Conference Session

Innovative and Impactful Engineering Leadership Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jena Shafai Asgarpoor, University of Nebraska, Lincoln; Meg Handley, Pennsylvania State University; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; John Brooks Slaughter P.E., University of Southern California; Meagan C. Pollock, Engineer Inclusion; Homero Murzi, Virginia Polytechnic Institute and State University; Monica Farmer Cox, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

discussions and incorporate that into classexamples. For example, I start every class by playing music from a playlist that contains all thestudents’ favorite songs and we promote discussions around that. I try to incorporate as much oftheir experiences as I can and to demonstrate that there are no good or bad examples, there arejust different examples.I think it is also important to help students learn how their own development of racialconsciousness is linked to mastery of professional competency. For example, if they weredesigning cars, I ask them to think about what problems they will face if they design the car forpeople that are exactly like them.All these practices also demand for me to work on myself. I need to actively reflect on my race

Conference Session

Social Justice: Pedagogy, Curricular Reform, and Activism

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gabriel Medina-Kim, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

critical reflection is a reasonable approximation of evaluation given the moremodest goal of this research—to serve as an example of how computer science researchers andeducators could integrate justice-centered approaches within an undergraduate curriculum.Given these methods, this research makes no claims about how students or faculty receive thecourse plan. Future evaluations would be largely qualitative, surveying students’ capacitybuilding and reception of the course through interviewing.4. Course DesignTitled “Power, Equity, and Praxis in Computing” (PEPC), the course plan is discussed throughthree facets: the course’s purpose, its content, and its (intended) learning environment. Thepurpose of the course is to make space for undergraduate

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Knaphus-Soran, University of Washington; Daiki Hiramori, University of Washington; Elizabeth Litzler, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

without implicitly placing theonus for change on students” [8, p. 576]. A focus on student success within institutions thatweren’t built with them in mind is important for reframing the narrative regarding “achievementgaps,” but this theory can also be helpful for illuminating misalignment between assets possessedby students from groups systemically marginalized in STEM fields and the capital valued byacademic institutions. In doing so, we can identify levers for institutional transformation thatcould help elevate the value of community cultural wealth beyond counterspaces/ethnic enclaveswithin the university setting.By identifying areas of misalignment between student assets and institutional values reflected inpolicies, we can illustrate the

Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lorenzo Laxamana Ruiz, California Polytechnic University, San Luis Obispo; Dominick Trageser, California Polytechnic State University, San Luis Obispo ; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo

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Diversity

Tagged Divisions

Educational Research and Methods

AbstractIn this research paper, we explore student responses to Utility Value Interventions in staticscourses. Introductory engineering mechanics courses (e.g., statics, dynamics) are critical pointswithin a curriculum, and student performance in these courses can have a strong influence onfuture success. And while these courses are often thought of as “weed out” courses, the ubiquityof these courses for engineers is what makes them an important place for students to develop themotivation to persist through their engineering education. One particularly promising tool for thisdevelopment has been Utility Value Interventions (UVIs) in which students are given opportunitiesto reflect on how their coursework aligns with their lives through short writing

Conference Session

Ethics, Mindfulness, and Reform During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Thomas A. De Pree, University of New Mexico; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Atsushi Akera, Rensselaer Polytechnic Institute; Melissa Shuey, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

practices and the differentinfrastructures of educational technologies we tend to use in response to these various oppressive-isms.The presentations we took account of during the virtual conference offered robust contributionsof scalable scholarship that address, albeit in a different context, Michael Mascarenas’sprovocation in “White Space and Dark Matter: Prying Open the Black Box of STS.”[7] Reflectingon Sheila Jasanoff’s plenary address for “Where has STS Traveled,” the forty-yearcommemoration of the inaugural meeting of the Society for the Social Studies of Science (4S) atCornell University, Mascarenas encourages us to “interrogate the society’s contribution to socialpolicy or enduring social problems... our collective need for reflection and

