Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cynthia Kay Pickering, Science Foundation Arizona; Caroline Vaningen-Dunn, Science Foundation Arizona; Anita Grierson, Science Foundation Arizona; Anna Tanguma, Science Foundation Arizona

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

CC-HSIs. KickStarter interacts at three levels within each CC-HSI - individual, team,and organizational. All three levels are key to institutionalizing successful organizationalchange. For example, KickStarter facilitates STEM planning discussions that increase facultyengagement, leadership, and collaboration, with visibility to CC-HSI executives to gainendorsement of a college-wide STEM plan. KickStarter also tailors its technical guidance to theCC-HSI experience level and provides a safe place for learning, resulting in NSF awards forSTEM education innovations. This paper will describe the experience and details for theimplementation and evaluation of the KickStarter program, including reflections, benefits anddrawbacks of the approach

Conference Session

Engaging Faculty Across Disciplines, Colleges, and Institutions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jack Bergquist, California Polytechnic State University, San Luis Obispo; Anahid Behrouzi, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

multidisciplinary project presented in this paper brings together the fields of structuralengineering and computer science to address an existing shortcoming in seismic reconnaissance.Presently, expert engineers are required to manually filter and tag post-earthquake images ofdamaged civil infrastructure (acquired from engineering inspection teams or other formal/socialmedia platforms); the collaborative research team is attempting to automate these time intensiveand technically challenging tasks by developing a robust deep learning (DL) algorithm.The research team is based out of California Polytechnic State University – San Luis Obispo, apredominantly undergraduate public university located on the West Coast. As a reflection of thisacademic environment

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, University of Michigan; Michael Dailey, University of Michigan; Stacie Edington, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Wind by William Kamkwamba and Bryan Mealer, about a boy inMalawi who built a windmill to power his community. In 2017, the book selection was TheImmortal Life of Henrietta Lacks by Rebecca Skloot, which focuses on ethics and issues of classand race within science.During the fall semester, students participate in a 1.5-hour discussion session led by two upper-level College of Engineering students. These discussions focus on important themes in the bookand how these relate to engineering and the experiences of a first-year student. The sharedexperience is intended to encourage community-building and promote a sense of belongingamong the students. This discussion also prompts reflection about what it means to be anengineer, including the

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Lisa Ann Moyer, Virginia Tech; Indhira María Hasbún, Virginia Tech

Tagged Topics

Diversity, NSF Grantees Poster Session

the National Science Foundation, award #1704350. Any opinions,findings, and conclusions or recommendations expressed in this material are those of the authorsand do not necessarily reflect the views of the National Science Foundation.References[1] W. C. Lee and H. M. Matusovich “A model of co‐ curricular support for undergraduate engineering students,” Journal of Engineering Education, vol. 105(3), pp. 406-430, July 2016.[2] R.F. DeVellis, Scale development: Theory and applications (Applied Social Research Methods). Los Angeles, CA: Sage Publications, 2011.[3] M.D. Gall, J.P.Gall, and W.R. Borg, Collecting research data with tests and self-report measures Educational Research: An Introduction (8th ed.). Boston, MA: Pearson, 2007

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marie C. Paretti, Virginia Tech; Jacob R. Grohs, Virginia Tech; William Michael Anderson, Virginia Tech; Marlena McGlothlin Lester, Virginia Tech; Liesl M. Baum, Virginia Tech; Phyllis Leary Newbill, Virginia Tech; Stacey L. Vaziri, Virginia Tech

Tagged Topics

Diversity, NSF Grantees Poster Session

interested who transferred to Virginia Techfrom regional community colleges. To date we have interviewed 28 individuals, including fivefocus group participants. The pool includes 11 women, one (male) underrepresented student,seven first-generation college students, and 14 students who transferred from communitycolleges.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantNumber 1734834. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. We also wish to thank Ms. Claudia Desimone for help with data collection.References[1] M. Boynton, C. A. Carrico, H. M

Conference Session

Make It!

Collection

2018 ASEE Annual Conference & Exposition

Authors

Seref Yagli, Harmony Public School; Sheng-Jen Hsieh, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Manufacturing

Teachers (RET) Program (Award No. 1300779). Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation.We would like to thank Mr. Zhong Thai for assistance with programming and Dr. Pilwon Hur foraccess to equipment and information needed to complete the project.References[1] Using Arduino to Design a Myoelectric Prosthetic, K.Talbot, [Online]. Available: http://digitalcommons.csbsju.edu/honors_theses/55/ [Accessed July 13, 2017].[2] MyoWare Muscle Sensor Kit - learn.sparkfun.com. [Online]. https://learn.sparkfun.com/tutorials/myoware-muscle-sensor-kit/all?print=1 [Accessed July 13, 2017].[3] Medical Stockings

