Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Virginia Tech; Yanna Lambrinidou, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering

, emotional, and self-reflective livesof engineers themselves that fail to “fit into” prevailing professional paradigms of thought andpractice.Cannons refers then not only to military annihilation but also to the systematic drowning out ofvoices/perspectives that diverge from, challenge, or oppose the engineering status quo. Wepropose that these voices and perspectives are essential for the development of technically andmorally robust engineering research and practice. In fact, they are the very thing that wouldenable engineering to truly hold paramount the safety, health, and welfare of the public, andrealize philosopher Charles Harris’ proposed ideal of bettering “the material basis of humanwell-being or quality of life.”3This paper engages in a

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

implement the SSDS and illustrate the findings when usingthis survey pre- and post- course with students who participated in WPSI across threeuniversities during the Fall of 2014. Results from these components are triangulated withstudents’ end-of-semester written reflections and participating instructors’ course experiences.This qualitative component allowed us to consider how WPSI might be improved in future Page 26.508.3iterations, as well as broader implications of the SSDS and WPSI for engineering educationcourses and curriculum.For anonymity, throughout this paper we will refer to course offerings as Course 1, 2, and 3. Thisframing puts the

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; David Reeping, Ohio Northern University

Tagged Divisions

First-Year Programs

on a four-stage cycle shown in Figure 1 that, while it can beentered into at any stage, is explained as follows. Concrete Experience (Facts) Active Reflective Experimentation Observation (Futures) (Feelings) Abstract Conceptualization (Findings) FIGURE 1. KOLB’S CYCLE OF EXPERIENTIAL LEARNING.First

Conference Session

Examining Social Ties and Networks

Collection

2015 ASEE Annual Conference & Exposition

Authors

Megan Kenny Feister, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; David Torres, Purdue University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

each other (and to themselves).”3 Thesedefinitions reflect the complex social and communicative processes that need to be unraveled tooffer a complete understanding. While student design contexts differ in important ways fromprofessional practice,4-5 the program-based engineering education context represents animportant space for novice engineers to learn about and develop understandings that will impacttheir future engagement in design. In the context of design, there are many different values, such as innovation or a primaryconcern for safety, that guide design decisions and processes and can impact how designers thinkabout the ethical issues related to their designs and the implications of their “everyday” ethicaldecisions. This is

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shiyu Liu, Pennsylvania State University; Sarah E Zappe, Pennsylvania State University, University Park; Irene B. Mena, University of Illinois, Urbana-Champaign; Thomas A. Litzinger, Pennsylvania State University, University Park; Kirsten S Hochstedt, Penn State University; Tricia Bertram Gallant, Rady School of Management, UC San Diego

Tagged Divisions

Engineering Ethics

they implemented the new instructionalplans in the semester following the workshop. Three major themes emerged from inductiveanalysis of interview transcripts. First, all participants reported that the workshop helped thembecome more aware of the importance of incorporating academic integrity into their teaching andwere more reflective on how to effectively discuss this critical issue with their students. Second,after the workshop, participants made several changes in their courses and applied a variety ofstrategies to incorporate academic integrity into four aspects of their teaching: course syllabus,classroom discussion, assignments, and exams. Last, participants discussed several challengeswhen incorporating academic integrity into their

Conference Session

Women in Engineering Division: Pre-college Student Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lynsey Mitchell Kissane, Ryerson University; Liping Fang, Ryerson University ; Ruth Jean Silver, Groundswell Projects

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

to making it better, faster, or more efficient. • Engineers help shape the future. They use the latest science, tools, and technology to bring ideas to life. • Engineering is essential to our health, happiness, and safety. From the grandest skyscrapers to microscopic medical devices, it is impossible to imagine life without engineering.These and other recommendations to “change the conversation” or “embrace a broader vision” ofengineering bespeak a realization that the profession is not well understood or reflective of thesociety it serves. Organizations in the engineering community have tested female-inclusiveapplications and strategies in outreach and awareness efforts with limited success. The authenticadult (i.e. Baby

Conference Session

Women in Engineering Division: Student Issues as Related to Culture

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie Rojewski, Michigan State University; Katy Luchini-Colbry, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

as a frameworkfor promoting professional development and community building for graduate students.Building on the themes of the book, this program sought to promote reflection amongparticipants about the choices and actions that women can take to position themselves forsuccess—and encouraged exploration of students’ personal vision of success. Results of pre-and post-tests, along with observational data gathered by the facilitators, indicated that studentswere concerned largely by two topics: concerns about how to balance their career ambition andtheir goals for a fulfilling personal life (whatever that may be), and how to have positive andbeneficial relationship with mentors or advisors. Students also shared their challenges andfrustration

