Displaying results 1 - 30 of 367 in total
- Conference Session
- Graduate Studies Division (GSD) Technical Session 4: Interdisciplinary Graduate Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Ari Sherris, Texas A&M University, Kingsville; Christine Reiser Robbins, Texas A&M University, Kingsville; Hua Li, Texas A&M University, Kingsville; Jianhong Ren, Texas A&M University, Kingsville; David Ramirez, Texas A&M University, Kingsville; Kai Jin, Texas A&M University, Kingsville
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- Diversity
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- Graduate Studies Division (GSD)
certified as an EFL and ESL teacher as well as a School Principal. Ari’s research and language revitalization interests include Mikasuki, Salish Ql’ispe (aka Salish-Pend d’Oreille, Montana Salish, and Flathead Salish) and Safaliba. His ethnographic work documents situated practice in grassroots policy initiatives and school-based activism among the Safaliba in rural Ghana. His language documentation includes conceptual metaphors and formulaic language in Salish Ql’ispe and Safaliba. He also explores applications of task-based language teaching in the pedagogy of revitalization. His practitioner papers analyze integrated content and language instruction, academic English instruction for graduate students, and asset-based
- Conference Session
- Computer-Supported Pedagogy and Assessment
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Jim Sosnowski, University of Illinois Urbana-Champaign; Julie M Baker, University of Illinois Urbana-Champaign; Olivia Arnold, University of Illinois Urbana-Champaign; Mariana Silva, University of Illinois Urbana-Champaign; David Mussulman, University of Illinois Urbana-Champaign; Craig Zilles, University of Illinois Urbana-Champaign; Matthew West, University of Illinois Urbana-Champaign
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- Diversity
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- Computers in Education Division (COED)
Paper ID #44303Reflections on 10 years of Operating a Computer-based Testing Facility: LessonsLearned, Best PracticesDr. Jim Sosnowski, University of Illinois Urbana-Champaign Jim Sosnowski is the Assistant Director of the Computer-Based Testing Facility (CBTF) at the University of Illinois Urbana-Champaign.Dr. Julie M Baker, University of Illinois Urbana-Champaign Julie Baker is a Learning Design Specialist for the Applied Technologies for Learning in the Arts and Sciences (ATLAS) group in the College of Liberal Arts and Sciences (LAS). She helps LAS faculty implement best practices for computer-based assessment and
- Conference Session
- Springfield's STEM Spectacle: Evaluating Engineering Excellence, D'oh!
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- 2024 ASEE Annual Conference & Exposition
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- Edward Collins, Non-profit; Rochelle L Williams, Graduate Fellowships for STEM Diversity
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- Diversity
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- Pre-College Engineering Education Division (PCEE)
program's expansion and sustained impact.References[1] Maltby, J. L. , Brooks, C. , Horton, M. , & Morgan, H. (2016). Long Term Benefits forWomen in a Science, Technology, Engineering, and Mathematics Living-Learning Community.Learning Communities Research and Practice, 4(1), Article 2. Available at:http://washingtoncenter.evergreen.edu/lcrpjournal/vol4/iss1/2[2] Thomasian, J. (2012). The Role of Informal Science in the State Education Agenda. IssueBrief. NGA Center for Best Practices.[3] Ackerman, P.L., Kanfer, R., & Calderwood, C. (2013). High school advanced placement andstudent performance in college; STEM majors, non-STEM majors, and gender differences.Teachers College Record, 115(10), 1-43.[4] Shaw, E.J. & Barbuti, S. (2010
- Conference Session
- Principal Skinner's Secrets: Cultivating STEM in Remote Locations, Steamed Hams!
