Conference Session

Engagement in Practice: Engaging the Community through Educational Outreach

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sara Jordan-Bloch, Clayman Institute for Gender Research at Stanford University; Shoshanah Cohen, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

program and the Haas Centerfor Public Service to build both an educational program and research agenda that emphasize the value ofreciprocity, partnership, reflection, evaluation, and respect for diversity. In this paper, we present thelessons learned from our pilot year, including: the results from our feasibility evaluation, an assessment ofour partnership model, and our approach to scaling. Assessment of the students and their progress isongoing.Project Background and MotivationUnderrepresentation of women in computer science and engineering fields is a persistent phenomenon. Inthe US, while women earn 53% of undergraduate bachelor’s degrees overall, they represent only 18% ofcomputer science graduates [1], [2]. Underrepresented minority women

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico and Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andres Bello, Santiago, Chile; Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico and Universidad Andres Bello, Santiago, Chile

Tagged Topics

Faculty Development Constituency Committee

], [3], [4].We need to motivate teachers to change their teaching and learning paradigm by creatingopportunities that allow them to reflect and rethink their practices. They will be willing to changewhen they entertain the possibility of increasing classroom interactions and decrease teachercontrol while achieving the course objectives and improving learning outcomes. In this scenario,the Continuous Faculty Development Program and the Workshop on Active Learning inEngineering at the School of Engineering are designed to provide tools that allow the teacher toincorporate active learning methodologies in their teaching under the following assumptions: i. Active learning strategies are central to professional development in engineering [1], [5

Conference Session

ET Pedagogy I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mohammad Moin Uddin P.E., East Tennessee State University; Keith V. Johnson, East Tennessee State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

participation, feelings of inadequacy, and other distractions (Griner, 2012). Thesenegative experiences - which may reflect hostile, hurtful or tense interactions with students whoare categorically different from them - can impair student learning and cognitive development.Instructors may make flawed assumptions of students’ capabilities or assume a uniform standardof students (often referred to as racial color blindness). Instructors may themselves feel out ofplace based on their own dominant cultural traits. Despite the fact that some progress has beenmade to reduce gender bias and racism in college classroom, recent trend and literature suggestthat fragment of it still exists. Engineering and engineering technology programs at universitieshave

Conference Session

Design, Assessment, and Redesign of Writing Instruction for Engineers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Livingston, Rose-Hulman Institute of Technology; Sarah Summers, Rose-Hulman Institute of Technology; Mary Jane Szabo, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

. ● Principle 3 promotes varying activities that increase interest and self-regulation. For example, integrating weekly reflective writing prompts.Studies suggest that incorporating these principles into course design increases learning andengagement for all students [5, 6]. Despite these wide-ranging benefits, research about implementing UDL in science,technology, engineering, and mathematics (STEM) fields primarily focuses on accessibility,including the use of technology accommodations, due to Americans with Disabilities Act (ADA)and Web Content Accessibility (WCAG) requirements for online learning environments [7].From the ASEE archive, one paper authored by Monemi, Pan, & Varnado (2009) suggested theuse of UDL for course design

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Hodges, Texas A&M University at Qatar; Yasser M. Al Hamidi, Texas A&M University at Qatar

Tagged Divisions

Cooperative and Experiential Education

aninternational branch campus in the Middle East. Over the course of three semesters, a technicaland business writing course was redesigned by integrating prototyping, collaboration, andentrepreneurship skills.Drawing upon survey data, we evaluate the effectiveness of our interdisciplinary, integratedapproach to engineering education. From the perspective of writing and communication, studentsgained a stronger understanding of workplace audiences and expectations. Additionally, theexperiential learning focus in the course engaged students in deeper reflective practices in bothwriting and engineering.We conclude with recommendations for others redesigning courses and curricula for 21st centuryliteracies and global entrepreneurship. We also examine future