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Iryna Ashby, Purdue University; Marisa Exter, Purdue University

Tagged Divisions

First-Year Programs

requirements, the process for obtaining eachbadge included at least the following: introduction to the new topic (e.g., participation and animpromptu classroom presentation or discussion, hands-on activity in class); reflections on thedesign and development of the project and on their own learning; application of new materials;and finally, the final project itself accompanied by the narrative/reflection and artifact(s). Whilesome projects were to be completed independently, for others, students were encouraged orrequired to work with peers. In addition, some projects could be in part used to meet sub-competencies across multiple badges. Students completed projects on their own timeframe and inthe order they preferred. While there were soft deadlines

Conference Session

Utilizing Digital Technologies in Classroom and Distance Learning in ET Programs

Collection

2015 ASEE Annual Conference & Exposition

Authors

Usman Ghani, DeVry University, Addison, Illinois; Ahmed S. Khan, DeVry University, Addison

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

feedback, and provoking reflection. Packet-Tracer provides scaffolding inthe form of corrective feedback. According to Jaehnig and Miller the types of corrective Page 26.581.6feedbacks commonly used are:24 1. Knowledge-of-Response (KOR), which simply indicates that the learner’s response is correct or incorrect. 2. Answer-Until-Correct (AUC), it requires learner’s to remain on the same test item until the correct answer is selected. 3. Knowledge-of-correct-response (KCR), which identifies the correct response i.e. it directs the student to the correct responseAccording to Moreno15 “The importance of feedback in promoting

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Megan Kenny Feister, Purdue University; David Torres, Purdue University

Tagged Topics

NSF Grantees Poster Session

, and specifically engineering design, is increasingly understood to be a socialactivity, engineering education’s understanding of ethics needs to reflect this developingawareness. Within engineering and design teams, engineering educators are concerned not onlywith how individual students develop ethically, but also how everyday ethical decision-makingemerges during team interactions and becomes integrated in design solutions. Furthermore, theseethical decisions often do not present themselves as traditional dilemmas, but are issues that areconfronted in the everyday process of design, and are influenced by team members’ cultural anddisciplinary backgrounds and the ethical climates of the team and the organization.In considering engineering

Conference Session

Best of Computers in Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Borjana Mikic, Smith College; Al Rudnitsky, Smith College; Annick Jade Dewald; Anjali Karina Desai, Smith College

Tagged Divisions

Computers in Education

temperature differential? Students are encouragedto generate and post their ideas and theories about the topic and build directly on the ideas ofothers. This discourse is supported through a computer- based asynchronous collaborativelearning environment such as Knowledge Forum (KF)10. The workspace preserves an on-goingrecord of the discourse so that participants can return to earlier ideas for reflection, synthesis, andrefinement. In the process, students develop a questioning attitude, learn to identify personal andcollective gaps in knowledge and understanding, become self-directed learners who are capableof bringing in new sources of authoritative information, viewing such information from multipleperspectives in support of theory-development

Conference Session

Software and Programming

Collection

2015 ASEE Annual Conference & Exposition

Authors

Krista M. Hill, University of Hartford; Ying Yu, University of Hartford

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

10.1was the last to include a graphical test bench generator tool. In the Fall 2013 semester weupgraded to ISE version 13.2 and discuss later how despite the introduction of test benches, our Page 26.1252.4students prefer the improved stability of the software.In this paper we consider the usefulness of our tutorial as a reference as well as pedagogy topicsrelated to test benches. In reviewing the literature, Colburn1, Hawkins3, and Kolb7 each outlinephases of the learning cycle model and suggest that experiential learning involves reflection toallow for accommodation of new knowledge. We feel that perhaps the lecture and homework canbe used as

Conference Session

Civic Engagement and Volunteerism in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

David A. Delaine, Universidade de São Paulo and IFEES; Jose Roberto Cardoso, Universidade de São Paulo; Joachim Walther, University of Georgia

Tagged Divisions

Community Engagement Division

Executive Director of FUSP - The Foundation for Supporting the USPDr. Joachim Walther, University of Georgia Dr. Walther is an assistant professor of engineering education research at the University of Georgia (UGA). He is a director of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from engineering, art, educational psychology and social work. His research interests range from the role of empathy in engineering students’ professional formation, the role of reflection in engineering learning, and interpretive research methodologies in the emerging field of engineering education research. His teaching focuses on

