Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Courtney Janaye Wright, University of Kentucky; Lucy Elizabeth Hargis, University of Kentucky; Ellen L. Usher, University of Kentucky; Joseph H. Hammer, University of Kentucky; Sarah A. Wilson, University of Kentucky; Melanie E. Miller, University of Kentucky

Tagged Divisions

Culture & Social Justice in Education, Equity

currently conflicts with the existing environmentalnorms. This desire is important and consistent with previous research findings which indicatethat the endorsement of seeking help for mental health concerns by one’s social network is a keyfactor in the decision-making process [21, 25-28]. However, one unique component of theengineering environment that needs to be taken into consideration is the effects of competition.In a study of elite athletes’ beliefs about mental illness stigma and help-seeking, researchersfound that engaging in competition to achieve success conflicted with athlete’s opinions andattitudes about mental health issues [22].Mental health issues were linked to weakness thereby threatening the athlete’s self-perceptionsand status

Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Katie Johanson, University of Colorado at Colorado Springs; Richard Carroll Sinclair, University of Colorado at Colorado Springs; Comas Lamar Haynes, Georgia Tech Research Institute; Rosario A. Gerhardt, Georgia Institute of Technology; Kinnis Gosha, Morehouse College

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

accrued by not only the person traditionally known as the mentee, but also by the person traditionally known as the mentor A sense of empowerment was created for mentees, as they were expected to be proactive, intentional agents of their own career development rather than mere recipients of mentoringMethodologyResearch Design. An instrumental case study design (Stake, 1995) was grounded by the mutualmentoring model (Yun et al., 2016) to explore the potential efficacy of a new mentoring strategyin which faculty of color in engineering are matched with emeriti faculty on a specific careergoal. Instrumental case studies are valuable when seeking to illuminate a specific concern orproblem within a setting that may be ambiguous to cursory observers

Conference Session

Tools and Strategies for Teaching Online Courses

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

New Engineering Educators

ensure quality online course deliveryneeded to be in place. An online teaching committee was formed with representation from all theschools. As policy was being developed, committee members elevated concerns from faculty inthe schools and kept them informed of evolving information. Findings from the online teachingcommittee supported quality assurance and continuous improvement strategies for both online-only and Hyflex teaching modalities.1. Hyflex Courses and Swivl-based Lecture CaptureBefore Hyflex classrooms at The Citadel and elsewhere proliferated as a result of the COVIDpandemic, Hyflex models were widely praised in pedagogical research as a new normal thatoffers distinct advantages over traditional teacher-centered classrooms [4

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

to preparation in online courses [3, 4], andthis may contribute to the perception that online teaching requires more time. The pandemicexacerbated many faculty members’ concerns as they had to adapt to online teaching in aninstant. At the same time, students experienced unique challenges adapting to emergency onlineteaching as well, finding themselves under new and more challenging circumstances thataffected their learning experiences in a variety of ways.In this paper, we consider the challenges faculty faced in quickly transitioning to remote onlineeducation and meeting diverse students’ needs in light of the COVID-19 pandemic. We explorethese challenges in the context of an engineering department at a Hispanic-serving researchinstitution

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nora Honken, University of Cincinnati; Angela Boronyak, University of Cincinnati; James Edward Roethler, Spalding University; Aimee M. Frame, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati

Tagged Divisions

First-Year Programs

were looking forward to and iftheir concerns were realized.Models of college persistence focus on academic and social integration, or the students feelingthey are part of the academic and social systems of the university [2]. In our preliminary surveyused to inform this study, students listed meeting new people and learning new content(particularly related to something they were interested in) as experiences they were lookingforward to. Based on the 2018 Your First College Year (YFCY), which is administered annuallythrough the Cooperative Institutional Research Program (CIRP) and measures studentdevelopment in the first year of college, many college students spend time building their socialnetwork. In 2018, (n = 5,204 first-time, full-time

Conference Session

Environmental Engineering Technical Session 4: Environmental Issues and the Impacts of Intersectionality

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado Boulder; JoAnn Silverstein P.E., University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering, Women in Engineering

Paper ID #33224Environmental Justice and Equity Issues: In Our Backyards and BeyondDr. Angela R. Bielefeldt, University of Colorado Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, Envi- ronmental, and Architectural Engineering (CEAE) and Director for the Engineering Plus program. She has served as the Associate Chair for Undergraduate Education in the CEAE Department, as well as the ABET assessment coordinator. Professor Bielefeldt was also the faculty director of the Sustainable By Design Residential Academic Program, a living-learning community where students

