Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan M Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Nadia N. Kellam, Arizona State University; Julia M. Williams, Rose-Hulman Institute of Technology

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large programs do. Proceedings of the 2008 Frontiers in Education Conference, Saratoga Springs, NY, October 2008. http://ieeexplore.ieee.org/abstract/document/4720658/Fairweather, J. (2008). Linking Evidence and Promising Practices in Science, Technology, Engineering, and Mathematics (STEM) Undergraduate Education: A Status Report. Washington, D.C.: National Research Council.Froyd, J. E., & Ohland, M. W. (2005). Integrated Engineering Curricula. Journal of Engineering Education, 94(1), 147–164.Gonzalez, H. B. (2012). An Analysis of STEM Education Funding at the NSF: Trends and Policy Discussion (Vol. 7–5700). Washington, DC: Congressional Research Service.Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mayra S Artiles, Virginia Tech Department of Engineering Education; Raeven Carmelita Waters; Ashley R Taylor, Virginia Polytechnic Institute and State University; Karis Boyd-Sinkler, Virginia Tech; Sarah Anne Blackowski, Virginia Tech; Cynthia Hampton, Virginia Tech; Amy Hermundstad Nave, Virginia Tech; Benjamin David Lutz, Virginia Tech; Walter C. Lee, Virginia Tech

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ASEE Diversity Committee, Diversity

(McGee, Robinson, Bentley, & Houston, 2015), as well as a metaphor of ‘bait-and-switch’ (Lachney & Nieusma, 2015) as means to characterize classroom teaching strategies. Inorder to assist people searching for frameworks when pursuing future work, Table 3 shows someexamples of how authors used frameworks in our publication sample. We have also provided alist of a subset of the frameworks used along with their respective citations that could serve as aninitial selection from which to choose in Appendix B. Table 3. Examples of Frameworks in Publication SampleFramework ExampleSocial Cognitive “This research has used grounded theory and Social Cognitive CareerCareer Theory Theory to understand how

Conference Session

Action on Diversity - Engineering Workforce & Faculty Training

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sevinj Iskandarova, James Madison University; Oris Griffin, James Madison University

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survey questions with the consent form were emailed to therespective population using the bulk email request. The interviews were arranged after analyzingsurvey responses.Faculty DemographicsTable A and Table B lists the collected demographic information about age, gender, work status,years of experience in U.S. and language knowledge. It is important to note that the greatestnumber of participants were in the 36-40 (21%) year age range: under 25 (1%), 26-30 (6%), 31-35 (8%), 41-45 (16%), 51-55 (9%), 56-60 (13%), 61-65 (9%), 65 and older (5%). In addition, 13% of participants indicated that they are international faculty members. This data shows thediverse slate of faculty who participated in the survey. Table A

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Paula Holmes Jensen, South Dakota School of Mines and Technology; Michael West, South Dakota School of Mines and Technology; Jon J Kellar, South Dakota School of Mines and Technology; Stuart D. Kellogg, South Dakota School of Mines and Technology; Jennifer Karlin, University of Southern Maine; Cassandra M Birrenkott, South Dakota School of Mines and Technology

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began as a collaboration between the Metallurgical and IndustrialEngineering programs and expanded to Mechanical Engineering in year 3 of the program. Thegrant provided scholarships for students who had an unmet need not covered by family support,and the university provided mentors, advisors, and professional development activities.The program was geared to prepare the scholars to graduate and be successful in the workforce orfor pursuit of a graduate engineering degree. Key components to make women successful inengineering included helping the participants to be a) confident in their discipline, b) confidentwith their overall abilities and self, c) able to flourish in a diverse team environment, d) able toutilize their acquired engineering

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Karlin, University of Southern Maine; Cheryl Allendoerfer, University of Washington; Ronald R Ulseth, Itasca Community College; Rebecca A Bates, Minnesota State University, Mankato

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Paper ID #17699Managing Transformation to Crack Open Engineering EducationDr. Jennifer Karlin, University of Southern Maine Jennifer Karlin spent the first half of her career at the South Dakota School of Mines and Technology, where she was a professor of industrial engineering and held the Pietz professorship for entrepreneurship and economic development. She is now at the University of Southern Maine where she is a research professor of engineering and the curriculum specialist for the Maine Regulatory Training and Ethics Center.Dr. Cheryl Allendoerfer, University of Washington Dr. Allendoerfer is a Research Scientist

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Beverly Louie, University of Colorado, Boulder; Beth A Myers, University of Colorado Boulder; Janet Y Tsai, University of Colorado Boulder; Tanya D Ennis, University of Colorado Boulder