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- 2024 ASEE Annual Conference & Exposition
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- Monsuru O Ramoni, Navajo Technical University; Calsey T Nez, Navajo Technical University
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- Diversity
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- Pre-College Engineering Education Division (PCEE)
Pennsylvania State University, Pennsylvania, 2010.[9] Chien, Yu-Hung, Chia-Yu Liu, Shaio-Chung Chan, and Yu-Shan Chang, "Engineering Design Learning for High school and College First-year Students in a STEM Battlebot Design Project," International Journal of STEM Education, vol. 10, no. 1, pp. 1-15, 2023.[10] Tenenbaum, Laura S., Margery K. Anderson, Swati B. Ramadorai, and Debra L. Yourick., "High school students' experience with near-peer mentorship and laboratory-based learning: In their own words," Journal of STEM Education: Innovations and Research, vol. 18, 2017.[11] Price, M., Kallam, M., & Love, J., "The learning styles of Native American students and implications for classroom practice," In Eighth Native American
- Conference Session
- College Industry Partnerships Division (CIP) Technical Session 2
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- 2024 ASEE Annual Conference & Exposition
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- Kerrie Danielle Hooper, Florida International University; Trina L. Fletcher, Florida International University; Edward Collins, National Society of Black Engineers; Rochelle L Williams, Graduate Fellowships for STEM Diversity; Ahlam Alharbi, Imam Abdulrahman Bin Faisal University
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- College Industry Partnerships Division (CIP)
insight into team organization and structure and the team's interdisciplinary andmultifaceted skillset. Best practices, successes, and areas of opportunity for leveragingmultistakeholder collaborations were essential to our project. Our aim is to document our processas a road map for other university researchers who wish to collaborate with industry and non-profitorganizations.Keywords: Design Thinking, Systems Thinking, Collaboration Ethics, Community Engagement.IntroductionConducting collaborative research across multiple stakeholders can be considered a cumbersometask, which often requires room for adjustments and process improvement. Collaborating andcommunicating, especially in the context of longitudinal interdisciplinary research examining
- Conference Session
- First-Year Programs Division: Best of FPD
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- 2024 ASEE Annual Conference & Exposition
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- Shabnam Wahed, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University
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- First-Year Programs Division (FYP)
, influencing the wayinstructors approach their teaching, the strategies they use, and the decisions they make about thecontent they cover and how to cover it. For researchers, this finding underscores the importanceof studying the impact of instructors' beliefs and prior knowledge on their classroom practices.Understanding how these factors can inform the development of effective instructor trainingprograms and the design of research studies that explore the best practices for improvingteaching and learning outcomes. These programs can emphasize the integration of topic-specificprofessional knowledge (TSPK) and provide instructors with practical strategies applicable toengineering courses. Additionally, given the challenge of changing deeply held
- Conference Session
- Empowering Marginalized Voices in STEM: Perspectives and Initiatives
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Tryphenia B. Peele-Eady Ph.D., University of New Mexico; Tahira Reid, Penn State University; Lizandra C. Godwin, University of New Mexico
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- Diversity
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- Minorities in Engineering Division(MIND)
mentee is “struggling.” The mentors emphasized the importance ofbeing comfortable with the mentee's questions, acknowledging their limitations as mentors, andappreciating the strengths that mentees bring with them to the program. A case in point, onementor noted, It [is] also about understanding their experiences, and like their backgrounds and where they’re coming from, and like really integrating that into- kind of like tailoring their research journey for them, what they’re looking to get out of it, what kind of impact they’re looking to make, and integrating them into what it’s like, in everyday life [in] graduate school.Comparatively, mentees have to “think about” and be passionate about their own inquiry. As
- Conference Session
- Empowering Students and Strengthening Community Relationships
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Samuel A Acuña, George Mason University; Nathalia Peixoto, George Mason University; Holly Matto, George Mason University; Siddhartha Sikdar, George Mason University
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- Community Engagement Division (COMMENG)