Conference Session

Engineering and Public Policy Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amro El Badawy, California Polytechnic State University, San Luis Obispo ; Marie Yeung, California Polytechnic State University, San Luis Obispo; James L. Hanson, California Polytechnic State University, San Luis Obispo; Nazli Yesiller, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Engineering and Public Policy

need this broad knowledge to be able to address the complex and challengingissues facing the world and to learn that solving such issues require multidisciplinarycollaborations. However, with the amount of technical engineering topics that need to be coveredin the undergraduate curriculum, opportunities are limited for adding new topics to teach a broadset of knowledge and skills. Thus, a need exists for developing effective approaches to broadencontent without interruption to the core undergraduate engineering curriculum.This study presents a curricular intervention that was designed to maximize student learning of aunit in an engineering course and a unit in a science course by re-framing those units in a real-world context and providing

Conference Session

Professional Formation and Career Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado Boulder; Jake Walker Lewis; Madeline Polmear, University of Florida; Daniel Knight, University of Colorado Boulder; Chris Swan, Tufts University

Tagged Divisions

Liberal Education/Engineering & Society

significant personal concern (34% of jobs); the second most common response was that theyhad never been confronted with an ethical or moral dilemma regarding how their work impactedpeople, society, and/or the environment. It seems unlikely that there were no ethical dimensionsto their work, but rather individuals were unaware of these issues, similar to the ethics unseentheme in [26]. This points to the importance of the first step in the ethical decision makingprocess of recognizing an ethical dilemma [14]. In academic courses, this step is often trivializedsince students are told to conduct an ethical analysis of a case study. An alternative explanationas to why the survey respondents indicated that they had never been confronted with an

Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather Doty, University of Delaware; Shawna Vican, University of Delaware; Robin Andreasen, University of Delaware

Tagged Divisions

Faculty Development Division

of the institutions that have formalized career-development processes for full-timeNTT faculty in recent years. In spring 2014, in part due to UD’s growing population of CTfaculty, UD’s provost assembled a commission to study issues surrounding CT faculty. Thecommission held stakeholder meetings and open listening sessions. They conducted a faculty-wide survey to learn more about the experiences of CT faculty and the views of all faculty onhow employment and career-advancement practices for CT faculty ought to be codified. Aftercompleting the study, the commission issued a series of recommendations concerning CT facultytitles, contract renewals and promotions, and mentoring [15], many of which were adopted insome form by the university.As a

Conference Session

Perspectives on Engineering Education During COVID-19

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ahmed Dallal, University of Pittsburgh; Mohamed A. S. Zaghloul, University of Pittsburgh; Amr Hassan, University of Pittsburgh

Tagged Divisions

New Engineering Educators

meetings to fosterunderstanding and communicate with students. Nevertheless, irrespective of their teachingpedagogy, class interactivity was among the apparent challenges in online classes. The use ofactive learning techniques increased the level of interactivity in the classes.In future work, we plan to survey more faculty from other departments and other engineeringschools to analyze their experience and share their points on how to teach an effective engineeringclass. Also, in a different study, we plan to investigate active learning effectiveness in online ECEclasses.References[1] K. P. Hardy and B. L. Bower, "Instructional and work life issues for distance learning faculty," New Dir. Community Coll., vol. 2004, no. 128, pp. 47–54, 2004

Conference Session

Faculty Development Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rocio C. Chavela Guerra, American Society for Engineering Education; Carolyn Wilson, Southeastern Universities Research Association

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

% Lack of infrastructure 15% Concerns about the review process 13% Difficulty finding collaborators 5% Percentage of total responses Other factors 8% Figure 1. Factors preventing MSI faculty securing NSF CISE funding (n=104).When respondents spoke about time issues, their concerns centered around time needed to (a)cover their heavy teaching loads, (b) pursue research funding opportunities, (c) write proposals,and (d) conduct the research. A couple of responses alluded to poor timing of submissiondeadlines. Lack of time due to heavy teaching loads was the most frequently mentioned

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

James J. Pembridge, Embry-Riddle Aeronautical University, Daytona Beach; Timothy A. Wilson, Embry-Riddle Aeronautical University, Daytona Beach; Olivia Elizabeth Roa, Embry Riddle Aeronautical University, Daytona Beach

