Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bala Vignesh Sundaram, Arizona State University, Polytechnic campus; Nadia N. Kellam, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Topics

Diversity

Tagged Divisions

Student

Revolutionizing Engineering Departments grant ”Additive Innova- tion: An Educational Ecosystem of Making and Risk Taking.” He was named one of ASEE PRISM’s ”20 Faculty Under 40” in 2014, and received a Presidential Early Career Award for Scientists and Engineers from President Obama in 2017. American c Society for Engineering Education, 2021 Understanding the perspectives of empathy among engineering faculty membersAbstractIn higher education, studies have shown that teacher empathy can lead to better student learningoutcomes, diverse and inclusive learning environments, as well as less teacher burnout. Inengineering education, research on

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Regina Palero Aleman, University of San Diego; Mireya Becker Roberto; Joel Alejandro Mejia, University of San Diego; Susan M. Lord, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Diana A. Chen, University of San Diego; Gordon D. Hoople, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Student

. American c Society for Engineering Education, 2021 Paper ID #34565Prof. Gordon D. Hoople, University of San Diego Dr. Gordon D. Hoople is an assistant professor and one of the founding faculty members of integrated engineering at the University of San Diego. He is passionate about creating engaging experiences for his students. His work is primarily focused on two areas: engineering education and design. Professor Hoople’s engineering education research examines the ways in which novel approaches can lead to better student outcomes. He is the principal investigator on the National Science

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mehdi Lamssali, North Carolina Agricultural & Technical State University; Olivia Kay Nicholas, RAPID; Alesia Coralie Ferguson, North Carolina A&T State University; Andrea Nana Ofori-Boadu, North Carolina Agricultural and Technical State University; Angela M. White, NC A&T State University

Tagged Topics

Diversity

Tagged Divisions

Student

constituted a new challenge for faculty and students alike.Various other struggles encountered in the midst of a pandemic (e.g., economic impacts onindividuals and family) all tested the degree of resiliency and adaptability of both faculty andstudents to establish and sustain a coherent educational system. Universities were especiallychallenged when given lack of immediate procedural or resourceful commodities fortransitioning to an online learning environment in a rapid and timely manner [3]. These changesresulted in huge burdens on faculty members, students, and universities to cope with thistransition and deliver a full or partial online teaching and learning environment in an efficientmanner. The research on COVID-19 effects on

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maral Kargarmoakhar, Florida International University; Stephanie Jill Lunn, Florida International University; Monique S. Ross, Florida International University; Zahra Hazari, Florida International University; Mark A. Weiss, Florida International University; Michael Georgiopoulos, University of Central Florida; Ken Christensen P.E., University of South Florida; Tiana Solis, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Student

students interests towards pursuing a graduate degree.The physical and psychological impacts of student involvement, such as attending social events,giving oral presentations, being part of a group, club, organization, etc., have been studied widelyby scholars [31][32][33][34]. They have shown a major role in students’ self-efficacy andpersistence and positively impact students’ academic autonomy, career, and lifestyle planning[32][35][36][37]. “Academic involvement, involvement with faculty, and peer involvement” arethe three most powerful involvement forms according to the literature [31]. Likewise, learning ina group is an effective practice in promoting greater academic achievement, promising attitudestoward learning, and increasing

Conference Session

Women in Engineering Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shawna Vican, University of Delaware; Robin Andreasen, University of Delaware; Heather Doty, University of Delaware; L. Pamela Cook, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Paper ID #34220COVID-19 Pandemic Response and Faculty Career EquityDr. Shawna Vican, University of Delaware Shawna Vican is an Assistant Professor of Sociology and Criminal Justice at the University of Delaware. She received her Ph.D. in Sociology from Harvard University. An organizational sociologist, Dr. Vican in- vestigates the adoption and implementation of new employment practices and corporate social behaviors. Across her research, Dr. Vican explores how organizational policies and practices, managerial behavior, and workplace culture shape individual career outcomes as well as broader patterns of labor market in