Paper ID #43141Addressing Societal Challenges through Graduate-level Community-engagedDesign Projects (Traditional Research Paper) ˜ George Mason UniversityDr. Samuel A Acuna, Samuel Acu˜na is a research professor in the Department of Bioengineering at George Mason University. He is a biomechanical engineer interested in rehabilitation engineering and human-centered product design. He develops new technologies to address movement disorders that develop after injury, such as stroke, amputation, or traumatic brain injury. He is particularly interested in solving engineering problems for the hospital &
- Conference Session
- Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology; Thais Alves, San Diego State University; Corrie Walton-Macaulay, Saint Martin's University; Xiaomei Wang, Brigham Young University; Scott R Hamilton P.E., York College of Pennsylvania; Gloria Faraone; Nicholas Tymvios, Bucknell University; Moses Tefe, Norwich University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
. Walton-Macaulay has extensive experience in the geotechnical and materials industry prior to becoming an academician and is a licensed professional engineer. Dr. Walton-Macaulay’s has a passion to teach, to educate upcoming civil engineers in best practices and for them to look to alternative ways and new technology that will improve on current design methods. Dr. Walton-Macaulay believes that fostering diversity in teaching breeds innovation and is currently focused on engineering education research on socio-economic inequities in infrastructure.Xiaomei Wang, Brigham Young University Dr. Xiaomei Wang, a Civil Engineering Ph.D., specializes in environmental engineering. She conducts research on infrastructure
Instructor and Graduate Student Perspectives: Is Empathy a Needed Design Skill for Future Engineers?
- Conference Session
- Design in Engineering Education Division (DEED) - Empathy, Psychological Safety, and Leadership in Engineering Design
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- 2024 ASEE Annual Conference & Exposition
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- Jennifer Howcroft, University of Waterloo; Kate Mercer, University of Waterloo
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- Diversity
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- Design in Engineering Education Division (DEED)
Paper ID #41104Instructor and Graduate Student Perspectives: Is Empathy a Needed DesignSkill for Future Engineers?Dr. Jennifer Howcroft, University of Waterloo Jennifer Howcroft is a Continuing Lecturer in the Department of Systems Design Engineering at the University of Waterloo. Her pedagogical research focuses on engineering design, holistic engineering education, stakeholder interactions, and empathy in engineering education.Dr. Kate Mercer, University of Waterloo Kate Mercer is an engineering liaison librarian, and is an adjunct and sessional instructor for Systems Design Engineering at the University of Waterloo
- Conference Session
- Graduate Studies Division (GSD) Technical Session 3: Advising in Graduate Education
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- 2024 ASEE Annual Conference & Exposition
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- Shannon Conner, Clemson University; Skylar Hubbarth, Clemson University; D. Matthew Boyer, Clemson University
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- Graduate Studies Division (GSD)
Paper ID #43247Impacts of Near-Peer Mentoring Between Graduate Students and UndergraduateTransfer Students in Engineering and ComputingShannon Conner, Clemson UniversitySkylar Hubbarth, Clemson UniversityDr. D. Matthew Boyer, Clemson University Dr. Boyer is a Research Associate Professor in the Department of Engineering & Science Education in the College of Engineering, Computing, and Applied Sciences at Clemson University. His work focuses on how technology supports knowledge building and transfer in a range of learning environments. ©American Society for Engineering Education, 2024 Impacts of
- Conference Session
- First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Ingrid Joylyn Paredes, New York University ; Rui Li, New York University; Sooah Kwak, New York University ; Chris Woods, New York University; Dominic Roy Krusniak, New York University
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- Diversity
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- First-Year Programs Division (FYP)
Dr. Li earned his master’s degree in Chemical Engineering in 2009 from the Imperial College of London and his doctoral degree in 2020 from the University of Georgia, College of Engineering.Sooah Kwak, New York UniversityChris Woods, New York UniversityDominic Roy Krusniak, New York University ©American Society for Engineering Education, 2024Creation of a Workshop Series on Inclusive Teaching and Design Practices for Engineering Undergraduate Teaching AssistantsAbstractThis complete evidence-based practice paper describes a workshop series on inclusive teachingand design practices for undergraduate engineering teaching assistants of a cornerstone designcourse taught at a large private university
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- Multidisciplinary Engineering Division (MULTI) Technical Session 7
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- 2024 ASEE Annual Conference & Exposition