Tagged Divisions

Faculty Development Division

there were time periods when teaching responsibilities were higher. SeveralAssistant Professors, working towards tenure, were concerned how their participation in theScrum Teams would count towards their tenure review. Most notably, participation in the ScrumTeams was viewed as a service responsibility, that only accounts for 10% of the evaluation,reflected by the following participant: “The concern is obviously the service load. It seems that to adopt this paradigm, there are a lot of new things we need to do. Those workloads are being distributed to the faculty members and we already have a predefined service load for a lot of people, so when we start this new initiative there are definitely new things and additional

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew W. Liberatore, University of Toledo; Daniel Lepek, Cooper Union for the Advancement of Science and Art

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

than 15 years [2-12].Due to the COVID-19 pandemic and related shutdowns and restrictions, many faculty concerns,particularly those associated with online instruction were exacerbated, as faculty had to quicklychange their teaching approaches to remote, online, and other hybrid formats. In response tothese concerns, the AIChE Education Division developed a series of Virtual Communities ofPractice open to all chemical engineering faculty members regardless of career phase, title,tenure status, or other classifications. This paper will highlight the genesis of the AIChEEducation Division’s VCP program and describe its impact on faculty members’ professionaldevelopment during the COVID-19 pandemic.Materials and MethodsCreating a virtual community

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diana A. Chen, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Susan M. Lord, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego; Mark A. Chapman, University of San Diego

Tagged Divisions

Faculty Development Division

Minnesota. American c Society for Engineering Education, 2021 Lessons Learned: How our agile department survived the COVID-19 pivotIntroductionWhen the coronavirus began spreading rapidly in the United States in early 2020, institutions ofhigher education watched as leaders shifted responsibility down the leadership ladder untilindividual faculty with authority over only their classroom were forced to make decisionsaccording to their own ethics. We were lucky to have a dean and a department chair who took onthe leadership mantle. Our dean initiated weekly Zoom updates for the school to share quicklychanging news and decisions made by university leaders, and to be transparent and

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Cutler, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University; Thomas A. Litzinger, Pennsylvania State University; Cathy J. Holsing, Pennsylvania State University

Tagged Divisions

Faculty Development Division

zones.A majority of the notes taken during the Townhalls included more questions than solutions or answers.These sessions provided the faculty an opportunity to voice their questions and concerns. The Center didits best to address these questions in follow-up workshops or by highlighting resources and updatedcommunications from the University. However, during the time of the Townhalls, new information aboutthe Fall 2020 semester was literally changing every day. The information from the university evenchanged during one of these sessions.July 2020: Summer Workshop SeriesUsing what we learned from the first two series, the Leonhard Center and ODL offered a Summerworkshop series in July 2020 that highlighted key elements for assisting faculty to

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patricia R. Backer, San Jose State University; Maria Chierichetti, 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

, thestudents reported more negative experiences with their classes after the move to remote learningas compared to positive experiences with 32 of the 39 students reporting at least one negativeexperience. The students had many comments related to course content including project work inthe Spring 2020 semester (28 students), online tests and exams (27 students), lab issues (23students) and PowerPoint use and issues (13 students). Also, approximately one-third of thestudents responded that their instructors did not respond to emails from students. Most studentsshowed appreciation for the efforts that faculty made in the quick transition to remote learning.However, the students expressed concerns about the organization of the classes (13 students

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jazmin Jurkiewicz, Virginia Polytechnic Institute and State University; Byron Hempel, The University of Arizona; Malori Redman, San Francisco State University; Homero Murzi, Virginia Polytechnic Institute and State University; Christopher Dominguez; Amber Ford

Tagged Divisions

Faculty Development Division

the content of their classes, what format material is presented in, opportunities forstudents to earn credit, and timelines for due dates. For the authors, the use of the technologybecame a routine until a new problem arose. This was often addressed with a new application or 8substituting existing applications with one that were more efficient and easier to use. In theiractual use, there was a concern present about too many applications, sites, etc. in their teaching.There was agreement to use as few as possible so long as they were able to meet the needs oftheir students and their teaching.EmotionsParticipants recognize the need to take care of

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

and logistics might be helpful for both new and existing faculty. These may include spotlights to resources developed by centers of teaching excellence (e.g., CITT at University of Florida), pairing graduate teaching assistants with faculty (e.g., conducted by Virginia Tech’s Academy for Graduate Teaching Assistants), as well as workshops delivered by peer faculty (e.g., held at University of North Carolina at Charlotte).3. Encouraging Mental Health Awareness - As a result of the pandemic, faculty have reported increased stress levels, higher degrees of burn out, unfamiliarity and lowered engagement in working from home. Specifically for new international faculty, some unique added stresses included issues related to immigration