Conference Session

Design and Implementation of Graduate Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meredith Welch-Devine, University of Georgia; Ramana Pidaparti, University of Georgia; K. Paige Carmichael, University of Georgia; Janet E. Rechtman, University of Georgia; Brandy B. Walker, University of Georgia; Julie A. Coffield, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

training model is to impart the following competency themes:interdisciplinary mindsets; community engagement; understanding self as a leader; professionalidentity; and STEM scholar leader. First cohort of graduate students was recruited in summer 2016.After students completed the training model, the assessment and reflective student posts indicatedthat students indeed do develop most of the competencies. Based on our preliminary experience,specific scenarios for community collaboration as well as challenge projects should be explored tofurther promote competencies in graduate education.KeywordsGraduate Education, Training Models, Competencies, Leadership, Community, Engagement 1IntroductionRapid

Conference Session

Multidisciplinary Engineering Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Huihui H Wang, Jacksonville University; Lee Ann Jerome Clements, Jacksonville University; Cindy Leong; Misha M. Chalkley; Crandall Maines, Jacksonville University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

that emphasizes student discovery. Scholars are selectedannually based on academic ability and financial need. Faculty mentoring, tutoring, peer studygroups, college survival skills training, career development, and undergraduate researchexperiences are all tools to help the scholars. Some MEP Scholars are actively participating inthe following research projects: 1) Design and Development of an e-Health System, 2) Designand Development of an Electronic Health Records program, 3) Study of the Field Effect onCharge Transport through Conductive Polymers Injected in Vascular Channels of AngiospermLeaves, and 4) A 3D-printed desk organizer. In this paper, MEP Scholars briefly present theirprojects and share their thoughts and reflections about the

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2018 ASEE Annual Conference & Exposition

Authors

Isabel Hilliger P.E., Pontificia Universidad Catholica de Chile; Constanza Miranda, Pontificia Universidad Católica de Chile; Mar Pérez-Sanagustín, Pontificia Universidad Católica de Chile

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

forentrepreneurship and innovation. Although studies have analyzed how students perceive this typeof training, few of them have unveiled its influence on behaviors and career goals. The formativeuse of the assessment instruments employed is limited, so more efforts are needed to evaluateentrepreneurial training towards its continuous improvement. This article proposes a methodologyto involve students in curriculum evaluation so they become partners in curriculum delivery andteaching practices. To explore its benefits, we applied it on a Major focused on engineering design,entrepreneurship and innovation. During classroom sessions of three Major courses, a form wasused to generate individual reflections and collective discussions about course methods

Conference Session

Systems Engineering Division Technical Session 4 – Systems Thinking Integration and Systems Engineering Skills Evaluation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peizhu Zhang, Stevens Institute of Technology (School of Systems & Enterprises); Jon Patrick Wade, Stevens Institute of Technology (School of Systems & Enterprises)

Tagged Divisions

Systems Engineering

Feedback provided to learners (dialog, email, etc.) o Recommendations accepted/rejected o Instructor’s observations  Simulation Output: o Last phase/cycle completed o Results of schedule, cost, range and quality o Final status charts o Final score  Self-Reflection: o Reflection feedback provided to the learner o Learner’s reflection inputALATs provide the capability to visualize the experience performance data, userrecommendations, and user actions. Figure 2 shows a screenshot of the Learning Analysis Tool.For example, instructor could use this tool to visualize the weight recommendation for APSdepartment by a specific student, and analyze the actions made before each

Conference Session

International Engineering Education Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jiaojiao Fu, Beihang University; Deborah M. Grzybowski, Ohio State University; Qing Lei, Beihang University; Dongya Cheng, Tibet University

Tagged Divisions

International

potentiallymake improvements in curriculum based on these findings. Therefore, this paper takes theFirst-year Engineering Honors Program at the Ohio State University in the United States andthe Engineering Experimental Class at Beihang University in China as their case studies ofinternational comparison of the entire first two years’ curriculum. As an intermediary ofteaching activities and the basic guarantee of achieving educational goals, course is ablueprint and plan for cultivating what types of people. This paper takes courses as theresearch object, compares the whole course setting, and studies the syllabi of basic coursesand teaching methods reflected in the syllabi. Methodologies including text analysis,frequency analysis, comparative research