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Martin Li, Duke University; Brianna Loomis, Duke University; Kevin Caves, Duke University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

teaching others the skills they have learned, and the beliefthat they have deeper grasp with the fundamentals of engineering and problem solving.ResultsPreliminary data has been gathered for the beginning of the semester survey as well as the mid-yearsurvey. Currently two surveys regarding the opinions and attitude changes of students have beenadministered, where a self-reflection on given questions was answered. The provided questions were splitinto two categories: a technical skills section and a soft skills section. The technical skills sectionconsisted of five questions asking the students’ opinions regarding their own proficiency in soldering,multimeter and power/hand tool usage, circuit diagnosis and device repair. The other category

Conference Session

Electrical and Computer Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jack Ou, California State University, Northridge

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

Course WorkStatistics on students’ overall perception of course work are presented in Table 5. 73.7% ofstudents reported that the submitted work for the course (including the examination) reflected alot or a great deal of their understanding of the course content. 77.5% of students reported thatthe course work and course activities benefited their learning a lot or a great deal. Table 5. Perception of course work The scale is defined as follows: 1=Not at all, 2=A little, 3=A moderate amount, 4=A lot, 5=A great deal. The final column represents the sum of A lot and A great deal.B. Direct AssessmentStudents generally struggled with end-of-semester topics such as frequency response, Bode plot,and filter

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

David B. Knight, Virginia Tech; Holly M. Matusovich, Virginia Tech; Jacob R. Grohs, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Andrew L. Gillen, Virginia Tech; Timothy Kinoshita, Virginia Tech; Lin Tan, Virginia Tech; Isabel S. Bradburn, Virginia Tech

Tagged Topics

Diversity, NSF Grantees Poster Session

allow more students to go to community college. Wewill continue to collect and analyze qualitative data from our three case sites.AcknowledgementsThis material is based upon work supported by the National Science Foundation EngineeringEducation and Centers under Grant Number EEC-1647298. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

David B. Knight, Virginia Tech; Walter C. Lee, Virginia Tech; Karl W. Reid, National Society of Black Engineers (NSBE); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering); Morgan M Hynes, Purdue University-Main Campus, West Lafayette (College of Engineering); Cherie D. Edwards, Virginia Tech; Glenda D. Young Collins, Mississippi State University

Tagged Topics

Diversity, NSF Grantees Poster Session

product of ongoing team meetings between the VirginiaTech, Purdue, and NSBE teams. Through these meetings, the Virginia Tech, Purdue, and NSBEteam members have become better aware of the components necessary to both hold SEEK campsand assess the impact of these camps.AcknowledgementsThis material is based upon work supported by the National Science Foundation EngineeringEducation and Centers under Grant Number DRL-1614710. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.ReferencesNtiri, D. W. (2001). Access to higher education for nontraditional students and minorities in a technology-focused society

Conference Session

Literature and Research Perspectives on Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cindy Rottmann, University of Toronto; Doug Reeve P.Eng., University of Toronto; Mike Klassen, University of Toronto; Serhiy Kovalchuk, University of Toronto; Qin Liu, University of Toronto; Alison Olechowski, University of Toronto; Madeleine Santia

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

paths were: 1) technical analyst!supervisor! senior leader and 2) technical analyst!supervisor! project manager. Jobperformance records suggest that engineers who struggled with supervision tended to move intoproject management rather than senior leadership roles. While Roberts and Biddle’s studyincludes valuable insights about engineers’ long-term career paths, they conducted it in aparticular era at a single organization and thus their findings may not reflect the experiences ofthe engineering profession as a whole.More recently, Tremblay and his colleagues surveyed 900 engineers in Quebec, Canada andfound that their career paths were multiple and divergent, not homogenous or linear as might beexpected by a dual (technical/managerial) career

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abhidipta Mallik, New York University; Sheila Borges Rajguru, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, critical thinking, and the use of technology [24,25]. PBL engages students in realinquiry [23] that begins with the students posing question, generating hypothesis, seekingresources to find answers, framing new questions, exploring and testing ideas, and formulatingconclusions [24]. Formalizing a process for feedback and revision [24] during a project makeslearning meaningful since it emphasizes that creating high-quality products [23] and performancesis an important purpose of the endeavor. Students answer questions and reflect on how to completethe project, next steps they need to take, and what they gain in terms of knowledge, skills, andpride. The role of a teacher is vital for the implementation of PBL in classroom environment. AsFigure 5(a

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

S.M. Mizanoor Rahman, New York University; Veena Jayasree Krishnan, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