Conference Session

Graduate Studies Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Catherine T. Amelink, Virginia Polytechnic Institute and State University; Mayra S. Artiles , Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

Paper ID #32258Minority Student Experiences in Engineering Graduate Programs:Socialization and Impact on Career TrajectoriesDr. Catherine T. Amelink, Virginia Polytechnic Institute and State University Dr. Amelink is Associate Vice Provost for Learning Systems in the Office of the Provost at Virginia Tech. She is also an affiliate faculty member in the Departments of Engineering Education and Educational Leadership and Policy Studies at Virginia Tech.Dr. Mayra S. Artiles , Arizona State University Mayra S. Artiles is an assistant professor in engineering at the Polytechnic School of the Ira A. Fulton Schools of Engineering

Conference Session

CoNECD Session : Day 2 Slot 3 Technical Session 4

Collection

2021 CoNECD

Authors

Sarah Trainer, Seattle University; Agnieszka Miguel, Seattle University; Jean M. Jacoby, Seattle University; Jodi O'Brien, Seattle University

Tagged Topics

CoNECD Paper Submissions, Diversity

institutional policies (or lack thereof), professional and personal networks, interactionswith colleagues and students, and articulated (or not) expectations all combine to createparticular climates and experiences for faculty at institutions of higher education throughout theUnited States in 2020. Those show gendered and race-based patterns. Many of the activities thatare integral to the reputation and function of an organization are often performed by women andfaculty of color. These activities, especially administrative and curriculum-based ones, tend torequire time and expertise but are not typically rewarded in traditional academic promotionstructures [1, 33, 6, 34, 31, 35]. In fact, research indicates that women faculty overwhelminglyare tasked

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Trina L. Fletcher, Florida International University; Alexandra Coso Strong, Florida International University; Jay Phillip Jefferson, Florida International University; Jade Moten, Florida International University; Sung Eun Park, Florida International University; D'Aundray James Adams, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

campusculture [9], [10]. In these studies, campus culture considered (1) classroom experiences, (2)faculty-staff relationship, (3) institutional support services, (4) peer interactions, (5) studenteffort to learn, (6) goal development and management, and (7) institutional commitment. As aresult, we integrated these components of campus culture into our understanding of institutionalclimate to ground our data collection approach and provide a helpful framework for uncoveringways in which institutional climate can impact how a Black HBCU undergraduate engineering orcomputing student navigates their post-graduate planning and decision-making.Identity and SuccessUnderstanding how an institution’s culture and climate support students’ personal identities is

Conference Session

Student Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dolores Herrera; Claire Marie Leader, California Polytechnic State University, San Luis Obispo; Soham Patel; Anahid Behrouzi, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Student

, an individual’s free response submission may be described by more than onecode, hence the (#) represents the frequency a theme appears across all respondents’ answers. 1. Which current affiliation applies to you? o Undergraduate Student (10) o Graduate Student (0) o Faculty Member (2) o Staff Member (0) o Administration (1) 2. What department affiliation applies to you? o Architecture (5) o Architectural Engineering (3) o City & Regional Planning (1) o Construction Management (0) o Landscape Architecture (4) 3. Are you a member of either the Student or Faculty Diversity, Equity & Inclusion committees? o Yes (3) o No (10) 4. Rate the

Conference Session

Design Teams 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David A. Copp, University of California, Irvine; Alejandra Hormaza Mejia, University of California, Irvine; Mark E. Walter, University of California, Irvine; Natascha Trellinger Buswell, University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Paper ID #34035Team Formation and Function Decisions and Student Roles on DiverseEngineering Design TeamsDr. David A. Copp, University of California, Irvine David A. Copp received the B.S. degree in mechanical engineering from the University of Arizona and the M.S. and Ph.D. degrees in mechanical engineering from the University of California, Santa Barbara. He is currently an Assistant Professor of Teaching at the University of California, Irvine in the Department of Mechanical and Aerospace Engineering. Prior to joining UCI, he was a Senior Member of the Technical Staff at Sandia National Laboratories and an adjunct