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marissa H. Forbes, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M. Lord, University of San Diego; Caroline Baillie, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

was seed-funded by an internal two-year university Strategic Initiative Award and advances four of USD’sEnvisioning 2024 goals: 1) enhancing student learning and success, 2) strengthening diversity,inclusion, and social justice, 3) elevating faculty and staff engagement, and 4) amplifying localand global engagement and reputation. Our Strategic Initiative funding concludes in 2021, and weare moving into a financial model that includes a combination of external and donor funding.The Engineering Exchange for Social Justice (ExSJ) FrameworkWhen we reflect on the critical questions inspired by materials engineer and socio-technical expertUrsula Franklin [14], who decides what is engineered and why? and who benefits and who pays?,in the ideal

Conference Session

Hands-On in the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah Wodin-Schwartz P.E., Worcester Polytechnic Institute; Kimberly Lechasseur, Worcester Polytechnic Institute; Caitlin A Keller, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Mechanics

students to discuss, critically analyze, and reflect upon the hands-on activitieswith their peers, it was necessary for students to complete the hands-on activities, to the best oftheir ability, before the live HOLD session. Each week, students were given a list of suppliesneeded for that week’s activities and a set of instructions. Students took selfies of completedactivities to document their individual work. They then attended the in-person HOLD sessionsand began by sharing their selfies and discussing their setups. They would reflect upon differentchallenges that arose and the pros and cons of different supply choices. Groups were givenchallenge questions to help them think beyond the activity and better understand the underlyingphysics within

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Valerie A. Carr, San Jose State University; Maureen C. Smith, San Jose State University; Belle Wei, San Jose State University; Morris E. Jones Jr., San Jose State University

Tagged Topics

Diversity, NSF Grantees Poster Session

minor, ENGR 195E, can befound in Table 1. The table reflects data for all students who have completed the minor to date,as well as a subset of students who completed the exit survey. At SJSU, as well as nationwide,social science students tend to be more diverse than engineering students [13], [14]. This patternis reflected in the demographics of students completing the minor, such that a higher percentageof Applied Computing students are women and underrepresented minorities relative to studentsin the College of Engineering, in which 19% are women and 22% are URM [13]. The mostpopular major among Applied Computing students is Psychology, followed by Economics. Lesscommon majors include Business, Sociology, Behavioral Science, Communication

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anagha Kulkarni, San Francisco State University; Shasta Ihorn, San Francisco State University; Carol E. Tate, SRI International; Jennifer Nelson, San Francisco State University; Nina Narayan Hosmane, San Francisco State University; Nicole Adelstein, San Francisco State University; Pleuni S. Pennings, San Francisco State University; Torey D. Jacques, San Franciso State University; Ilmi Yoon, San Francisco State University

Tagged Topics

Diversity, NSF Grantees Poster Session

Approach to Web Programming ● CSc 698a: Topics in Computing I (Project-based Learning) Spring (Year 2, Semester 4) ● CSc 698b: Topics in Computing II (Project-based Learning) Since its launch in Fall 2016, three cohorts have graduated. The cohort size has been 15students, on average. In the 2020 graduating cohort, the graduating cohort of students was 85%women, 37% Latinx, and 11% Black/ African-American - starkly different from the typicaldemographics of a traditional CS major program, and also those of Biology/Chemistry majorprograms. We have made efforts to have these demographics reflected in the mentors selected forthe program: 77% of the mentors recruited to date have been female or URM.2. PINC Peer Mentoring

Conference Session

Minorities in Engineering Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephen Secules, Florida International University; Bruk T. Berhane, Florida International University; Haiying Long, University of Kansas; Anna Teresa Caringella; Andrea Pinto

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

do nontraditional engineering students encounter at MSIs? • How do nontraditional engineering students engage with MSI support structures and resources or respond to misaligned university infrastructure?3. Research Method3.1 Institutional ContextFlorida International University is a public, research-intensive, Hispanic-Serving Institution (HSI) thatgraduates both the highest number of Hispanic students overall and the higher number of Hispanicengineering graduates of any college or university in the country (Gamarra, 2019). The diversityrepresented by institutions like Florida International University is particularly important because thesedemographics reflect the diversity that will likely be reflected throughout the US in the coming