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary E. Besterfield-Sacre, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Gisele Ragusa, University of Southern California; Cheryl Matherly, The University of Tulsa; Lisa Benson, Clemson University

Tagged Topics

Diversity, NSF Grantees Poster Session

., university, major, QPA), travel abroad/international experiences (e.g., level of interest in international issues, foreign languageproficiency), and characteristics of the international experiences (e.g., programmatic elements ofexperiences such as duration, amount of reflection, and comfort zone). The background surveyitems also provided independent predictor variables to help explain the results of the outcomeinstruments (EGPI and GPI). Samples (from each of the four partner institutions) of seniorengineering students, each of whom had engaged in an at least one international experience wereinvited to complete the set of instruments (EGPI, GPI, and background survey). In addition tosampling seniors with international experiences, each campus also

Conference Session

Research on Design Learning

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cynthia J. Atman, University of Washington; Janet McDonnell, Central Saint Martins, University of the Arts London; Ryan C. Campbell, University of Washington; Jim L Borgford-Parnell, University of Washington; Jennifer A Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Paper ID #11935Using Design Process Timelines to Teach Design: Implementing Research Re-sultsDr. Cynthia J. Atman, University of Washington Cynthia J. Atman is the founding director of the Center for Engineering Learning & Teaching (CELT), a professor in Human Centered Design & Engineering, and the inaugural holder of the Mitchell T. & Lella Blanche Bowie Endowed Chair at the University of Washington. Dr. Atman is co-director of the newly-formed Consortium for Promoting Reflection in Engineering Education (CPREE), funded by a $4.4 million grant from the Leona M. and Harry B. Helmsley Charitable Trust. She was

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University; Nichole Ramirez, Purdue University; Trina L. Fletcher, Purdue University, West Lafayette; Jake Davis, Purdue University

Tagged Topics

NSF Grantees Poster Session

force.AcknowledgmentsThe authors thank the National Science Foundation for support of this research research (Award1329283: Access to Cooperative Education Programs and the Academic and EmploymentReturns by Race, Gender, and Discipline), as well as Eckhard Groll, Stephen Wanders, TinaAlsup and the SPHERE Lab for their helpful feedback and assistance. The views expressedherein are solely the authors’.References Cited1. Haddara, M., & Skanes, H. (2007). A reflection on cooperative education  : from experience to experiential learning. Asia-Pacific Journal of Cooperative Education, 8(1), 67–76.2. Edgar, S., Francis-Coad, J., & Connaughton, J. (2013). Undergraduate reflective journaling in work integrated learning  : Is it relevant to

Conference Session

Aerospace Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Antonette T. Cummings P.E., Purdue University; William C. Oakes, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Aerospace

26.840.2The content reflects the commonly held understandings that multiple leading universitiesdocument in their course descriptions. The assessment strategies reflect the varied results thatstudents may generate with higher level thinking. The pedagogy reflects the established trend ofcooperative learning as the “best” form of active, student-centered learning, where the instructorscaffolds the student’s learning process and develops the student’s ability to pursue self-guidedinquiry, which is the highest goal of teaching.It is expected that the institutional setting will be an ABET-accredited engineering college thatoffers aerospace engineering at the bachelors level. For example, the rotorcraft centers ofexcellence are Georgia Tech, University of

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Utah State University; Kimberly Kristine Hardy, Boise State University; Dazhi Yang, Boise State University

Tagged Divisions

Educational Research and Methods

motivational goals for learning with respect to course favoritism are reflective of a statedependence rather than a trait the students hold with respect to the way they approach learning.Thus, motivational goals of engineering students are likely to shift, some substantially, based ontheir affinity for a course. The implications for our findings are such that if students favor acourse they are more likely to engage in learning at the mastery level and seek deeperunderstanding and develop more complex knowledge of subjects based on intrinsic factors. Incontrast, if students disfavor a course they are likely to be driven by external factors, like grades,or simply passing and getting through, and are much less likely to develop and retain deep

Conference Session

A Virtual Community of Practice for Developing and Implementing Evidence-based Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Stephen J Krause, Arizona State University; Nancy Ruzycki, University of Florida; Amber L. Genau, University of Alabama at Birmingham; Brittany Nelson-Cheeseman, School of Engineering, University of St. Thomas; Cheryl A Bodnar, University of Pittsburgh; Joseph De-Chung Shih, Stanford University; Daniel Lepek, The Cooper Union; Lindsay Corneal, Grand Valley State University; Shannon Ciston, University of California, Berkeley; Richard E Eitel, Stevens Institute of Technology (SSE)