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., NASA EPDC

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

Engineering Education, 2021Quality Mentorship Matters: An Innovative Approach to Supporting Student Success in Engineering Undergraduate ResearchIn this research study, the authors developed a new model of mentorship for faculty members toengage and support their group of students conducting undergraduate engineering research.Research efforts attest that mentoring undergraduate students is a critical role that can dramaticallyenhance student academic and personal outcomes. This finding is magnified in the context ofSTEM related disciplines, such as engineering, where efforts to pro-actively diversify theworkforce are taking shape. Yet, not every form of faculty-student mentorship is proven to beeffective, particularly when faculty conceal

Conference Session

Graduate Studies Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Luis Enrique Guardia, Florida International University; Mais Kayyali, Florida International University; Alexandra Coso Strong, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

-Serving Institutions (MSIs) overall and support continued educational innovation within engineering at these in- stitutions. Specifically, she focuses on (1) educational and professional development of graduate students and faculty, (2) critical transitions in education and career pathways, and (3) design as central to educa- tional and global change. American c Society for Engineering Education, 2021 Graduate Student Perceptions of an Ideal Mentor in Engineering and Computing at a Minority Serving Institution: Preliminary ResultsAbstractReports from the National Academies and Council of Graduate Schools suggest that

Conference Session

CoNECD Session : Day 3 Slot 6 Technical Session 2

Collection

2021 CoNECD

Authors

Matthew Bahnson, North Carolina State University at Raleigh; Derrick James Satterfield, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Topics

CoNECD Paper Submissions, Diversity

Nevada, Reno. He graduated with his Masters in 2019 from the University of Nevada, Reno, and plans to pursue a career in academia in the future. His research interests are in graduate student attrition rates within academia, engineering identity development, and factors that influence decision making on persistence.Dr. Adam Kirn, University of Nevada, Reno Adam Kirn is an Associate Professor of Engineering Education at the University of Nevada, Reno. His research focuses on the interactions between engineering cultures, student motivation, and learning ex- periences. His projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers, their problem-solving processes, and cultural

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Oludare Adegbola Owolabi P.E., Morgan State University; Oludayo Samuel Alamu, Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; LaDawn E. Partlow, Morgan State University; Mehdi Shokouhian, Morgan State University; Kathy Ann Gullie, Gullie Consultant Services LLC; Krishna Bista; Sotonye Ikiriko, Morgan State University; Mulugeta T. Dugda, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

Practice from the University of New York/SUNY Albany, with experience in teaching educa- tional methods at the master’s level as well as an introduction to education courses designed to develop new interest in teaching careers. She has worked as an elementary classroom teacher developing specific curricula for gifted and talented students as well as inclusion classrooms in a school district eligible for rural and low-income programs. Dr. Gullie’s experience and past projects qualify her for the position of evaluator to examine the impact of the Alliance: Pathways to Success in Engineering (PASE). Her expe- rience and qualifications working with data from multiple educational projects and personal work with students give

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Erika A. Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan

Tagged Topics

Diversity, NSF Grantees Poster Session

Paper ID #32502Assessing Emphasized Engineering Practices and Their Alignment withEngineers’ Personal ValuesDr. Erika A. Mosyjowski, University of Michigan Erika Mosyjowski is a research fellow and lecturer focusing on engineering education at the University of Michigan. She earned a B.A. in sociology and psychology from Case Western Reserve University and an M.A. and Ph.D. in Higher Education from the University of Michigan. Her research interests include cultural beliefs about what engineers do and who they are, students’ career thinking and trajectories, and ways to effectively facilitate more diverse, inclusive, and