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- Jamie R Gurganus, University of Maryland, Baltimore County; Michael M. Malschützky, Hochschule Bonn-Rhein-Sieg, Germany
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- Diversity
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- Multidisciplinary Engineering Division (MULTI)
Paper ID #44183Development and Impact of Research Efficacy in a Undergraduate Teaching-AssistantCertification ClassDr. Jamie R Gurganus, University of Maryland, Baltimore County Dr. Jamie Gurganus is a faculty member in the Engineering and Computing Education Program. She is the Associate Director STEMed Research in the College of Engineering and Information Technology (COEIT). She also serves as the Director for the Center for the Integration of Research, Teaching and Learning (CIRTL) in the graduate school. Her research is focused on solving problems relating to educating and developing engineers, teachers (future faculty
- Conference Session
- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
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- 2024 ASEE Annual Conference & Exposition
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- Rachael E Cate, Oregon State University; Jacob Field, Oregon State University; Sierra Kai Sverdrup, Oregon State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
communication instruction to students as they progress through the senior capstone project and develop relationships with project stakeholders in industry. She also supports engineering communication program development, research, and implementation. Her Ph.D. research interests include social justice pedagogies; promoting diversity, equity and inclusion in higher education; service learning; program design and leadership; and qualitative research.Jacob Field, Oregon State UniversitySierra Kai Sverdrup, Oregon State University ©American Society for Engineering Education, 2024Report on a Student Community of Practice Program's Impact on Career Preparednessand Sense of Belonging Among Underserved
- Conference Session
- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
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- 2024 ASEE Annual Conference & Exposition
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- Brandon Bakka, University of Texas at Austin; Elisa Koolman, University of Texas at Austin
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
is passionate about understanding and dismantling the systems in engineering that marginalize students.Elisa Koolman, University of Texas at Austin Elisa is a Ph. D. student at the University of Texas at Austin. They are currently researching interactions in makerspaces, efficacy of a teaching software in an engineering design course, and disability in STEM. Elisa is passionate about continuing efforts to increase diversity, equity, and inclusion in STEM. ©American Society for Engineering Education, 2024 Queer Ties: A Work in Progress LGBTQ+ Graduate Student Mentorship Program The purpose of this work in progress paper is to share preliminary results and lessonslearned from a pilot scale
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- Track 3: Technical Session 6: Organizational Transformation for Graduate Education: Intentionally Engaging Graduate Students as Partners in Equity Work
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- 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Teirra K Holloman, Virginia Tech Department of Engineering Education; Natali Huggins, Virginia Tech ; Walter C. Lee, Virginia Polytechnic Institute and State University
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- CoNECD Paper Sessions, Diversity
National Experimental University of T´achira in Venezuela. In addition, she has several years of experience in research and practice at graduate educa- tion level in the engineering field, with special focus on assess based perspectives, minoritized students’ socialization, and agency in graduate education. Her strengths include qualitative research study design and implementation. Her dissertation examined Latinx motivation to pursue Ph.D. in engineering, mi- noritized engineering doctoral students’ socialization and the impact of the engineering context in their experiences. Her research expertise lies in diversity and inclusion in graduate education, with a particu- lar interest in minoritized students’ socialization
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- Educational Research and Methods Division (ERM) Technical Session 3
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- 2024 ASEE Annual Conference & Exposition
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- Bruce Frederick Carroll, University of Florida; Janice Mejía, Northwestern University; Kent J. Crippen, University of Florida; Sheila Castro, University of Florida
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- Diversity
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- Educational Research and Methods Division (ERM)
