Lafayette; Lindsey B. Payne, Purdue University, West Lafayette

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Diversity

Tagged Divisions

Environmental Engineering

-profit and secondary education sectors, and currently serves on multiple community-based environmental boards. c American Society for Engineering Education, 2020 Environmental and Ecological Engineering in Context: A Foundational Graduate CourseIntroduction Many contemporary global challenges are dependent on maintaining environmentalquality, and this motivates professional training and higher educational degree programdevelopment. In the United States (U.S.), the number of ABET accredited environmentalengineering undergraduate degree programs and student enrollments have grown substantiallyover the past 30 years. These students are part of the pipeline into

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gabrielle Orbaek White, Swansea University ; Patricia Xavier, Swansea University; Catherine Groves, Swansea University

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Diversity

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Liberal Education/Engineering & Society

, launched in 2017. The program, Sustainable EngineeringManagement for International Development (SEM4ID), has enrolled between 8 and 13 studentseach year from both engineering and non-engineering backgrounds, and provides a mix ofclasses in technical engineering and liberal education topics. While the different disciplines worktogether, there are separate learning outcomes for the engineers and non-engineers. Theengineering strand of the program is accredited by the UK Engineering Council.Students engage in experiential, problem-based learning (PBL) through international servicelearning (ISL) projects in Sierra Leone or Zambia, where they are connected to previouslyestablished community-based contacts. Throughout the year-long program, students

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa R. Volpatti, Massachusetts Institute of Technology; Alex Jordan Hanson, University of Texas at Austin; Jennifer M. Schall; Jesse N. Dunietz, Massachusetts Institute of Technology; Amanda X. Chen, Massachusetts Institute of Technology; Rohan Chitnis, Massachusetts Institute of Technology; Eric J. Alm; Alison F. Takemura, U.S. Department of Energy Joint Genome Institute; Diana M. Chien, Massachusetts Institute of Technology

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Diversity

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Liberal Education/Engineering & Society

Fellow, and an MIT Chemical Engineering Communication Lab Fellow.Mr. Alex Jordan Hanson, University of Texas at AustinJennifer M. SchallDr. Jesse N Dunietz, Massachussetts Institute of Technology Jesse Dunietz is an educational designer for the MIT Communication Lab, an artificial intelligence re- searcher, and a freelance science writer. He develops training materials for the engineering graduate students who join the Communication Lab to serve as communication coaches for their peers. He holds a bachelor’s in computer science from MIT and a Ph.D. in computer science from Carnegie Mellon Uni- versity.Amanda X Chen, Massachusetts Institute of Technology, Biological EngineeringRohan Chitnis, Massachusetts Institute of

Conference Session

NSF Grantees: Workforce Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University

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Diversity, NSF Grantees Poster Session

Jones, Florida State University Faye R. Jones is a Senior Research Associate at Florida State University’s College of Communication and Information. Her research interests include STEM student outcomes and the exploration of student pathways through institutional research. c American Society for Engineering Education, 2020 Assessing Educational Pathways for Manufacturing in Rural Communities: An Investigation of New and Existing Programs in Northwest FloridaAbstractA subset of manufacturing, the advanced manufacturing (AM) sector is defined using twocriteria: high levels of spending for research and development (R&D) and a high share of STEMjobs within companies. In northwest Florida, AM

Conference Session

Research on Engineering Ethics Education and Practice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Greg Rulifson P.E., U.S. Agency for International Development; Angela R. Bielefeldt, University of Colorado Boulder

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Diversity

Tagged Divisions

Engineering Ethics

Paper ID #31340Health Stress and Support System Narratives of Engineering StudentsDr. Greg Rulifson PE, USAID Greg is currently a Science and Technology Policy Fellow at USAID. Greg earned his bachelor’s degree in Civil Engineering with a minor in Global Poverty and Practice from UC Berkeley where he acquired a passion for using engineering to facilitate developing communities’ capacity for success. He earned his master’s degree in Structural Engineering and Risk Analysis from Stanford University. His PhD work at CU Boulder focused on how student’s connections of social responsibility and engineering change

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacey L. Vaziri, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Liesl M. Baum, Virginia Polytechnic Institute and State University; Marlena McGlothlin Lester, Virginia Polytechnic Institute and State University; Phyllis Leary Newbill, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity, NSF Grantees Poster Session

, where she directs the Vir- ginia Tech Engineering Communications Center (VTECC). Her research focuses on communication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the National Science Foundation to study expert teaching in capstone design courses, and is co-PI on numerous NSF grants exploring communication, design, and identity in engineering. Drawing on theories of situated learning and identity development, her work includes studies on the teaching and learning of communication, effective teaching practices in design education, the effects of differing design pedagogies on retention and motivation, the

Conference Session

Cooperative and Experiential Education Division Technical Session 4 - Innovating Engineering Education through Industry and Community Partnerships, Maker Spaces, Competitions, Research Initiatives, and Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kyle Dukart, University of Minnesota, Twin Cities; David John Orser, University of Minnesota, Twin Cities; Ben Guengerich, University of Minnesota - Anderson Student Innovation Labs