,challenges, question and answer sessions, etc. An online feedback and reflection system was alsoimplemented to solicit feedback from the middle school teachers at the end of each day.Table 1: Statistics of the participating teachers. School/teacher information Number Participating schools total 13 Participating teachers total 23 Participating math teachers total/male/female 10/4/6 Participating science teachers total/male/female 13/7/6Table 2: Statistics of the facilitation team

Conference Session

Professional Development for Teachers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Carolyn Aitken Nichol, Rice University; Christina Anlynette Alston, Rice University; Jorge E Loyo Rosales, Rice University; Alice Chow; Carrie Obenland, Rice University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

goals by providing participants with opportunities to: 1) think reflectively andcritically about their current teacher practices; 2) improve understanding of advanced placementand state standards; 3) fully engage in an authentic PBL and engineering design experience onwater treatment and sustainability; and 4) learn about current NEWT research being conducted atRice University, Arizona State University, Yale University, and University of Texas-El Paso.Pilot Program Recruitment and ParticipantsNEET participants were selected from local districts that had high underrepresented minoritystudent populations. Of the 47 applications received, 25 teachers were selected for the pilotNEET program. Teachers had a wide range of teaching experience from 1

Conference Session

Professional Development for Teachers and Counselors

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kristen Clapper Bergsman, University of Washington; Jill Lynn Weber, Center for Research and Learning; Eric H. Chudler, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

associated with a pedagogy-focused RET experience that includes curriculumdesign activities, the importance of building in metacognition and reflective practice to the RETprogram, and the challenges of RET programs integrating teachers into existing research labs andprojects. As another example, Silverstein, Dubner, Miller, Glied, and Loike [4] found thatteachers’ participation in a RET program positively impacted the teachers’ skills in sciencecommunication and improved their students’ achievement in science. The RET program featuredin this study integrated research experiences with weekly professional development sessions. Research Experience for Teacher programs that are situated within engineering researchcenters have the potential to

Conference Session

Understanding Diversity, Equity, and Inclusion from Students' Perspectives

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ashley R. Taylor, Virginia Tech; Walter C. Lee, Virginia Tech; Benjamin David Lutz, Oregon State University; Holly M. Matusovich, Virginia Tech; Cynthia Hampton, Virginia Tech

Tagged Topics

ASEE Diversity Committee, Diversity

5.40 1.63 5Figure 1. Boxplot comparison of students’ confidence and knowledge about diversityWhile participants reported relatively high confidence in their abilities to learn about diversity-focused issues in an engineering classroom, they reported lower levels of overall knowledgesurrounding issues facing diverse groups in engineering. As shown in Table 7 and Figure 2,students reported being most knowledgeable about issues surrounding race and gender in anengineering classroom. Importantly, we did not ask students to note specific issues or define theterms. Still, scores in Table 6 and 7 reflect high self-reported understanding of current

Conference Session

Faculty Development Medley

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michael J. Reese Jr., Johns Hopkins University; Eileen Haase Ph.D., Johns Hopkins University; Ahmed Ibrahim, Johns Hopkins University; Jane Brock Greco; Kelly F. Clark, Johns Hopkins University

Tagged Topics

Diversity, Faculty Development Constituency Committee

ObjectivesThe overall learning goal for the DLCs is to increase adoption of research-based teachingpractices. The team felt it was important to encourage DLCs to explore different types ofteaching practices. The team used three core ideas defined by the CIRTL community to guidethe development of the learning objectives, which will encourage facilitators to work with theirparticipants to identify different types of teaching practices. The core ideas that drive CIRTLprogramming are the following.  Learning-through-diversity  Learning communities  Teaching-as-researchThe six learning objectives reflect not only a commitment to teaching research-based practices,but modeling them. The development team wanted participants to gain experience

Conference Session

Program Evaluation Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sunni Haag Newton, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Roxanne A. Moore, Georgia Institute of Technology; Christopher J. Cappelli, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Technology to pitch their inventions to judges and audience members in astatewide competition.The goal of this research is to understand the experiences of teachers and students within theprogram and the ways they benefit from participating. Initial research efforts have focusedprimarily on teachers’ experiences implementing the program. Through survey, focus group,and interview data collected over the past several years, teachers have also provided theirperspectives about how the program has impacted their students. Across several academic years,teachers’ survey data reflects a high level of agreement that participation has had a positiveimpact on their students’ communication and teamwork skills, enthusiasm for learning aboutengineering and