Tagged Divisions

Chemical Engineering, Materials

VCP.Leadership VCP The leadership VCP comprised 6 weekly sessions which prepared five pairs of faculty leadersto facilitate their own VCPs in different subject areas. These sessions, led by Karl Smith andCynthia Finelli, were conducted weekly and lasted approximately 1.5 hours; there were also twofollow-up sessions after the faculty leaders began leading their own VCPs. The six sessions pro-vided an introduction to the VCP and training in research-based practices of active learning, en-hancing motivation, learning objectives and Bloom’s Taxonomy, as well as student teams and Page 26.132.4cooperative learning. Final sessions focused on reflection

Conference Session

Subjects in Renewable Energy and ET

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kenan Baltaci, University of Wisconsin, Stout; Faruk Yildiz, Sam Houston State University; Andy S. Peng, University of Wisconsin, Stout; Ulan Dakeev, University of Michigan, Flint

Tagged Divisions

Engineering Technology

fortified through reflection papers, classdiscussion, and student presentations that require students to represent mathematical informationsymbolically, visually, numerically, and verbally. Through in-class studies and assignments,student will be given raw data about a specific problem and asked to effectively use arithmetic,algebraic, geometric, logical, and/or statistical methods to model and solve real-world problems.Since students in the course will come from a variety of majors and will hold different skills inreading course materials, assignments will be kept in a level that is both challenging andachievable for each student.Several case study assignments will be included in the course content to meet this objective. Thecase studies are

Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Penn State University; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society, Technological and Engineering Literacy/Philosophy of Engineering

employment of another engineer, nor does he indiscriminately criticize another engineer’s work. 13. The Engineer endeavors to extend public knowledge, and to promote understanding of the contributions and achievements of engineering and the alternatives offered by modern technology. 14. The Engineer gives credit for work to those to whom credit is due, and recognizes the proprietary interests of others. 15. The Engineer advertises his work or merit in a dignified manner, and avoids conduct or practice likely to discredit or unfavorably reflect upon the dignity or honor of the profession. 16. The Engineer is guided in all his professional relations by the highest standards of integrity, and acts in professional matters for each

Conference Session

Discussions on Research Methodology: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nadia N. Kellam, Arizona State University; Karen Sweeney Gerow, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

Educational Research and Methods

’ professional formation, the role of reflection in engineering learning, and interpretive research methodologies in the emerging field of engineering education research. His teaching focuses on innovative approaches to introducing systems thinking and creativity into the environmental engineering program at the University of Georgia. Page 26.1184.1 c American Society for Engineering Education, 2015 Narrative Inquiry in Engineering Education Research: Exploring Ways of Constructing Narratives to have Resonance with the Reader and Critical Research

Conference Session

Civil Engineering Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Allen C. Estes, California Polytechnic State University; Thomas A. Lenox , Dist.M.ASCE, F.ASEE, American Society of Civil Engineers; Richard O. Anderson P.E., Somat Engineering, Inc.

Tagged Divisions

Civil Engineering

determine if the current ABET CivilEngineering Program Criteria (CEPC) should be changed to reflect one or more of the 24 outcomesof the second edition of the Civil Engineering Body of Knowledge published in 2008. After twoyears of work, a proposed CEPC has been approved by the relevant ASCE committees andforwarded to ABET for approval and incorporation into accreditation criteria. A paper chroniclingthe committee’s efforts through a review of the literature, the committee’s methodology andprocess, and the key issues that emerged was presented at the 2014 ASEE Annual Conference inIndianapolis. This paper updates that effort by presenting the resulting proposed criteria, thechanges generated by constituency feedback, progress on the Commentary, the

Conference Session

Circuits and Systems Education 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bala Maheswaran, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

students who participatedin the survey did not benefit from the help rendered by the video based coaching problems andtutorials.Figure 2, Q5 received 3.6 out of 5 demonstrating that a good portion of our students benefited byusing Mastering Engineering online tool homework assignments and instant feedback. 4.00 Figure 2 3.50 3.00 2.50 2.00 1.50 1.00 0.50 0.00 q3 q4 q5Figure 3, Q6 reflects the students’ view regarding the important question of this study and surveywhether “the mastering engineering helps you to master the electrical circuit concepts ”. Themajority of the students, about 78%, felt that mastering engineering helps them to learn