incorporate the emerging best practices of QuantCrit [21]across the entire mixed-methods study to ensure the critical theory nature of the CCWM isreflected in any quantitative implementation of that theory. Recommendations are alsoincorporated from the work of Mejia et al. [3] for research integrating a critical perspective as weconsidered anti-deficit framing and critical theory questions in the development and design of themethods. Castillo and Gilborn [22] suggest considering five foundational principles whenadapting a critical theoretical framework to a quantitative study: 1) The Centrality of Racism, 2)Numbers are Not Neutral, 3) Categories are Neither Natural nor Given, 4) Voice and Insight, and5) Social Justice/Equity Orientation. A discussion
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- Educational Research and Methods Division (ERM) Technical Session 20
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- 2024 ASEE Annual Conference & Exposition
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- Lise Clara Mabour, Tufts University; Geling Xu, Tufts University; Brian Gravel, Tufts University
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- Diversity
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- Educational Research and Methods Division (ERM)
transformativelearning that occur during the pursuit of a doctoral degree [8]. In this paper, we describe thiscomplexity from the perspective of doctoral students. Graduate students can provide insightsregarding graduate programs' inner workings that directly benefit their institutions' academicprograms. For instance, analyzing the students' perspectives regarding courses, roles, andrelationships with supervisors is essential for programs to improve best practices [9]. In ourwork, we consider how our relationships with supervisors/mentors can influence the ways weconceptualize our development as researchers and designers.Graduate students are not just student researchers; they are developing faculty members andindustry professionals. Thus, many
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- NSF Grantees Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
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- John Ray Morelock, University of Georgia; Aileen Reid, University of North Carolina, Greensboro; Ayesha Sherita Sherita Boyce; Chaturved Janaki, University of Georgia; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia
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- Diversity, NSF Grantees Poster Session
Paper ID #42046Board 301: Impacts of the ProQual Institute: Summative Evaluation of ParticipantSkills, Perceptions, Confidence, and Research Products from a QualitativeResearch InstituteDr. John Ray Morelock, University of Georgia Dr. Morelock is an Assistant Professor of Practice with an emphasis on engineering education research, and the Associate Director of Educational Innovation and Impact for UGA’s Engineering Education Transformations Institute (EETI). In addition to coordinating EETI’s faculty development programming, Dr. Morelock conducts research on institutional change via faculty development, with an emphasis
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- Engineering Empowered Communities: Place-Based Community Engaged Learning
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- 2024 ASEE Annual Conference & Exposition
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- Juan C. Lucena, Colorado School of Mines; Mateo Rojas; Casey Gibson, National Academy of Engineering; Jaime Elizabeth Styer, Colorado School of Mines; Sofia Lara Schlezak, Colorado School of Mines
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- Community Engagement Division (COMMENG)
risks. A third case studywill show how research on electrical and electronic waste (e-waste) recycling has been translatedto teach students about engineering and community development and to empower communitiesto recycle e-waste in safer and more profitable conditions. A fourth case study will show howresearch on construction and demolition waste (C&DW) has been translated to teach freshmenengineering students about design for community and to empower communities near C&DWsites how to recycle these materials to diversify their incomes. The paper concludes withrecommendations for how to begin making RT a more central feature of graduate engineeringresearch.IntroductionThis paper has three purposes. First, we want to identify best
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- Fostering Diversity and Innovation in Engineering Education
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Trina L. Fletcher, Florida International University; Madiha Qasim, North Carolina State University; Destiny M Washington, Florida International University; Lesia Crumpton-Young, Texas Southern University
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- Diversity
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- Minorities in Engineering Division(MIND)
, agricultural, orliberal arts institutions.)Development of SurveyThe HBCU Leadership Impact and Implications Survey was developed by the research team forHBCU stakeholders to determine factors impacting President/ Chancellor turnover withinHBCUs. A thorough design, redesign, and review process was implemented to develop thesurvey using relevant research questions and best practices. Questions within the survey askedparticipants to report their relationship with HBCUs, their current role related to HBCUs, theirtime affiliated with HBCUs, information about the HBCU with which they were affiliated,factors impacting president/chancellor turnover, the impact of turnover on the university, andparticipant demographic information. The survey consisted of