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline Handley, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

underrepresentedbackgrounds that I worked with over two years as they engaged in engineering work through anout-of-school community engineering program. Designed by a team containing the author, theprogram engages youth in defining a community engineering problem of interest, researchingthat problem, and developing a solution. I led the programming multiple times over three yearswithin an afterschool and summer context. 75% of sessions were video-recorded, resulting in atleast ten hours of clearly visible video per youth. I interviewed youth via focus groups at the endof each project and collected all youth-produced artifacts. To conclude data collection, Iconducted reflective, stimulated-recall interviews with each youth. Per qualitative best practices,I member

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Claussen, San Francisco State University; Brent K. Jesiek, Purdue University at West Lafayette (COE); Carla B. Zoltowski, Purdue University at West Lafayette (COE); Shiloh James Howland, Brigham Young University

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Diversity, NSF Grantees Poster Session

Collection PlanData SourcesThe two sources of data for this project will be surveys and follow-up interviews. Each will becarried out during both of the phases of the study referenced above. Below, we describe thesetwo data sources in greater detail.Survey MeasuresSurvey data collection will include eight measures carried over from our previous study [16] andone new measure (the Moral Foundations Questionnaire, or MFQ). These instruments wereselected for our research because they reflect a wide variety of complementary constructs andmeasurement domains and include both general and engineering-specific measures. We addedthe MFQ to our plan for this study to acknowledge an increasingly “pluralist” view of moraldecision-making which involves not only

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shelly Gulati, University of the Pacific; Mehdi Khazaeli, University of the Pacific; Jeremy S. Hanlon, University of the Pacific

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Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

foundationalengineering concepts and EML [9]. In particular, incorporating entrepreneurship and businessconcepts together with a design experience when training lower division engineering studentscan lead to higher retention rates and GPAs [10].Emphasizing the EM concept of curiosity among first year engineering students may be welltimed [11]. Design projects at this stage enable students to explore their creativity and practicetheir engineering skills early in the curriculum [12]. Additionally, reflective practice activitiesrevealed that first year engineering students resonated most with the concept of curiosity whenreflecting on themselves as learners, relating it most frequently as a motivator of their learning,part of their learning identity, and a path to

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Danielle M. Saracino, Georgia Institute of Technology; Kelly M. Sadel, James Madison University; Melissa Wood Aleman, James Madison University; Robert L. Nagel, James Madison University; Julie S. Linsey, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

]. Oehlberg, Willett, andMackay suggest this may also provide an entry point for new makers, who can dissect and buildupon other’s work to kickstart their own making practice [6].3 MethodologyIn this study, 31 semi-structured interviews with 14 different participants were conducted at twopublic U.S. universities (Big City U & Comprehensive U). Each university has campusmakerspaces with rapid prototyping equipment (e.g. 3D printers) and typical manufacturingequipment. Interviews were conducted on the campuses in 2019 prior to the move to remotelearning, and thus, reflect students’ more “typical” use of online activities in their learningexperiences. All interviewers were audio-recorded and later transcribed. There was a total of fourinterviewers

Conference Session

Biological and Agricultural Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tara Gupte Wilson, Wright State University; Ashley Nicole Venturini, Ohio State University; Ann D. Christy P.E., Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Biological and Agricultural Engineering

elements. Public health restrictions on in-person gatherings due to the globalCOVID-19 pandemic shifted many courses that were previously not considered appropriatecandidates for e-Learning to an online platform. This was one of those courses.Anecdotal evidence from the teaching team suggested that students preferred this onlineapproach to the more traditional class setting. Written reflections and Likert scale survey datawere collected from students in the class that transitioned from in-person to online-delivery todetermine their course preference, and indicated positive attitudes towards the online-deliverymode. Additionally, test scores from two previous years were compared to current exams todetermine if the change in lecture delivery mode