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Diversity

Tagged Divisions

Cooperative and Experiential Education

makerspace has developed three mainstrategies for driving a diverse and larger set of students from its engineering, math, and physicalscience majors into the space to serve as a platform for design practice, cross-disciplinaryexploration, and community building. The first strategy aims to introduce the makerspace tostudents as early as possible, hopefully developing an early familiarity and connection to thespace. The second is the development of collaborative and structured learning opportunities thatencourages the teaching of broad skills and sharing of information within the makerspace,whether in the form of for-credit courses or short and accessible Microcourses. The third is toleverage web and social media to create excitement around student

Conference Session

Mental Health of Graduate Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amanda C. Arnold, Arizona State University; Kerrie G. Wilkins-Yel, University of Massachusetts Boston; Jennifer M. Bekki, Arizona State University; Bianca L. Bernstein, Arizona State University; Madison Natarajan, University of Massachusetts Boston; Ashley K. Randall, Arizona State University ; Roxanna Francies, Arizona State University; Chinwendu Elyse Okwu, University of Pittsburgh

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Diversity

Tagged Divisions

Graduate Studies

programs as well as programs in the Engineering Education Systems and Design PhD program. Her research interests include topics related to student persistence, STEM doctoral student experiences, faculty mentorship and development, modeling and analysis of complex manufacturing systems, and the development of new discrete event simulation methodologies. Bekki is the co-director of the interdisciplinary, National Science Foundation supported CareerWISE research program, which strives to: 1) understand the experiences of diverse women who are pursuing and leaving doctoral programs in science and engineering and 2) increase women’s persistence in science and engineering doctoral programs through the development and

Conference Session

Designing and Implementing Leadership Development Experiences for Engineering Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Blake Everett Johnson, University of Illinois at Urbana-Champaign; Molly H. Goldstein, University of Illinois at Urbana-Champaign; Joe Bradley, University of Illinois at Urbana-Champaign

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Diversity

Tagged Divisions

Engineering Leadership Development

learning, inquiry-based laboratory instruction, and any ini- tiative that empowers students to do hands-on learning. Additional service interests include teaching and leadership training for graduate students, enhancing communication education for undergraduate en- gineering students, developing evidence-based design project team formation strategies, and improving engineering design curricula.Dr. Molly H Goldstein, University of Illinois at Urbana - Champaign Molly H. Goldstein is an engineering design educator and researcher at University of Illinois, Urbana- Champaign. She previously worked as an environmental engineer specializing in air quality influencing her focus in engineering design with environmental

Conference Session

Design Mental Frameworks

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kaylee A Dunnigan, NYU’s Tandon School of Engineering; Amy Dunford, New York University Tandon School of Engineering; Jack Bringardner, NYU’s Tandon School of Engineering

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Diversity

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Design in Engineering Education

curricula tend to lack engineering design education overall. Students’development of competencies related to the engineering design ideation phase tends to be limitedin their typical degree required courses.Vertically Integrated Projects (VIP) Model of Experiential LearningOne curricular solution to integrate PBL in the middle years and extend the timescale ofengineering design education is through the Vertically Integrated Projects (VIP) Model. The VIPModel has been implemented at over 37 institutions around the world with varying institutionalstructures and student populations. The VIP Consortium was recognized by ABET with the 2019Innovation Award for implementation of and community-building around the VIP Model [17].“VIP teams” comprise faculty

Conference Session

Women in Engineering Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney Green P.E.

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Diversity

Tagged Divisions

Women in Engineering

the rolesthey play within engineering as a discipline, with their peers, and within engineering classrooms[13]. Women must author their individual engineering identities that will relate to the groupidentity of an engineer [13]. Educational experiences within the classroom have the potential tofoster agency through participation in engineering and directly influence a woman’s pursuit ofengineering both at secondary and post-secondary levels [8]. Development of this identity willrequire active participation in engineering curriculum and social integration into engineeringacademic communities [13].Social Cognitive Career Theory Social cognitive career theory (SCCT) was developed originally to connect anindividual’s career development

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dina Verdín, Arizona State University; Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

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Diversity

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Educational Research and Methods

. Policymaking to Create Scientists and Engineers from Sputnik to the ’War Against Terrorism’ (University Press of America, 2005), Engineering and Sustainable Community Development (Morgan &Claypool, 2010), Engineering Education for Social Justice: Critical Explorations and Opportunities (Springer, 2013), and Engineering Justice (with Jon Leydens, Wiley, 2018) ©American Society for Engineering Education, 2020 The Influence of Connecting Funds of Knowledge to Beliefs about Performance, Classroom Belonging, and Graduation Certainty for First- Generation College StudentsAbstractFirst-generation college students in engineering accumulate bodies of knowledge through theirworking

Collection

2020 First-Year Engineering Experience

Authors

Elizabeth Kurban, Women in Engineering, University of Maryland College Park; Mary L Bowden, University of Maryland College Park

