Conference Session

DEI and Other

Collection

ASEE Southeast Section Conference

Authors

Bryn Elizabeth Seabrook, University of Virginia

Tagged Topics

Diversity, Professional Engineering Education Papers

about the integration of these themes within the curriculum.57 Many papers emphasize the terminology, but do not discuss the practice of navigating these58 ideas with students. The next section contextualizes one approach to implementing DEI in59 practice at the graduate level.60 Understanding Graduate Engineering Education at the University of Virginia61 After the deaths of George Floyd, Breonna Taylor, and others, many universities created62 class offerings and other initiatives that reflected the need for deeper conversations about race.63 The University of Virginia Department of Mechanical and Aerospace Engineering (MAE)64 created a Graduate Student Board as part of their DEI-DRIVE (diversity, equity, and inclusion

Conference Session

Using Research in Engineering Ed

Collection

ASEE Southeast Section Conference

Authors

Adeel Khalid, Kennesaw State University

Tagged Topics

Diversity, Professional Engineering Education Papers

disciplines, including undergraduate freshmen all the way to seniorstudents. They are taught the research methods and processes and apply those techniques on areal-world project. Senior students also serve as mentors to junior students.Literature Review & MethodologyResearch shows that students actively working on hands-on engineering projects learn above andbeyond the traditional classroom instruction. Kokotsaki et. al. [1] indicate that active student-centered form of instruction leads to student autonomy, constructive investigation, goal-settingcollaboration, and enhanced communication skills. Projects like this also address a wider set oflearning styles, promotes critical and proactive thinking, and reflection. Mills et. al. [2, 8] arguethat

Conference Session

Classroom Skills

Collection

ASEE Southeast Section Conference

Authors

Autar Kaw, University of South Florida; Renee M Clark, University of Pittsburgh

Tagged Topics

Diversity, Professional Engineering Education Papers

tables and chairs. However, the university started believing "there is no front to an active classroom" and removed whiteboards and replaced them with glass boards in these active-learning classrooms. These boards were hard to write on and reflected the classroom lights. The boards also had limited writing space, even for short lectures. The first author moved the class to a "regular" auditorium with many more seats than students, for example, having 80 students in an auditorium that seats 140. The effectiveness of active learning did not suffer much. Leaving every other row vacant allowed the instructor and the teaching assistants to move around fully © American Society for

Conference Session

DEI and Other

Collection

ASEE Southeast Section Conference

Authors

Niloofar Kalantari, George Mason university; Sarah Wittman, George Mason University; Vivian Genaro Motti, George Mason University

Tagged Topics

Diversity, Professional Engineering Education Papers

- Positive feedback integrated along with the negative.Based on the experiences of the individuals whose posts we studied, other helpful measures mightinclude providing written summaries of non-vital meetings in addition to or rather than requiringattendance so they can better understand and reflect on the discussion that occurred. For planning,deadlines, and understanding priorities, these individuals may benefit from short (5-10 minute)one-on-one meetings with managers or offers of assistance several times per week or, for personalplanning and deadlines, providing time for quiet reflection.5.2. Autism CommunityStigma and feeling of not fitting in (N=327):As we analyzed the data, we encountered stories about how users on the Autism Subreddit

Conference Session

Curriculum Development 2

Collection

ASEE Southeast Section Conference

Authors

Andrea Arce-Trigatti, Tallahassee Community College; Pedro E. Arce, Tennessee Technological University; Sabrina H. Buer, Tennessee Technological University; Carlos Roberto Galindo, Oakley STEM Center at Tennessee Tech University

Tagged Topics

Diversity, Professional Engineering Education Papers

Foundry1 as the core pedagogical platformcoupled with Resources, like the Rural Reimagined Grand Challenge, Science OlympiadCollegiate Scholars, and the university’s STEM Center to offer students learning opportunitiesthat would help them to acquire skills aligned with those of holistic engineers. The program alsoleveraged the KAP and KTP as respective training sessions and research developmentrespectively in the creation of a PIT that addressed societally relevant challenges. Further, theHolistic FUEL program provided the support and structure for participants to integrate severalhigh-impact practices (HIPs) inherently reflective of the Foundry.1, 13 These includedcollaborative and active learning, faculty-student engagement, real-world

Conference Session

First Year and Cross-Disciplinary

Collection

ASEE Southeast Section Conference

Authors

Patrick J Martin, Virginia Commonwealth University; Joseph Adams Shelton, Virginia State University

Tagged Topics

Diversity, Professional Engineering Education Papers

team. Initial surveyson time availability and interests would have helped to pair students who would have had a betterworking chemistry. Despite these issues, significant progress was made on the project. Allstudents prepared a final presentation of their work, gaining additional presentation practice fortheir Institution-specific assessments. We believe that earlier, reflective surveys would have beenmore useful for pairing students who shared similar interests, which might have helped move theproject closer to completion.ConclusionThis project provided an experiential learning experience to two sets of students from differentdisciplines and institutions. The project idea was to incorporate cyber security for roboticsystems. The students from

Conference Session

K-12 and Outreach

Collection

ASEE Southeast Section Conference

Authors

Georg Pingen, Union University; Betsy Pingen, Union University

Tagged Topics

Diversity, Professional Engineering Education Papers

, and the 5th-12th gradestudents, as illustrated with the 4-spoked assistivetechnology collaboration wheel shown in Figure 1. We Figure 1: Assistive Technologywill provide a brief overview of the mentorship and Collaboration Wheelcollaboration approach, give an overview of the fourassistive technology teams and their projects, andprovide reflections on the Make:able projects from the 2021/22 year.The Mentorship and Collaboration ApproachBy participating in the Make:able challenge, we pursue three goals: 1. Generate excitement for engineering and technology among 5th-12th grade students 2. Provide opportunities for growth and leadership to university engineering students 3. Improve the day-to-day life of someone with a

Conference Session

Communications and Ethics

Collection

ASEE Southeast Section Conference

Authors

Brian Aufderheide, Hampton University; Otsebele E Nare, Hampton University; Garrick E. Louis, University of Virginia; Andres Clarens, University of Virginia

Tagged Topics

Diversity, Professional Engineering Education Papers

a graduate course developed from an NSF CCLIgrant in 2006. It is taught in the Spring semester as “Ethics in Science and Engineering Researchand Practice.” The class size varies between 6 to 12 students per year taking the course as agraduate elective in Systems Engineering. In 2022 the class had 16 students, including 2 AfricanAmericans and 1 undergraduate student admitted by special permission. In most years the studentsin the class are White and Asian, reflecting the composition of the graduate student body inEngineering at UVA. The class covers the professional codes of ethics, ethical theories, ethicaldilemmas, and issues in applied ethics supported by case studies from the National Society ofProfessional Engineers and the Online