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Moses Olayemi, Purdue University, West Lafayette; Collins N. Vaye, Florida International University; Viyon Dansu, University of Nebraska - Lincoln; Jennifer Deboer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

and persistent gap between the demand for STEMskills and the supply include, “the low quality of basic education in Science and Maths withinSSA; (and) a higher education system skewed towards disciplines other than STEM such asthe Humanities and Social Sciences” (p. 4). This finding indicates that reforms in educationshould likewise be geared towards STEM literacy. 2Since then, many recommendations have been made to improve STEM literacy in SSA [11],[14], [15]. International agencies that support governments in the implementation ofeducational reforms (e.g. development banks, donors, NGOs, philanthropic organizations,etc.) urge such governments to reflect a shift in priorities in their policies

Conference Session

Women in Engineering Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maija A. Benitz, Roger Williams University; Lillian Clark Jeznach, Roger Williams University; Selby M. Conrad, Roger Williams University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

are likely to continue to have long and substantial effects onengineering students [1]. Such effects will likely be reflected in student perceptions of theirlearning experience as well as their well-being, mental health, and retention in engineeringprograms [10] [11] [12]. In a spring 2020 survey of nine public research universities (30,725undergraduates), 35% of students screened positive for a major depressive disorder and 39%screened positive for generalized anxiety disorder based on the PHQ-2 and GAD-2 screeningtools [4]. Such results are consistent with the reported loss of motivation by students incompleting coursework reported in other national surveys and disengagement with classes anduniversity activities [2]. These relatively high

Conference Session

Tech Tools and Tips

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sotiria Koloutsou-Vakakis, University of Illinois at Urbana-Champaign; Eleftheria Kontou, University of Illinois at Urbana-Champaign; Christopher W. Tessum, University of Illinois at Urbana-Champaign; Lei Zhao, University of Illinois at Urbana-Champaign; Hadi Meidani, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

. The middle survey was focused on student reactions toward the newmaterials we prepared to accommodate the student-centered learning model. The final surveywas focused on student perceptions about how much they know and reflection of their ownapproach to learning.3.1. Cognitive outcomesIn this section, we summarize cognitive assessment by reviewing formative and summativeassessment grades. As we shifted to student-centered learning, we were wondering if this willhave an effect on student performance. In the following, when available, we use data fromprevious semesters for comparison. Because instructors used slightly differentiated classmanagement and surveys, we present outcomes for each course separately.3.1.1. SEE courseIn Figure 3, the

Conference Session

Women in Engineering Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lisa Abrams, Ohio State University; Adithya Jayakumar, Ohio State University; Lucille Sheppard, Ohio State University; Amy Kramer P.E., Ohio State University; Toni M. Calbert, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

of ally development created by Broido[19]: 1. Students are given information needed to understand the purpose of their work as allies within the COE, including why the issue of retaining women and URMs in engineering is relevant to their work and to the field. 2. The students are then given the opportunity to reflect and make meaning of the content, how it impacts them personally, and how it impacts their peers in the COE. 3. The students then have the self-confidence to act as allies in an academic setting.Since the original goal was to develop men as allies for women in engineering, the course wasonly offered to students who identified as men in the first year (2015). An analogous

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pedro E. Arce, Tennessee Technological University; Andrea Arce-Trigatti, Tallahassee Community College; Stephanie Jorgensen; Robby Sanders, Tennessee Technological University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

of this Enhanced InnovationSchema. These models include the Renaissance Foundry Model (herein the Foundry) [1], [4] forCollaboration and for Teamwork, Sawyer’s [2] group genius guidelines and the Functional-BasedApproach [5] that guides the organization of teams for a given target academic activity. Section 3will describe the key aspects involved in the Enhanced Innovation Schema. Section 4 will offerselected illustrative examples where the approach has been successfully applied. Section 5 willoverview selected lessons learned, and reflection pieces of the co-authors involved in theseexamples. Finally, Section 6 will highlight key pieces of additional research needed to advance thedevelopment and implementation of the approach.(1) Motivation

Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emma Tevaarwerk, Northwestern University; Kathleen Carmichael, Northwestern University; Ordel Brown, Northwestern University; Lisa Davidson; Elise Gruneisen

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, combining the Fall 2019 and Winter 2020 data for a totalof 226 responses. The total incoming freshmen class consisted of roughly 450-500 students, sothe responses were gathered from more than half of the class. These data are useful inunderstanding incoming student preparation, and which areas they may perceive as relativestrengths because of this preparation.We present here the data combined from Fall 2019 and Winter 2020 data, summarized in table 1below. For the areas of project management and secondary research, the majority of studentsgenerally perceived that they had enough or a lot of knowledge in these areas, as reflected byboth their self-reported knowledge and an analysis of their narrative responses. Appendix Aincludes the full survey

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Craig J. Scott, Morgan State University; Russell Korte, George Washington University; Barry J. Sullivan, Electrical & Computer Engineering Department Heads Association; Miguel Velez-Reyes P.E., University of Texas at El Paso

Tagged Topics

Diversity, NSF Grantees Poster Session

social justice movement motivated by the death of George Floyd alsoled IEC to rethink part of the workshop series. In the summer of 2020, IEC leadership posted thefollowing statement on their website.The world witnessed George Floyd's horrific death captured with cell technology. The blatantdisregard for his life and that of so many others like Ahmaud Arbery, Sandra Bland, MichaelBrown, Philando Castile, Eric Garner, Botham Jean, Atatiana Jefferson, Trayvon Martin, TamirRice and Breonna Taylor is inexcusable and demands justice. Systemic racism must stop!We use this moment to call on all IEC members to reflect on the brutal murder of innocentAfrican Americans and to consider ways to change our institutions. We can no longer tolerateracism

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pasquale Sanfelice; Mia Erdenebileg; Doris J. Espiritu, Wilbur Wright College- One of the City Colleges of Chicago

Tagged Topics

Diversity

Tagged Divisions

Student

5members’ academic success. The research will also be extended to other community collegesthat do not provide opportunities for engineering organizations, and we will compare them to4-year institutions that yield plenty of opportunities for student participation.ACKNOWLEDGEMENT Ruzica Todorovic and Bridget O'Connell This material is based upon work supported by the National Science Foundation under Grant No. DUE-1832553. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Wright College IRB protocol # 108007

Conference Session

Engineering Libraries Division Technical Session 1: Diversity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anamika Megwalu, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries

]. Ina small group, learners have greater control on self-directed learning and have the opportunity topractice self-reflection and self-discipline [23]. These skills are essential for lifelong learning[23]. Small group discussions promote deep, rather than surface learning [24]. Despite many advantages, small group discussions can be a challenge for many students.According to [25], “ Many of the difficulties arise because group work involves the comingtogether of groups of individuals, each with their own knowledge, attitudes to learning, sets ofexperiences and personalities.” In a typical classroom, diversity amongst students is inevitable,even amongst domestic, English speakers. Students’ social and communication behaviors

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amy Kramer P.E., Ohio State University; Bailey Braaten, Ohio State University; Rachel Louis Kajfez, Ohio State University; Emily Dringenberg, Ohio State University

Tagged Topics

Diversity, NSF Grantees Poster Session

part of who I am” – J (honors)This may reflect the social stratification of educational tracking, with students internalizingavailable stories (narratives) of overachieving related to being smarter for those in moreprestigious pathways [13]. Overall, we have noted that smartness is a function of the context inwhich it is constructed, and the context of each pathway is of importance in understanding howstudents construct their identities. As such, this finding is being further explored acrosspathways, and a conceptual model of smartness identity is in progress to help us further explorethis finding.Future WorkFuture work will consist of the full analysis of the second and third rounds of interviews alongwith a more in-depth exploration of