Conference Session

Active Learning Methods in Action

Collection

2018 ASEE Annual Conference & Exposition

Authors

Megan Sanders, Colorado School of Mines; Sam Spiegel, Colorado School of Mines; Jennifer Zoltners Sherer, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

activitiesrequire some low-level processing on the part of the student, reflecting tasks such assummarizing information, interpreting graphs, and collecting data. Level 3 tasks generallyrequire students to apply content and skills they have learned to complete activities such asanalyzing data, explaining using course concepts, and revising work. Last, Level 4 tasks such assynthesizing, designing, and reflecting on one’s own learning require the highest level ofcognitive engagement. In addition to these nuances of student activity, the protocol also capturesthe instructor’s stated learning objectives for the class and the observer’s judgment of thealignment between the objectives and the classroom activities.The ELCOT and Existing Observation Protocol

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elisa Warford, University of Southern California

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

. in English from the University of Maryland. c American Society for Engineering Education, 2018 Toward a More Caring Code of Engineering EthicsAbstract: Despite recent scholarly work that emphasizes the importance of the ethic of care inengineering practice, care ethics are not reflected in most engineering codes of ethics. Rather, thecanons of these codes more often reflect traditional “universal” moral principles. Since despitetheir limitations, the codes of ethics are important aspirational and normative value statementsfor the profession—and are frequently used to teach engineering ethics—this paper proposes thatthe codes should include canons that reflect the ethic of care. The paper

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kiersten Lenz, University of New Mexico; Eva Chi, University of New Mexico; Vanessa Svihla, University of New Mexico; Linnea K. Ista, University of New Mexico; Heather Canavan, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

engineeringskills (e.g., computer aided design, manufacturing, and prototype testing) [4].Working in collaborative teams increases critical thinking, test scores, and student engagementwith the material. Additional positive outcomes are increased self-esteem, personal assetidentification, and a gained appreciation of diverse perspectives [5]. Providing students with theopportunity to reflect on key areas of teamwork, such as communication, task management, andcooperation, can increase the effectiveness of team work [6].Research Design and MethodsThis study evaluates the effect of a collaborative prototype design project on students’ learningoutcomes and engagement with course material at a large Hispanic-serving research university inthe Southwest. The

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Katie Evans, Louisiana Tech University; Marisa K. Orr, Clemson University; David E. Hall, Louisiana Tech University; Mitzi Desselles, Louisiana Tech University

Tagged Topics

NSF Grantees Poster Session

toclasses. They recommended that the research be better integrated into the classes and programoverall, perhaps to more clearly connect the experience to their development as engineers.Future WorkProject assessment revealed a need to re-work the content of the professional developmentcourses. Students had a bimodal response to the spatial visualization course content: somestudents were not interested in the content and found it to be a waste of time while other studentsfound the material challenging. Students also reported that they wanted to see more time in theprofessional development course focused on the professional side of engineering and integratingthese professional skills and reflections with the industry trips. Additionally, more events

Conference Session

Research Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Wilson-Lopez, Utah State University - Engineering Education; Karen Hazel Washburn Washburn, Utah State University; Indhira María Hasbún, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

generation processes. For example, an interview question may be wordedin such a way that it reflects the experiences and worldview of somebody who speaksAppalachian English versus African American English. To offset this possibility, the researchteam should consult with people who are familiar with the language and culture of the researchparticipants and ask them to evaluate data generation protocols as well as early collected data. Insummary, researchers can enact several validation procedures to increase the likelihood that theirdata generation methods are culturally responsive and result in a fit between a social reality andthe research report, rather than a deficit view. These steps include: • Recognize subtle (or non-subtle) linguistic