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

• Grading Issues: 8 out of 23 faculty members • Students had higher grades: 6 out of 23 faculty members • Students had lower grades: 4 out of 23 faculty members • Faculty made more exceptions to students: 3 out of 23 faculty membersFaculty members in Engineering are highly concerned about finding assessments that aremeaningful and allow them to assess both lower taxonomy and higher taxonomy skills [21].Most of the faculty members changed their assessment strategies, moving from traditional closedbook exams, to open books exams, and experimented with different types of assessmentstrategies such as open-ended exams, multiple choice or take-home exams. Kyle, for example,discusses the need to experiment with different types of

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abeera P. Rehmat, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln

Tagged Divisions

Faculty Development Division

University. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts. She also focuses on the implementation of learning objective-based grading and reflection.Grace Panther, University of Nebraska, Lincoln Grace Panther is an Assistant Professor at the University of Nebraska Lincoln. She has experience con- ducting workshops at engineering education conferences and has been a guest editor for a special issue of European Journal of Engineering Education on inclusive learning environments. Her research areas include spatial visualization, material development, faculty discourses on gender, and defining knowledge domains of students and

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lance Leon Allen White, Texas A&M University; Donna Jaison, Texas A&M University; Samantha Ray, Texas A&M University; Kelly Brumbelow, Texas A&M University; Sherecce Fields, Texas A&M University; Luciana R. Barroso, Texas A&M University; Karan Watson P.E., Texas A&M University; Tracy Anne Hammond, Texas A&M University

Tagged Divisions

Faculty Development Division

Anthropology, an M.S. in Computer Science, a B.A. in Mathematics, and a B.S. in Applied Mathematics. Hammond mentored 17 UG theses (and many more non-thesis UG through 351 undergraduate research semesters taught), 29 MS theses, and 9 Ph.D. dissertations. Hammond is the 2020 recipient of the TEES Faculty Fellows Award and the 2011-2012 recipient of the Charles H. Barclay, Jr. ’45 Faculty Fellow Award. Hammond has been featured on the Discovery Channel and other news American c Society for Engineering Education, 2021 Paper ID #33551sources. Hammond is dedicated to diversity and

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dani Fadda P.E., University of Texas at Dallas; Oziel Rios, University of Texas at Dallas; Roopa Vinay, University of Texas at Dallas

Tagged Divisions

Faculty Development Division

Virtual and Online). This isqualitatively consistent with the data shown in Table 1, in terms of the bias towards modalities thatdo not require in-person contact. This bias in Fig. 1 is due to the engineering and computer sciencefaculty’s concern to protect their health, the health of the students, and the health of the communityduring the pandemic. Their concern is legitimate according to the findings of Leidner et al. [8].Specifically, a faculty member, teaching in the Online modality, wrote: “I wanted all the class tobe complete and available for my students in case I got sick with the virus.” Others who teachremotely wrote: “I care for my 90-year-old mother on the weekends, my husband is also at highrisk, so I did not want to expose my loved

Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Laughton, The Citadel; Daniel Gingerich, Ohio State University; Sneha Prabha Narra, Worcester Polytechnic Institute; Casey I. Canfield, Missouri University of Science & Technology

Tagged Divisions

Faculty Development Division

anexception to sit on the department’s Inclusive Excellence Committee as a junior faculty. Fromhis previous efforts, he now has a broad knowledge base as the committee identifies ways tointegrate diversity and inclusion into the curriculum. Author Narra previously served asInternational Student Advocate for the graduate student government and in the leadership of theMechanical Engineering department-level government. While her current institution, RochesterPolytechnic Institute, has fewer international students, she directly leveraged her leadershipexperiences to be selected for her department’s Graduate Student Committee by more seniorfaculty. After aggregating graduate students’ concerns from her peers during graduate school,she can, even now

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

Make team projects a requirement Peer mentoring program for students Peer to peer feedback on projects Student-to-Faculty: Building student-faculty Open-door policy to discuss reference letters, relationships internships jobs or grad school Have students engage in dialogue to explore barriers and concerns Individualized student needs and interests Faculty-to-Student: Centered accommodations Audio book textbooks Faculty-to-student: Connecting content to Feel that they