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Chierichetti, San Jose State University; Patricia R. Backer, San Jose State University; Laura E. Sullivan-Green, San Jose State University; Liat Rosenfeld, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

challenges at the same time: abruptly changing their workstrategies and habits, learning new technologies, job insecurity due to the economic challenges ofhigher education, worries about the health and well-being of their families as well as students,losing collaboration opportunities. The Chronicle of Higher Education’s survey, however, didnot explore the experiences of the faculty members from a teaching perspective.The experience of faculty members after this rapid switch to remote instruction was captured byblog posts and reports. These reports observed that faculty members lectured in the remoteenvironment much more than in in-person environment [5-6], experienced a decreasedinteraction with students during class time and students’ engagement

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robert P. Loweth, University of Michigan; Shanna R. Daly, University of Michigan; Leah Paborsky, University of Michigan; Sara L. Hoffman, University of Michigan; Steve J. Skerlos, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

from Purdue University. Her research characterizes front-end design practices across the student to practitioner continuum and studies the impact of developed front-end design tools on design success.Ms. Leah Paborsky, University of Michigan Leah is a graduate from the University of Michigan with a B.S.E. in Mechanical Engineering and minor in Space Sciences and Engineering. She served as an undergraduate research assistant in the Daly Design and Engineering Education Research Group focusing on engineers’ beliefs about social aspects of engineering work. She is currently pursuing a M.S. in Aerospace Engineering Sciences at University of Colorado- Boulder.Dr. Sara L. Hoffman, University of Michigan Sara Hoffman

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anastasia Marie Rynearson, Campbell University; Jacqueline Gartner Ph.D., Campbell University; Michele Miller, Campbell University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

three personas have been developed using the 2020 application pool. While thetarget personas used for the rubrics were developed using the process noted above, thesepersonas were developed using the student responses to the applications. For a more in-depthdiscussion of the method used, see our prior work [19].General Applicant Persona: Mark JohnsonMark is from North Carolina. He didn’t attend a community college before coming to thisuniversity. Both of his parents are college graduates. Mark is a second-year student in themechanical engineering concentration. Making the leap from an easy high school career to amuch more difficult undergraduate engineering career and learning how to effectively study isthe biggest academic challenge Mark has

Conference Session

Graduate Studies Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anne Marguerite McAlister, University of Virginia; Sarah Catherine Lilly, University of Virginia; Jennifer L. Chiu, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

overall identity in the community of practice of graduate school. This work contributesto the limited number of studies on engineering doctoral students’ identity, and may haveimplications for persistence and representation amongst engineering doctoral students.Introduction Doctoral students develop multiple role identities as they enter the community of practiceof academia through their graduate school experience [2]. Identity is the “kind of person” one is,derived from one’s performance in social contexts, rather than from one’s internal state [6]. Arole identity, specifically, is how an individual relates to the characteristics and expectationsassociated with a role or position they are enacting [7]–[9]. For example, how an

Conference Session

Faculty Development 4: COVID-19's Impact on Students

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sreyoshi Bhaduri, McGraw Hill ; Lilianny Virguez, University of Florida; Debarati Basu, University of North Carolina at Charlotte; Michelle Soledad, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

pages serve are engineering educators andfaculty members, similar to us, the authors of this paper. We are international engineeringeducators in the United States, who are in the early phases of our careers, and identify as womenof color. As universities switched to the online format during the Spring 2020 semester, we, likemany of our colleagues, had to adapt to new and unusual circumstances as well as makesignificant adjustments to our professional and personal lives. At the onset of the pandemic, wecreated a support group to share our experiences as we navigated these unprecedentedcircumstances. Through the course of the months following the sudden shift in learningenvironments, we continued to reflect and record our personal challenges of

Conference Session

The Curriculum at Two-year College's Engineering Technology and Engineering Transfer Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristin Kelly Frady, Clemson University; Christy Brown, Clemson University; Karen A. High, Clemson University; Claretha Hughes Ph.D., University of Arkansas, Fayetteville; Robert M O'Hara, Clemson University; Shuyu Huang