- Conference Session
- First-Year Programs Division: Best of FPD
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Angela R. Bielefeldt, University of Colorado Boulder
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- Diversity
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- First-Year Programs Division (FYP)
conflict.” Delp [29] discusses how teamwork is often a focus in first-year hands-on design courses and the likely impacts on students with ASD.Previous research has explored the impacts of first-year engineering design (FYED) courses onthe persistence, self-efficacy, and identity of engineering students; e.g., [30-31]. The activelearning style typically used to teach first-year engineering design courses may be particularlywell suited for students with ADHD. A study in physics found that “active learningenvironments… cater to ADHD students’ strengths due to their flexibility and adaptability tounique ways of thinking and processing” [32].Within engineering, previous studies have found that engineering identity contributes topersistence intentions
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- Track 5: Technical Session 5: Successful mentoring practices for women undergraduate STEM students
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- 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
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- Suzanne Zurn-Birkhimer, Purdue University at West Lafayette (COE); Elizabeth Hart, University of Dayton
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- CoNECD Paper Sessions, Diversity
Paper ID #40740Successful mentoring practices for women undergraduate STEM studentsDr. Suzanne Zurn-Birkhimer, Purdue University at West Lafayette (COE) Dr. Suzanne Zurn-Birkhimer is Associate Director of the Women in Engineering Program and Asso- ciate Professor (by courtesy) in the Department of Earth, Atmospheric, and Planetary Sciences at Purdue University. She conducts research around student success.Ms. Elizabeth Hart, University of Dayton Beth Hart is a Principal Lecturer for the University of Dayton School of Engineering Innovation Center. She received her B.S. and M.S. degrees from the University of Dayton, both in
- Conference Session
- First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access
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- 2024 ASEE Annual Conference & Exposition
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- Sonia Travaglini, Stanford University; Aya Mouallem, Stanford University; Sheri D. Sheppard, Stanford University
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- First-Year Programs Division (FYP)
a BEng in Computer and Communications Engineering from the American University of Beirut. Aya is a graduate research assistant with the Designing Education Lab at Stanford, led by Professor Sheri Sheppard, and her research explores the accessibility of introductory electrical engineering education. She is supported by the Knight-Hennessy Scholarship and the RAISE Doctoral Fellowship.Dr. Sheri D. Sheppard, Stanford University Sheri D. Sheppard teaches both undergraduate and graduate design-related classes, conducts research on fracture mechanics and finite element analysis, and on how people become engineers. From 1999 to 2008, she was a Senior Scholar at the Carnegie Foundation for the Advancement of Teaching
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- Spotlight on Diverse Learners
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- 2024 ASEE Annual Conference & Exposition
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- Isabella Gransbury, North Carolina State University; Monica M. McGill, Institute for Advancing Computing Education; Leigh Ann DeLyser
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- Computers in Education Division (COED)
://CSEdResearch.org.[26] Mazyar Seraj, Eva-Sophie Katterfeldt, Serge Autexier, and Rolf Drechsler. Impacts of creating smart everyday objects on young female students’ programming skills and attitudes. In Proceedings of the 51st ACM Technical Symposium on Computer Science Education, pages 1234–1240, 2020.[27] Monique M Jethwani, Nasir Memon, Won Seo, and Ariel Richer. “i can actually be a super sleuth” promising practices for engaging adolescent girls in cybersecurity education. Journal of Educational Computing Research, 55(1):3–25, 2017.[28] Lauren E Margulieux, Briana B Morrison, Baker Franke, and Harivololona Ramilison. Effect of implementing subgoals in code. org’s intro to programming unit in computer science principles. ACM
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- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University; Jocelyn Garcia; Maria Oralia Tinoco Alegre, Florida International University; Malak Elaouinate, Florida International University; Andrew Green, Florida International University; Andres TREMANTE
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