Conference Session

Global and Intercultural Competency

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brent K. Jesiek, Purdue University, West Lafayette; Natascha Trellinger Buswell, University of California, Irvine; Qin Zhu, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

International

populations. We alsoexpect that instructors will benefit from this paper’s discussion of scenario-based instruction asan accessible and impactful way to promote global competency and other professional learningoutcomes among students in engineering and other professional fields. This work may especiallyresonate with those who are eager to help current and future engineers appreciate – and moreeffectively navigate – the kinds of cross-cultural dynamics often faced in global technical work.Literature ReviewAssessment ToolsThe extant literature reflects two prominent approaches to conceptualizing and assessinginter/cross-cultural competence and related constructs. First, so-called “compositional models”take a multidimensional approach to theorizing and

Conference Session

Novel Classrooms

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christina Smith, Brown University; Ann Sitomer, Portland State University; Milo Koretsky, Oregon State University

Tagged Divisions

Chemical Engineering

, teaching planning meetings, reflective practice meetings, and involvement withcurriculum and assessment development. Biology, chemistry, physics, and mathematics allincluded pedagogical development opportunities in seminars that were part of the core graduatecurriculum. In CBEE, GTAs were asked to attend bi-weekly meetings that focused on creating acommunity that reflected on problems of teaching practice in Studio and discussed alternativeways of approaching practice. These bi-weekly meetings were voluntary and organic in nature,such that topics differed week to week and generally were directed by issues the GTAs werecurrently facing.Table 1. Details of the major activities and progression for pedagogical development in CBEE Timeframe

Conference Session

ET Projects

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mohammed Benalla MB, Vaughn College of Aeronautics & Technology

Tagged Divisions

Engineering Technology

challenging,aesthetically pleasing and incorporating themes that reflected the history and culture of the cityin order to promote sightseeing and create a better area for the locals to enjoy time and have fun.The project was designed by students from Engineering Technology, ET, and Creative &Performing Arts, CPA, Departments. Groupmates from both departments operated closely underthe supervision of two faculties from ET and CPA to produce a design proposal along withgraphic illustrations that highlighted various themes related to the historical and cultural aspectof the city. The design started with a hand sketch that was modified to fit the course area; then,an architectural illustration was accomplished using AutoCAD. The theme of the mini

Conference Session

Student Empathy and Human-Centered Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lexie Mitchell, Colorado School of Mines; Leslie Light, Colorado School of Mines

Tagged Divisions

Design in Engineering Education

in Spring 2015, the ITD program created new class activitiesto help students understand the difference between their perceptions and experiences of aproblem, and those of the people actually affected by that problem.These activities include: ● Subject Matter Expert (SME) Talks: Experts present on various aspects of the problem, followed by a 20-minute Q&A session. ● User Empathy Experience: Re-creation of the problem context on class premises, where students execute project-relevant tasks. ● Stakeholder Engagement Experience: Students are sent off campus to observe and interact with users/stakeholders. ● A reflection assignment: Analysis of what they thought were problems for the users compared with what

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Indira Nair, Carnegie Mellon University; William M. Bulleit, Michigan Technological University

Tagged Divisions

Engineering Ethics

(2017) explored thesimilarities between engineering and pragmatism to show how pragmatism fits with theEWT.A combination of two American-born philosophical worldviews – Care and Pragmatism -provides flexibility and openness to address professional ethics realistically within theethos and culture of engineering. Care and pragmatism are both systems for action andpractice. They embed values into practice, promote reflective thinking, are cognizant ofthe context, and emphasize the need for thinking about the practical consequences of anaction. Because of this, they are open in definition and are flexible, aspects that are hardto navigate in the current ways of teaching the issues in engineering ethics, based ontraditional philosophical

Conference Session

Multidisciplinary Engineering Programs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth Pluskwik, Minnesota State University, Mankato; Eleanor Leung, Minnesota State University, Mankato; Andrew Lillesve, Iron Range Engineering