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achievement and the hard work it demanded started with intentionalcommunications that students should expect to earn higher grades and work harder to achievethis goal (Yeager & Dweck, 2012). For instance, we frequently mentioned how companies seekengineering graduates with at least a B grades or greater, or a 3.0 grade point average (GPA).Students learn a variety of study and test-taking strategies to empower their efforts, many taughtby BOLD staff. We have found that forming personal relationships that open up communicationpathways about academic performance has led to better retention of students, especially thosefrom underrepresented minority populations. As shown in Figure 3, early gains in performanceare easily reversed, but in general, most

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Autumn Turpin, Stanford University; Kai Jun Chew, Stanford University; Helen L. Chen, Stanford University; Beth Rieken, Stanford University; Sheri Sheppard, Stanford University

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Paper ID #19491Climate Survey in a Mid-Sized Research University Mechanical EngineeringDepartment: ReportMs. Autumn Turpin, Stanford University Autumn Turpin is a master’s student in mechanical engineering studying at Stanford University. She was born and raised in the Bay Area. She has been working with the Designing Education Lab since January ’14.Kai Jun Chew, Stanford University Kai Jun (KJ) Chew is a Research Data Analyst in the Mechanical Engineering department at Stanford University. He is leading the effort in the department ABET Accreditation process, conducting continuous improvement of courses and

Conference Session

Action on Diversity - Engineering Workforce & Faculty Training

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rebecca A Bates, Minnesota State University, Mankato; Erick C Jones, University of Texas, Arlington; Alan A. Arnold, AAAS Science and Technology Fellow at the National Science Foundation

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Paper ID #19641Career Arcs that Blend Industry, Government and Military Service with Fac-ulty Experiences to Increase Diversity in the Engineering ProfessoriateProf. Rebecca A Bates, Minnesota State University, Mankato Rebecca A. Bates received the Ph.D. degree in electrical engineering from the University of Washington. She also received the M.T.S. degree from Harvard Divinity School. She is currently Professor in the Department of Integrated Engineering program at Minnesota State University, Mankato, home of the Iron Range and Twin Cities Engineering programs.Dr. Erick C Jones, University of Texas, Arlington Dr. Erick C

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Laura K Alford, University of Michigan; Mary Lou Dorf, University of Michigan; Valeria Bertacco, University of Michigan

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undergraduateprograms: • Stereotyped Traits: the assumed traits of a computer scientist are not appealing to women, affecting entry-level enrollment (recruitment) • Perceived Abilities: women have lower self-efficacy in STEM fields than their male peers; i.e., women view an A-/B+ as an indicator that they are not performing at a level sufficient to complete the degree successfully, whereas males view an A-/B+ as an indicator that they are performing at a level sufficient to complete the degree successfully (recruitment & retention) • Learning Environment: women’s experiences in freshman and sophomore-level courses are often negative (isolation, harassment, etc.), with the result that many decide to change majors (retention

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Tiago R Forin, Rowan University; Kauser Jahan P.E., Rowan University; Ralph Alan Dusseau P.E., Rowan University; Parth Bhavsar, Rowan University; Beena Sukumaran, Rowan University

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rubric gradingcan be good assessments for students and their work, but other forms of assessment may showevidence for growth. Blogs and other reflections could help assess student progress [20]. As theCEE Department increases its commitment to diversity and inclusion, the faculty will strive todiscover multiple avenues to improve the current curriculum.AcknowledgementThis material is based upon work supported by the National Science Foundation underIUSE/PFE:RED Grant No. 1632053 and EEC 1539140. Any opinions, findings, and conclusionsor recommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science FoundationReferences[1] S. Hooker and B. Brand, " College knowledge: A

Conference Session

Action on Diversity - Disability Experiences & Empathy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Fernando Garcia Gonzalez, Florida Golf Coast University

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ASEE Diversity Committee, Diversity

learning-disabled student learn to stay focused in such environments. 3. The Lecture Check11. In this method, the instructor lectures for about 20 minutes. Then poses a question, such as a multiple-choice question, and asks the students to raise their hand if the think ‘a’ is the correct answer. Then the same for ‘b’ and so on. If a large percentage of the class answers incorrectly then the instructor asks the students who answered correctly to turn to their neighbor and explain or convince them of the correct answer. An easy solution is for the instructor to allow any student that does not feel prepared to not answer without penalty or singling them out. This way the learning- disabled students