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

emphasis includes faculty development and mentoring, graduate student development, critical thinking and communication skills, enhancing mathematical student success in Calculus (including Impact of COVID-19), and promoting women in STEM. Her technical research focuses on sustainable chemical process design, computer aided design, and multicriteria decision making. She also has extensive experience in K-12 STEM education and program evaluation and assessment. She has held a variety of administrative positions: 1) Director of STEM Faculty Development Initiatives-Clemson, 2) Associate Dean for Undergraduate Studies in the College of Engineering, Computing and Applied Sciences-Clemson, 3) Interim Director of Student

Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Henry Salgado, University of Texas at El Paso; Yamile A. Urquidi Cerros, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; Alexandra Coso Strong, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

campuses. They then complete a poster-size GAPAhandout to explore opportunities for enhancing their students’ intrinsic motivation at theirinstitution. Workshop facilitators also encourage faculty members to hang their completedworksheets on the wall and participate in a modified Gallery walk [34]. After feedback anddiscussion, participants were asked to refine a final GAPA worksheet of their design. Figure 3. Simplified GAPA worksheet adapted from [33]Data AnalysisOur exploratory study applied an inductive and deductive approach to analyze and identifyemerging themes from participants’ responses [35]. Worksheets were collected, and participants’responses were de-identified and scanned. Responses were transcribed, organized

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Allison Godwin, Purdue University at West Lafayette (COE); Brianna Benedict McIntyre, Purdue University; Jacqueline Ann Rohde, Purdue University at West Lafayette (COE); Herman Ronald Clements III, Purdue University at West Lafayette (COE); Heather Lee Perkins, Purdue University at West Lafayette (PPI); Joana Marques Melo, Purdue University at West Lafayette (COE); Andrea Lidia Castillo, University of California, Irvine

Tagged Topics

Diversity, NSF Grantees Poster Session

Paper ID #33847CAREER: Learning from Students’ Identity Trajectories to ActualizeLatent DiversityDr. Allison Godwin, Purdue University at West Lafayette (COE) Allison Godwin, Ph.D. is an Associate Professor of Engineering Education and Chemical Engineering 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 foster or hinder belongingness and identity development. Dr. Godwin graduated from Clem- son University with a B.S. in Chemical Engineering and

Conference Session

Best in DEED

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Megan Hammond, University of Indianapolis; Joan Martinez, University of Indianapolis; Elizabeth Ziff, University of Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

past few decades, there has been a push for engineering curriculum to better engagewith the global, ethical, and societal impacts of the field and to prepare students to engage in amulticultural and diverse workspace and world. In an effort to introduce diversity in design andto troubleshoot the concept of the universal user, we adapted the display compatibilityquestionnaire from Smith’s study of display-control stereotype designs, and presented the samedesign questions to 21st century first-year engineering students, non-engineering students, andnon-engineering professionals. This work explores current societal impacts such as gender, age,and occupation on the user expectation of a control’s display and user-interface design.Additionally, the

Conference Session

CoNECD Session : Day 1 Slot 2 Technical Session 4

Collection

2021 CoNECD

Authors

Courtney Zongrone, Virginia Polytechnic Institute and State University; Cassandra J. McCall, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Ashley Shew, Virginia Polytechnic Institute and State University; Denise Rutledge Simmons P.E., University of Florida; Lisa D. McNair, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Submissions, Diversity

diagnosed with post-traumatic stress disorder (PTSD) and depression during theirfreshman year of college. Like many students, Edith described an initial interest to major in civilengineering grounded in family influences (e.g., working on the family farmhouse with theirdad), academic interests (e.g., science and math), and access to a stable income and independentlifestyle upon graduation. Prior to college, Edith was aware of the masculine culture ofengineering, and when asked if that was something that influenced their decision to pursue civilengineering, they replied: I think I was a pretty fearless person, and I wasn't concerned with the gender binary. I had stereotypically masculine hobbies. I have short hair. Maybe not today