Tagged Divisions

Multidisciplinary Engineering

, curiosity, retention and accessibility ofknowledge, value-creation, and other desired learning outcomes. Much of the recent adoption ofactive and collaborative learning, self-directed learning, problem-based and project-basedlearning (PBL), peer to peer learning, and other similar learning strategies are aimed atdeveloping innovative and entrepreneurial mindset skills, but they have been limited to CapstoneDesign courses. Our aim is to develop the entrepreneurial mindset much earlier in the studentengineers’ undergraduate education.The Iron Range Engineering program is entrepreneurial in nature, based on continuousimprovement, self-directed learning, and reflective practice. Our student engineers learn incontext, by applying technical engineering

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Danielle Corple, Purdue University, West Lafayette; David H. Torres, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Katharine E. Miller; Megan Kenny Feister, California State University, Channel Islands; Patrice Marie Buzzanell, University of South Florida

Tagged Divisions

Engineering Ethics

these processes and their implications, this study takes an ‘everydayethics’ approach to exploring the micro-level ethical decision-making occurring in student designprojects. We employ Beever and Brightman’s [10] “reflexive principlism” framework as ananalytical device to explicate these processes. According to these authors, reflexive principlismis “an approach to ethical decision-making that focuses on internalizing a reflective and iterativeprocess of specification, balancing, and justification of four core ethical principles in the contextof specific cases” (p. 275). Beever and Brightman [10] recently developed this framework inorder to address the perceived insufficiencies of traditional approaches to ethics pedagogy. Morespecifically

Conference Session

Engineering Physics and Physics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Danielle Roslyn Montecalvo, American University; Teresa L. Larkin, American University

Tagged Divisions

Engineering Physics and Physics

because these individuals will one day be the policymakers and technological innovators of the future.It is reasonable to assume that a bachelor’s degree reflects the coursework and skills acquiredduring a student’s undergraduate education. As a result, scientific knowledge and understandingcan perhaps be directly correlated to the number of undergraduate STEM courses that a studentcompletes. According to the National Science Foundation’s (NSF) Science and EngineeringIndicators 2016 [3], the number of science courses taken in college effects a student’s scientificliteracy. Included in the 2016 report, results from 2014 indicate that students who had taken threeor more science and/or mathematics courses in college answered 81.4% of the scientific

Conference Session

Makerspaces

Collection

2018 ASEE Annual Conference & Exposition

Authors

Foad Hamidi, University of Maryland, Baltimore County; William Easley, University of Maryland, Baltimore County; Stephanie Grimes, Digital Harbor Foundation; Shawn Grimes, Digital Harbor Foundation; Amy Hurst, University of Maryland, Baltimore County

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

contributed to the youths’ negative attitudes and provided recommendationson how to improve future assessments in this context by making them more relevant andappealing to youth participants. Youth in the professional training program explained that theypreferred a variety of assessment tools, including engaging assessments for re-enforcingtechnical skills and personally meaningful assessments for self-reflection. In addition to theseresults, we present a set of lessons learned that can be applied to the selection and developmentof assessment tools and procedures for youth in similar programs in the future.2. Related WorkMany researchers have underlined key elements in maker courses for success, such as self-directed learning, collaboration with

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan Conrad, Portland State University; Timothy James Pfeiffer P.E., Foundation Engineering, Inc.; Kenneth Lamb P.E., Ph.D, California State Polytechnic University, Pomona

Tagged Topics

NSF Grantees Poster Session

the choice between active and passive voice); judgments of the holisticeffectiveness of papers; and student comments in surveys, reflection papers, and interviews.3) The materials use a functional approach to language. That is, they emphasize to students (andfaculty) that words, grammar and organization have an impact on meaning. Effective writing isconnected to the accuracy and precision that are hallmarks of engineering, and writing choicesare connected to their impact on reader comprehension. The approach thus connects writing withthe practice of engineering, rather than describing writing in terms of stylistic choices andconventions that sound arbitrary to students.4) The materials use a direct, analytical approach for teaching writing