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

. 7Policy Evaluation As we have highlighted throughout our discussion of COVID-19 responses atUD, creating new policies for faculty evaluation is important, but these policies and associatedprogramming to spread awareness and ensure robust implementation must be continuallymonitored for efficacy. Given that we are still experiencing the effects of the pandemic onfaculty work, campus administrators should remain attentive to how faculty career progression isimpacted.One issue that has come to our attention recently is continued faculty concern over ongoingcareer affects. While the tenure and contract clock policy gives faculty a one-year extension,many faculty report they are still profoundly affected by COVID-19 impacts, even one year intothe

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hadi Ali, Arizona State University; Ann F. McKenna, Arizona State University; Jennifer M. Bekki, Arizona State University; Rod D. Roscoe, Arizona State University

Tagged Divisions

Educational Research and Methods

graduating engineers and the needs of the workplace(Seely, 2005). The question of the fit between engineering faculty, with their focus on engineeringscience, and their ability to translate the theoretical applications in ways that are effective for preparingengineers has always been of concern (Walker, 1989). In the past, in most engineering curricula, studentsdid not interact with engineering faculty until late in their sophomore year. Initial efforts to focus ondesign courses in the first year in the curriculum was an attempt to allow students to interact withengineering faculty early in the curriculum (Agogino, Sheppard, & Oladipupo, 1992; Pavelich, Olds, &Miller, 1995). At the same time, challenges started to emerge to effectively

Conference Session

Critical Reflections on Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jake Walker Lewis; Angela R. Bielefeldt, University of Colorado Boulder

Tagged Divisions

Engineering Ethics

Undergraduate Education in the CEAE Department, as well as the ABET assessment coordinator. Professor Bielefeldt was also the faculty director of the Sustainable By Design Residential Academic Program, a living-learning community where students learned about and practice sustainability. Bielefeldt is also a licensed P.E. Professor Bielefeldt’s research interests in en- gineering education include service-learning, sustainable engineering, social responsibility, ethics, and diversity. American c Society for Engineering Education, 2021 High School STEM Teacher Perspectives on the Importance and Obstacles to Integrating Engineering Ethical Issues in their

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Chrysochoou, University of Connecticut; Arash E. Zaghi, University of Connecticut; Connie Mosher Syharat, University of Connecticut; Sarira Motaref P.E., University of Connecticut; Shinae Jang P.E., University of Connecticut; Amvrossios Bagtzoglou, University of Connecticut; Caressa Adalia Wakeman, University of Connecticut

Tagged Topics

Diversity, NSF Grantees Poster Session

andEnvironmental, Mechanical, Biomedical, and Materials Science and Engineering. This paperpresents an overview of the implementation of a new framework for inclusive, strengths-basedcourse design standards that were developed by engineering faculty along with experts incurriculum and instruction.Traditionally, universal design standards emphasize aligning course objectives, learningexperiences and assessments, explaining course information clearly, and using varied andaccessible instructional materials. These universal design standards are adequate to providecourses that are accessible to all learners. However, to provide inclusive courses forneurodivergent students, additional standards are necessary to ensure that students can identifyand use their

Conference Session

Perspectives on Engineering Education During COVID-19

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ziyan Bai, University of Washington; Denise Wilson, University of Washington; Shruti Misra, University of Washington; Morgan Anderson, University of Washington, Seattle; Neha Kardam, University of Washington

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

The professor (primary instructor) has clearly [19] (𝛼 = 0.92) explained course goals and requirements. Faculty support The professor (primary instructor) in this class [30] (𝛼 = 0.92) is interested in helping me learn. [29] Positive emotional engagement In this class, I enjoy learning new things. (𝛼 = 0.77)Task value refers to a student’s evaluation of how interesting, important, and useful a task is andincludes items related to the interest, importance, and utility students perceive with regard to atask. Task value was measured with

Conference Session

STEM Issues

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Laura Kasson Fiss, Michigan Technological University; John L. Irwin, Michigan Technological University; Sarah Tan, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

) letter ofrecommendation. In the summer of 2020 there were no new transfer scholarship students eligibleto participate. From the applicant pool of 11 there were four first year scholarship awardeesselected that were notified in May 2020. An unsuccessful attempt was made prior to thebeginning of fall 2020 semester to identify eligible enrolled transfer students that had not appliedfor the scholarship. None of the transfer students enrolled in MET, EET, or CNSA qualified forfinancial need eligibility.Moving forward in 2021 will require a more coordinated recruitment effort by program advisorsand faculty to target the community college student pipeline. An effort is underway by the[university] Center for Educational Outreach to develop ongoing and