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susannah C. Davis, University of New Mexico; Yan Chen, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Pil Kang, University of New Mexico; Abhaya K. Datye, University of New Mexico; Eva Chi, University of New Mexico; Sang M. Han, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

discussed the pros and cons of various gradingoptions (e.g., credit/no credit versus a regular grading scheme), tools for synchronous andasynchronous learning, and strategies for assessing learning. For example, in a late March facultymeeting, faculty spoke about a decision not to give any midterm exams and grappled with how toshow care for all the hardships and uncertainty students were experiencing, while also trying tofigure out how to monitor student learning. One faculty member said: “In the classroom setting,you can walk around and watch the students do a problem. [Online], how do I determine whetherthe students are actually working on material or not? That's, that's what I don’t have an answerfor.”At meetings from spring 2020 all the way to

Conference Session

CoNECD Session : Day 1 Slot 6 Technical Session 3

Collection

2021 CoNECD

Authors

Teirra K. Holloman, Virginia Tech Department of Engineering Education; Walter C. Lee, Virginia Polytechnic Institute and State University; Kirsten A. Davis, Purdue University at West Lafayette (COE); Jeremi S. London, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; John J. Lesko, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Submissions, Diversity

first iteration can be found at the end of this work-in-progress paper (Appendix B). Assessment of LearningThis seminar was offered on a pass/fail basis, and students were evaluated based on mandatoryattendance and the completion of an end-of-course assignment. In addition to attendance,students were required to complete a Personal Development Plan (PDP) as their end-of-courseassignment to be submitted no later than two weeks after the conclusion of the course.The PDP was broken into four sections each with two parts. For example, there was Section 1:Research and Learning which focused on developing identity, confidence, and independence as aresearcher (LO6). Part A asked students to explore their current career goals, competenciesneeded

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matilde Luz Sanchez-Pena, University at Buffalo; Syed Ali Kamal, Independent Researcher

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

havebeen documented to negatively affect the progress of women faculty in engineering and otherSTEM areas. This is presented with an iterative identification of elements through differentstages of the academic career, layered with variables that are measurable, and potentialapproaches for future modeling given existing research and the characteristics of the ADVANCEprogram. The challenges of modeling such a complex system are discussed, together withpotential alternatives as a first modeling approach using existing data from different sources.IntroductionFor the advancement of the engineering discipline in the U.S., it is paramount to ensure fairparticipation of all members of its diverse society [1]; promoting women representation at thefaculty

Conference Session

Graduate Studies Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kate Caroline Batson, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

addressing writing issues of students. In addition, Jenkins (1993) found thatgraduate faculty members would re-write anywhere from 11-25% of their students’ theses. Thus,it appears that advisors tend to take on more an role of copy editor than that of writing mentor.The strategies listed above are not necessarily sustainable for graduate faculty nor supportive tostudents who are learning to create an academic and professional “writing persona” (Becker,1986) as well as taking on a “authorial voice” (Hyland, 2002).Engineering-Based Graduate Writing CentersOne writing support initiative that has been undertaken in Colleges of Engineering has been thedevelopment of college-specific writing centers, with the few institutions that have

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Evan Ko, University of Illinois at Urbana - Champaign; Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign; Allyson Jo Barlow, University of Nevada, Reno; Karin Jensen, University of Illinois at Urbana - Champaign; Kelly J. Cross, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

be a part of this community and hopes to spark the interest of engineering education research within her peer groups and to return to education after industry experience.Mr. Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign Joseph Mirabelli is an Educational Psychology graduate student at the University of Illinois at Urbana- Champaign with a focus in Engineering Education. His interests are centered around mentorship, mental health, and retention in STEM students and faculty. He was awarded the 2019 NAGAP Graduate Educa- tion Gold Research Grant award to study engineering faculty perceptions of graduate student well-being and attrition. Before studying education at UIUC, Joseph earned an MS