Conference Session

Mathematics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gianluca Guadagni, University of Virginia; Hui Ma, University of Virginia; Lindsay Wheeler, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Mathematics

participant in the course.Below we describe the course and modifications we have made through our second iteration.Pilot ULA course The class provides tools and support for UTAs to reflect on the several aspectsof their activity, from the most effective teaching practices, such as student-centered and inquirybased, to relevant educational methods, grading techniques, and including tips to improveinterpersonal skills. Topics covered include: Constructivism, Motivation, Problem solving,Engaging with Groups, Grading and Feedback, and Metacognition (see Appendix A for fullcourse syllabus)These topics are organized around three main modules during the semester. The first one is basedon understanding the learning process as an elaborated process where

Conference Session

Professional Development for Teachers and Counselors

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amber L. M. Kendall, North Carolina State University; Laura Bottomley, North Carolina State University; Susan Beth D'Amico, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

gaining experience working with populations of a different age group than their standardclassroom teaching. Additionally, regular feedback and reflection during training and campsensure that teachers have input into what they need in order to be successful for camp, and intowhat activities are enacted during the camps (see below). The program is also sustained, withcamp-specific workshops following general engineering workshops, followed by several weeksof practice.Perhaps most importantly, and what sets it apart from most out-of-school professionaldevelopment experiences, is being contextualized in the summer camp environment. This hassimilarities to a classroom in the typical population of students and schedule similar to a schoolday, but also

Conference Session

Architectural Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Xiaojing Yuan, University of Houston, College of Technology (MERGED MEMBERSHIP WITH COE); Bruce Alan Race FAIA, FAICP, University of Houston

Tagged Divisions

Architectural Engineering

emphasizes students understanding the world in a holistic way byintegrating disciplinary knowledge into a more comprehensive view while willing to collaborateand learn across the barriers between disciplines [1]. This course prepares students to addresscontemporary environmental policies demanding pursuit of the most effective solutions. Theprofessional context for students taking the course reflects emerging professional ethics andbusiness models emphasizing sustainable and resilient community development. To meet theseprofessional and environmental challenges, students need to be prepared to lead in the design andmanagement of high-performance buildings and districts.1.1 The need for an Inter-Disciplinary course on Sustainable Technology

Conference Session

Diversity and Inclusion: Concepts, Mental Models, and Interventions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Toluwalogo Odumosu, University of Virginia; Sean Ferguson, University of Virginia; Rider W. Foley, University of Virginia; Kathryn A. Neeley, University of Virginia; Caitlin Donahue Wylie, University of Virginia; Sharon Tsai-hsuan Ku, University of Virginia; Rosalyn W. Berne, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

minority students interviewed “believedthat teachers perceive white and Asian students to be smart[er] and hence more likely to excel inCS classes. Such perception of the faculty prevented minority students from asking questions inclass or approaching the faculty for help.” (p. 131)Additionally, Redmond’s [8] case study – in which they re-structured Stanford’s computerscience department to become more inclusive – found that one of the largest impacts on a womanmaintaining interest in computer science is how early she took her introductory computingcoursework. Thus, if women and minorities are mandated to take these introductory coursesearlier in their undergraduate curriculum, retention rates would likely increase. This sentimentwas reflected

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth Anne Stephan, Clemson University; Laurel Whisler, Clemson University; Abigail T. Stephan, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Clemson University. Broadly, her research interests include self-directed learning and motivation, learning within communities of prac- tice, the cultural influence on informal and formal learning, and intergenerational learning. Abby currently works as a graduate assistant for the General Engineering Learning Community, which supports freshmen engineering students in building effective learning strategies that are transferable to the workforce, includ- ing collaboration, self-regulation, and reflection. c American Society for Engineering Education, 2018 Work in Progress: Strategic, Translational Retention Initiatives to Promote Engineering SuccessAbstractThis Work in