Displaying results 451 - 457 of 457 in total
- Conference Session
- Multidisciplinary Curriculum and Course Development
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Karl D. Schubert FIET, University of Arkansas; Manuel D. Rossetti P.E., University of Arkansas
- Tagged Topics
- Diversity
- Tagged Divisions
- Multidisciplinary Engineering
science (statistician,computer scientist, industrial engineering, operations researchers, etc.) are in-demand and requirehighly skilled professionals with knowledge of data science, which has resulted in a highlycompetitive labor market. While the median annual salary for data scientists is quite high, about$122,000, according to the BLS, this reflects the higher educational, experience, and skill levelrequirements needed for such positions, as well as geographical differences related to keyemployer locations.Employers have recognized that data science professionals will be a critical resource to theiroperational excellence, as well as for the future of their innovation ecosystems. This need fordata science professionals has naturally driven an
- Conference Session
- Graduate Studies Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Nathalie Duval-Couetil, Purdue University at West Lafayette; Soohyun Yi, Texas Tech University
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies
varyconsiderably and we found no evidence of programs sharing the same assessment instruments orprotocols. A few examples are below. They describe evaluation from different viewpoints and we presentthem here to show examples of the diversity of methods employed, and some research outcomes andreflections. • One paper described the use of specific assessment methods including competency rubrics, individual development plans, and ePortfolios for evaluation (Chang, Semma, Fowler, & Arroyave, 2021). The rubrics encompassed professional and technical skills including: 1) interdisciplinary knowledge generation, 2) collaboration, 3) conflict resolution, 4) oral communication, 5) written communication, 6) self-reflection, 7
- Conference Session
- Critical Conversations on Being Valued
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Minha R. Ha, York University; Jeffrey Harris, York University; Aleksander Czekanski , CEEA-ACEG
- Tagged Topics
- Diversity
- Tagged Divisions
- Culture & Social Justice in Education, Equity
perspective, we assume the following principles: problematize status quo,look at the use of language as clues to how ways of thinking and behaviour are structured, lookfor existing mechanisms of inequality, and look for creative alternatives for a more just/equitableoutcome.First, in order to describe what mechanisms of exclusion exist and become significant in studentexperiences, we looked for student accounts of their direct experiences (e.g. of barriers to fullparticipation in engineering education). Students also reflected on their observations on thecontrast between exclusion and inclusion. This resulted in the identification of: the location ofrepresentation gap that became influential; socially-mediated mechanisms that actually lead
- Conference Session
- Minorities in Engineering Division Technical Session 5
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Fethiye Ozis P.E., Northern Arizona University; Tina Zecher, Northern Arizona University; Nena E. Bloom, Northern Arizona University
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering
- Conference Session
- Pre-College Engineering Education Division Technical Session 11
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Maria Manzano, California Polytechnic State University, San Luis Obispo; Emma Della; Gerome Cacho; Drew Miller; Dennis Derickson, California Polytechnic State University, San Luis Obispo
- Tagged Topics
- Diversity
- Tagged Divisions
- Pre-College Engineering Education
- Conference Session
- Studies of Student Teams and Student Interactions
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Javeed Kittur, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Jennifer M. Bekki, Arizona State University; Eunsil Lee, Florida International University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
- 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
level contributes to this vision. Despite some gains in recent decades, women faculty inengineering are still underrepresented. Between 2006 and 2016, the proportion of women facultyin engineering grew from 16% to 23% at the assistant level, from 11.9% to 18.3% at theassociate level, and from 3.8% to 10.6% at the full professor level [2], [3]. While the proportionof women faculty at the lower ranks has increased significantly, the limited representation ofwomen at higher faculty ranks limits their potential for reaching leadership roles andcontribution with significant decision-making to influence engineering education [4]. Althoughthe presented gains are of value, and may already reflect the effect of multiple initiativesimplemented to support