Tagged Topics

Diversity

coordinator. These sessions provided aunique opportunity for students to have access to [SCHOOL OF ENGINEERING] resources andto begin developing a strong network of support, while beginning to prepare for the next steps ofentry into the engineering major.The 2019 FYSE Program was funded in part through a generous grant from the Maryland SpaceGrant Consortium and supported and run through the [SCHOOL OF ENGINEERING]’s Womenin Engineering Program office. The entirety of the program was of no cost to participants, in aneffort to best support underrepresented student populations (women and racial/ethnic minoritizedidentities) in strengthening mathematics skills for and building community within the study ofengineering.Participant OverviewTwenty-four

Conference Session

2-Year College Division: Collaboration Between Institutions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jared Ashcroft, Pasadena City College; Jillian L Blatti, Pasadena City College; Marcial Gonzalez, School of Mechanical Engineering, Purdue University; Melanie T. Hacopian, California State University, Long Beach; Danyal Nicole Pereyda Cave; Isabel Bojanini; Esteban Bautista, California State University, Northridge; Veronica I. Jaramillo, Pasadena City College

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Diversity

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Two-Year College

bring micro nanotechnology technician programs to Community College campuses being a part of the Remotely Accessible Instruments in Nanotechnology (RAIN) Network and the Nanotechnology Professional Development Partnership (NPDP) Program.Prof. Jillian L Blatti, Pasadena City College Jillian L. Blatti is a chemistry professor at Pasadena City College. She was part of the algae biotechnology community as a graduate student at the University of California, San Diego, and her current research focuses on sustainability outreach and education, as well as teaching creative problem solving in science.Prof. Marcial Gonzalez, School of Mechanical Engineering, Purdue University Dr. Marcial Gonzalez is an Assistant Professor in

Conference Session

International Accreditation and Credentials: International Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Junaid Qadir, Information Technology University, Lahore, Pakistan; Aamir Shafi, National University of Computing and Emerging Sciences, Lahore, Pakistan; Ala Al-Fuqaha, Hamad Bin Khalifa University; Abd-Elhamid M. Taha, Alfaisal University; Kok-Lim Alvin Yau, Sunway University; João Ponciano, University of Glasgow; Sajjad Hussain, University of Glasgow; Muhammad Ali Imran P.E., University of Glasgow; Sajid Sheikh Muhammad, National University of Computer and Emerging Sciences, Lahore, Pakistan; Rao Naveed Bin Rais, Ajman University, UAE; Muhammad Rashid, Umm Al Qura University; Boon Leing Tan, Xi'an International University

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Diversity

Tagged Divisions

International

Paper ID #28865Outcome-Based (Engineering) Education (OBE): International AccreditationPracticesProf. Junaid Qadir, Information Technology University, Lahore, Pakistan Junaid Qadir is an Associate Professor at the Information Technology University (ITU)—Punjab, Lahore since December 2015, where he directs the ICTD; Human Development; Systems; Big Data Analytics; Networks (IHSAN) Research Lab. His primary research interests are in the areas of computer systems and networking, applied machine learning, using ICT for development (ICT4D); and engineering education. He is the author of more than 100 peer-reviewed research papers

Collection

2020 First-Year Engineering Experience

Authors

Danny Luecke; Austin James Allard, Turtle Mountain Community College; Michael Maloy Parker, Cankdeska Cikana Community College; Ann Vallie; Teri Ann Allery; Robert V. Pieri, North Dakota State University; Karl Haefner

Tagged Topics

Diversity

colonization is endemic to society by showing how assimilatedmost research and education are [5]; a ‘new’ approach is offered based upon relationship.SummaryTMCC and CCCC have both significantly increased their pass rates in remedial math courses inthe past five years, thus further opening the door for the pre-engineering program. Each TCU isimplementing their own unique approach demonstrating one size does not fit all. When lookingat increasing the number of successful students in remedial math, we must look at context, that isthe relationships between student, tribal college, community, family, and Nation. By doing such,TMCC and CCCC are seeing improvements. Through analogy to the COVID-19 pandemic,where different portions of our country are

Conference Session

Maker Spaces in Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carolyn Keller, University of Wisconsin, Platteville ; Jodi F. Prosise, University of Wisconsin, Platteville; Philip J. Parker P.E., University of Wisconsin, Platteville

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Diversity

Tagged Divisions

Design in Engineering Education

our students that are designed to build on our strengths and provide new areas of success.IntroductionMakerspaces are no longer novel or rare and are regularly being established on campuses and inurban spaces across the United States and beyond. A variety of research has been conducted tocatalog the positive impacts of makerspaces especially as it relates to engineering education. Ascampuses develop makerspaces, they have used the spaces as a type of laboratory to test theimpact of projects and courses related to making. We will build on this growing literature as wedevelop programming and policies for our Innovation Center (expected to open in the Fallsemester of 2022) that will promote an open and inclusive experience for users.New