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Monica B. Setien, North Carolina Agricultural and Technical State University; Tobin N. Walton, North Carolina Agricultural and Technical State University; Matthew B. A. McCullough, North Carolina Agricultural and Technical State University; Stephen B. Knisley, North Carolina Agricultural and Technical State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

selected demographic groups. Females (24.8) reported ahigher level of negative impacts from COVID-19 than Males (26.2). We found no notabledifference in COVID-19 impact between Black or African American students and non-Black orAfrican American students. The data do reflect some noticeable difference in COVID-19 impactand employment status with students who are employed full-time reporting fewer negativeimpacts (29.8), students who are employed part time and students who are unemployed.Students across all income categories report at least some negative impacts from COVID-19 withscores on the index ranging from a low of 24.8 for students with annual household incomes of$20,000-$39,999 to 26.4 for students with annual household incomes of less than

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Luis G. Daza, University of Puerto Rico, Rio Piedras; Humberto Eduardo Cavallin, University of Puerto Rico, Rio Piedras; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez

Tagged Topics

Diversity, NSF Grantees Poster Session

\* ARABIC 5- Exterior view with facades modifications. Figure 3- Cross bracing option. From [8]‘ Figure 4- Interior view of retrofitted building. From [8] Figure 5- Exterior view with facades modifications. From [8].The final activity consisted of preparing a final report and presenting the case study for thescrutiny of other students and mentors. The students answered questions, reflected on the lessonslearned including how this course contributed to their academic preparation. Figure 6- “Map” search screen of the case study repository.Current state of development of the case study cloud-based repositoryThe cloud-based case study repository has been

Conference Session

College Industry Partnerships Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mohammad Al Mestiraihi, Utah State University; Kurt Henry Becker, Utah State University ; R. Ryan Dupont, Utah State University; David K. Stevens, Utah State University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

internal consistency was determined for eachquestionnaire (Cronbach's alpha = 0.77–0.85) and reflected good validity; therefore, nofurther changes were made before the questionnaires' broader distribution.2.3 Statistical analysis After collecting data from the returned responses, the Statistical Package for theSocial Sciences (SPSS) (version 23) was used for analysis. The results are presented aspercentages, means, standard deviations, and frequencies.2.4 Results The following sections show the study results of the courses' importance as evaluatedfrom the academic and non-academic perspective. Participants in the questionnaires ratedwater courses in terms of importance on a 5-point Likert scale (5 is important, 1 is

Conference Session

Pre-College Engineering Education Division Technical Session 11

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

J. Jill Rogers, The University of Arizona; Tirupalavanam G. Ganesh, Arizona State University; Jennifer Velez M.Ed., Ira A. Fulton Schools of Engineering, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

. 2. Provide documentation of their design decisions in the form of written reflection, sketches, and evidence from data. 3. Build a prototype as part of their solution (a simulation, drawing or a physical object) 4. Present their solution to others.The Committee then recruited a broad range of experts including those in education, engineering,health care, and counseling services to help define the parameters of the challenge and the formatby which it was delivered. The problem needed to be narrow enough for students to grasp andaddress in a short period of time but broad enough to foster creativity. The resulting challengefocused on physical locations and the nature of human interactions in those

Conference Session

'Diversity' and Inclusion? Pedagogy, Experiences, Language and Performative Action

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Erin A. Cech, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

survey of engineering deans4 This research was supported by a grant from the National Science Foundation (grant 1539140; PI: StephanieFarrell; Co-PIs: Rocio Chavela Guerra, Erin Cech, Tom Waidzunas, and Adrienne Minerick). Any opinions,findings, and conclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation.and program directors in fall 2015 produced a list of eight deans willing to allow the survey to beadministered in their programs (see [25] for details). To protect confidentiality, I do not providethe names of the schools included in the study. Given that an institution’s participation in thestudy was determined by deans who were supportive of