Conference Session

Continuing Professional Development Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey S. Goss, Arizona State University; Philip Regier, Arizona State University; Scott Pitasky, Starbucks

Tagged Divisions

Continuing Professional Development

experience that promised no restrictions on employment following thecompletion of a degree. It became very apparent that Starbucks is as committed to its partners asASU is to the welfare of our students and how they succeed at the university and beyond.The partnership would be one of mutual shared impact. It needed to work at scale, whichStarbucks provides. Starbucks partners are relatively young, but demographically reflectAmerica. The partners were hit hard by the Great Recession, and they collectively reflect thedegree attainment crisis facing the United States. They offered ASU the opportunity to prove thatits initiatives in partnership and online learning at scale would work in service to a large numberof students that reflect the diversity

Conference Session

Curriculum in Engineering Leadership Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Clinton Stephens, Iowa State University; Katherine Lynn Friesen, College of Engineering, Iowa State University

Tagged Divisions

Engineering Leadership Development Division

and leadership. Students are asked to identify and interview aleader of their choice, analyzing the information gathered from the interview using their personaldefinitions. As a final reflection, students create a self-commitment plan consisting of personaldefinitions of a leader and leadership, personal values, vision statement, and identifiableleadership opportunities while in college.   We have implemented this module as a course facilitated by a graduate assistant.Discussions and the self-commitment plan were spread throughout half of the semester in aneight-week course. Students who have completed the module are invited as to serve as a peermentors that facilitate discussion and activities. A more abbreviated module could

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; John L. Falconer, University of Colorado, Boulder; David L. Silverstein P.E., University of Kentucky; Bill Jay Brooks, Oregon State University; Debra May Friedrichsen; Christina Smith, Oregon State University

Tagged Topics

NSF Grantees Poster Session

structured questioning process actively involves all students in the class.Peer instruction encourages students to reflect on the problem, think through the arguments beingdeveloped, and put them into their own words. Just as important, it provides both student andinstructor with feedback regarding student understanding of the concept.Concept Inventories have emerged in many science and engineering fields.4-16 Similarlynumerous studies in physics, chemistry, and biology classrooms have shown that active learningpedagogies that are based on concept questions (ConcepTests) are more effective for studentlearning than traditional lecture.17-28 This project intends to encourage and shift the focus oflearning in chemical engineering classes by providing a

Conference Session

Concepts and Conceptual Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christian Anderson Arbogast, Oregon State University; Devlin Montfort, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Educational Research and Methods

earlier, an expert may have avoided this pitfall. For a novice to avoid thestoppage, they would have to recognize the stoppage and where it fits into the adaptation ofGick’s 6 problem solving strategy. There student may have known that there must be someanswer to the self-posed question: “Why is there pressure?”. If the solution seeker was able to Page 26.703.10recognize their own stoppage it might have forced a moment of self-reflective metacognition.That self-reflection could lead to the realization that there must be some well-defined schemathat could have been used by an expert to reach the solution, thereby implying that their ownschema is

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jill K Nelson, George Mason University; Margret Hjalmarson, George Mason University

Tagged Divisions

Educational Research and Methods

Rogers identified provide a methodfor understanding how individuals in a system may adopt innovations.This study takes place in the context of a set of long-term faculty development groups. Thegroups follow the SIMPLE model for faculty development: Sustainable, focus on Incrementalchange, include Mentoring, be People-driven, and emphasize interactive LearningEnvironments5–7. Through these groups, engineering faculty meet regularly over the course of anacademic year to learn about evidence-based instructional practices, identify innovations thatserve a need in their classes, implement these innovations, and reflect on their effects. Theinnovations selected by the participating faculty and their reflections on choosing and using theseinnovations

Conference Session

Women in Engineering Division: Retaining and Developing Women Faculty in STEM

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cindy Rottmann, University of Toronto; Robin Sacks, University of Toronto; Annie Elisabeth Simpson, Institute for Leadership Education in Engineering; Doug Reeve P.Eng., University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

office. According to our records, 288 employees opened the survey and 175 completed it.Please see table one for a summary of our sample characteristics.Our sample is younger and less experienced than engineers in the country with a slight over-representation of chemical and mechanical engineers. The gender split (74% men, 26% women)reflects that of Canadian engineering graduates over the past two decades. We used Cronbach’salpha to test the reliability of survey scales using the full complement of data collected (n=75, 31survey items, 3 scales) and found that all three scales met the social science reliability thresholdof 0.7 [12]. After analyzing data related to the three engineering leadership orientations andanswering our initial set of