Conference Session

Action on Diversity - Engineering Workforce & Faculty Training

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kelly J Cross, University of Illinois, Urbana-Champaign; Stephanie Cutler, Pennsylvania State University, University Park

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ASEE Diversity Committee, Diversity

: An Inclusion Equation. Diversity at Work: The Practice of Inclusion (eds B. M. Ferdman and B. R. Deane): John Wiley & Sons, Inc. pp. 205-2288. Theodorakopoulos, N., & Budhwar, P. (2015). Guest editors' introduction: Diversity and inclusion in different work settings: Emerging patterns, challenges, and research agenda. Human Resource Management, 54(2), 177-197.9. Kezar, A., Gehrke, S., & Elrod, S. (2015). Implicit theories of change as a barrier to change on college campuses: an examination of STEM reform. The Review of Higher Education, 38(4), 479-506.10. Gay, G. (2010). Classroom practices for teaching diversity. Educational Research and Innovation, 257-279.11. Kezar, A. (2011). What is the best way to

Conference Session

Action on Diversity - Disability Experiences & Empathy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Raja S Kushalnagar, Gallaudet University; Gary Walter Behm, RIT/NTID Center on Access Technology; Shareef Sayel Ali, NTID's ACE Innovaton Lab; Susie Michaela Harvey, REU-AMI; Karina G. Bercan, Simmons College

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indicate a request for attention bymoving closer to the audience, an action that may feel more natural than raising a hand. It intends to allowspeakers to coordinate caption control with one another with relative ease. For example, if a passivespeaker would like to add to the active speaker’s discussion, the passive speaker can lightly tap the activespeaker or make themselves visible in the active speaker’s peripheral vision to politely interrupt andindicate a request to speak.(a) Traditional captioning; static, no (b) Tracked Captioning in (c) Tracked Captioning intracking Presentation Mode Panel Mode Figure 4: EnvironmentEvaluationWe recruited

Conference Session

Action on Diversity - Disability Experiences & Empathy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yvette Pearson Weatherton, Rice University; Renae Danielle Mayes, Ball State University; Carol Villanueva-Perez, Ball State University

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postsecondary education.The purpose of this paper is to present a review of literature to elucidate systemic and personalbarriers that hinder the success of students with disabilities in engineering, along with promisingpractices for overcoming those barriers and needs for additional research. The search wasconducted using EBSCOHost Academic Search Complete and ProQuest using combinations ofterms related to engineering education, STEM education, and students with disabilities.Disability on College CampusesThe Americans with Disabilities Act Amendments (2009) define disability as “(a) a physical ormental impairment that substantially limits one or more major life activities of such individual;(b) a record of such an impairment; or (c) being regarded as

Conference Session

Action on Diversity - Disability Experiences & Empathy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Henriette D Burns, Washington State University, Vancouver; Kristin Lesseig, Washington State University Vancouver

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coordinator interviews followed aprotocol (See Appendices A and B for sections of both). The observations focused on bothcoordinator and student behavior and dialogue. Did the coordinators talk about empathy? Didstudent interest change through different genres of participation (“hanging out,” “messingaround,” or “geeing out”)54 and pronoun evolution (from “them” to “me”).55,56 Were students andteachers able to connect and transition from feeling empathy to empathic design? Interviewquestions focused on how coordinators perceived the lesson instruction, lesson ability to conveyempathy, student and coordinator understanding of empathy, impact of lessons on studentinterest and student sense of belongingness.Student surveys. Open-ended student survey

Conference Session

Action on Diversity - Engineering Workforce & Faculty Training

Collection

2017 ASEE Annual Conference & Exposition

Authors

Su Li, U. C. Hastings, College of the Law; Roberta Rincon, Society of Women Engineers; joan Chalmers Williams, University of California, Hastings College of the Law

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themembership of five other organizations for survey respondents. A total of 3,093 professionals inscience, technology, and engineering completed the survey online. Respondents included womenand men, aged 18 to 65 and up, with at least two years of experience as an engineer, frommultiple sectors (academia, corporate, government, military, and nonprofit). The survey data wasweighted to be representative of the gender and race distribution of engineers in the U.S. usingthe 2015 Current Population Survey2 (see Appendix A for details about the weights of the data).The weighted data was used in regression analyses but not bivariate and univariate analyses (seeexplanation of both terms below). Appendix B lists the demographic distribution of the

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette (College of Engineering)

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Paper ID #18517Unpacking Latent DiversityDr. Allison Godwin, Purdue University, West Lafayette (College of Engineering) Allison Godwin, Ph.D. is an Assistant Professor of Engineering Education at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. She is the recipient