awayfrom this dynamic and empower students to name and challenge the oppression they face, theauthors of this paper collaborated to create and carry out the Justice, Equity, Diversity, andInclusion (JEDI) Ambassador Program (or "JEDI" for short). JEDI is a co-curricular programthat employs undergraduate engineering students, called "JEDIs", to engage in diversity, equity,and inclusion (DEI) projects across the domains of education research, K-12 outreach, andstudent programming with the guidance of a graduate student or university support staff mentor.JEDI was designed as a liberatory space for participants to bring their whole selves,collaboratively explore ideas, and take action against inequities they observed or experienced.The attempted
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- Educational Research and Methods Division (ERM) Technical Session 18
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Navarun Gupta, University of Bridgeport; Junling Hu, University of Bridgeport; Ioana A. Badara, Post University; Buket D. Barkana, The University of Akron; Deana A. DiLuggo, University of Bridgeport
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- Diversity
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- Educational Research and Methods Division (ERM)
model has also been developed, refined, anddisseminated through multiple NSF grants, along with the US Department of Energy and theInstituteof Electrical and Electronics Engineers (IEEE)[6]. The approach is promising for Hispanic andunderrepresented students in STEM because it is structured to help students to acquire the skillsfor successful research participation and professional development rather than assuming thatprofessional skills have already been developed by graduation[5, 6, 7]. Research on ARG forHispanic students has shown positive results and is endorsed as a best practice by the CAHSI, aNational INCLUDES Alliance [8]. Studies have found that successful participation in the ARGmodel is associated with student growth and development
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- Diverse Pathways: Exploring Inclusive Practices and Outreach in Engineering Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Lexy Chiwete Arinze, Purdue University at West Lafayette; Jacqueline E McDermott, Purdue University at West Lafayette; Janet M Beagle
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- Minorities in Engineering Division(MIND)
say? What do I leave for next week? And so, I felt like this first semester is kind of like, I'mdisappointed in myself. I didn't get everything done; I didn't leave with the clear action item. So, like how to navigate, I guess, how to like design the perfect meeting, if that makes sense. But from like the researcher point of view, not from the advisor point of view”GradTrack alumni want tips and tricks to break down research papers. Another area alumni feltthey would have benefited more from was the proper understanding of the best ways to readthrough and summarize research papers. Referring to this need, an alumnus commented that: “I think one of the things, especially thinking back if like I were like a younger
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- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
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- 2024 ASEE Annual Conference & Exposition
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- Qualla Jo Ketchum, Cal Poly Humboldt
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #42724WIP: ”This is What We Learned”: Sharing the Stories of Experiences ofIndigenous-Centered, Engineering & Community Practice Graduate Programat Cal Poly HumboldtDr. Qualla Jo Ketchum, Cal Poly Humboldt Qualla Jo Ketchum (she/her/) is an Assistant Professor in the School of Engineering at Cal Poly Humboldt. She is a citizen of the Cherokee Nation and her Indigeneity impacts all she does from her technical research in water resources to her pedagogical practices and educational research around identity, indigenizing engineering practice and teaching, and the structural issues impacting Indigenous engineers. Dr
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- Design in Engineering Education Division (DEED) - Research Investigations in the Context of Design Education
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- 2024 ASEE Annual Conference & Exposition
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- Mark J. Povinelli, Syracuse University
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- Diversity
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- Design in Engineering Education Division (DEED)
the New Vision Engineering college preparatory program and at the John Hopkins University Center for Talented Youth. He integrates his over thirty years of practical experience as a research, design, and systems engineer across academia, industry, and business into teaching methodologies. ©American Society for Engineering Education, 2024 A Transdisciplinary Knowledge Approach using a Holistic Design Thinking Methodology for Engineering EducationMark J. Povinelli, College of Arts and Sciences, Syracuse UniversityIntroductionGiven the wealth of design practices, it is worth examining that engineering design educatorsoften lack methodologies for students that provide sufficiently