Conference Session

System 1 in Engineering Education and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Kanembe Shanachilubwa, Harding University; Stephen Secules, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

and I like to do other things besides math.”The above excerpt, at a first glance, seems to contradict the value that Rebecca earlier expressedregarding intellectual performances. But we found the distance Rebecca sought to achieve from beingcategorized as an engineer reflected more of a desire for her individual agency rather than any disdain forengineering. This desire for agency was particularly heightened in light of her participation in engineeringas a woman. She described how others’ perception of her, in particular as a woman in engineering,invaded her individual sense of control of her choice to exist as an engineering major: I’m a girl so I think a lot of people [will say], “Good for you.” Sometimes it makes me feel

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Allison Godwin, Purdue University, West Lafayette (College of Engineering); Gerhard Sonnert, Harvard University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

acknowledge that these groupings are narrow basedon the available data. Uneven population sizes from the resulting separation is due in part to themany students who had a neighborhood socioeconomic that was the same value as the quartilemedians. This challenge in data analysis alone emphasizes the need for study of low-socioeconomic students and their relatively few pathways into engineering. Students who attendcollege in engineering majors are surprisingly homogeneous in their neighborhood socioeconomicstatus. These groupings reflect the engineering student population, and thus provide informationon the types of attitudes toward and experiences with STEM that engineering students in a college-going population have by socioeconomic status in

Conference Session

Military and Veterans Division Technical Session 1: Academic Transition

Collection

2018 ASEE Annual Conference & Exposition

Authors

Aldo A. Ferri, Georgia Institute of Technology; Wayne E. Whiteman, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans

published start and end dates and “hard”deadlines. Since 2014, the MOOC format has changed to “on-demand.” Students are allowed toenroll and start at any time. New class “cohorts” start about every month for every class. Thesecourses are self-paced with “soft” deadlines. The deadlines are suggested, but if the student fallsbehind they may join up with the next month’s “cohort” and continue to proceed in the classuntil completion.In-video knowledge checks are included in the module videos to stimulate learner interaction.The video pauses at various locations to allow students to reflect and answer questions on theirown about the material. An example of this type of interaction is included in Figure 1. Figure 1. Typical In

Conference Session

IED Technical Session: Preparing Students for the Future

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth Kovalchuk, Montana State University; William J. Schell IV P.E., Montana State University

Tagged Topics

Diversity

Tagged Divisions

Industrial Engineering

had an impact on writing competencies of engineeringundergraduate students.As an example, Teaching Writing in Engineering contained questions to gauge faculty’sperceptions of agency in their assignments – “I believe that there are opportunities in my course(s)for students to write about topics that interest them” [12], as well as a question with options toselect as many forms of writing faculty believed occurred in their course(s). “Writing in mycourse(s) is in the form of…” where options for reflection, homework, professionalcommunication, examinations, etc. are listed with definitions in a mouse-over component. Acomplete relation of variables, their definition, and questions are shown in Table 1. Table 1: Number of questions per

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mi Thant Mon (Thant) Soe, Drexel University; Robert Shultz, Drexel University; James M. Muscarella, Plymouth Whitemarsh High School; Jessica S. Ward, Drexel University (Eng. & Eng. Tech.); Adam K. Fontecchio, Drexel University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Davis et al., utilizing a 7-point scale in each ofthe 15 sections. The sections, illustrated in Figure 2, reflected the various stages of the designprocess, as well as administrative/project management components of engineering design. Inaddition to assigning each section a point value, instructors can choose from a number of generalcomments or input custom comments. This wide range of scores allows instructors to track studentprogress in each section throughout the 3-course sequence, addressing the criteria of applicabilityacross a wide range of students. By widening the scale and broadening expectations as studentsprogress from course to course, many stages of development can be accounted for [10]. Hence, toreflect increasing expectations

Conference Session

Two-Year College Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lea K. Marlor, University of California, Berkeley; Catherine T. Amelink, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

, the CC faculty attended 4 research seminars throughout the summer that focusedon the research being conducted by faculty on UCB campus in various areas. The CC facultyalso attended sessions by the leaders of the research topics (alternative energy, cyber security,wearable medical devices, green and sustainable manufacturing, and nanotechnology) that gavethem an overall view of current research goals and progress. The goal of hosting these seminarsis to describe real world problems being worked on, as well as providing access to leading-edgeresearch outside of their own primary laboratory.Beyond these seminars and workshops, CC faculty were asked to complete weekly homeworkassignments that asked them to reflect on their research progress and

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Xiaojing Yuan, University of Houston, College of Technology (CoE & CoT); Heidar Malki, University of Houston, College of Technology (CoE & CoT); Mequanint A. Moges, University of Houston, College of Technology (CoE & CoT)

Tagged Topics

Diversity, NSF Grantees Poster Session

. The paperdetails the impact of the project has on students, faculty, programs, and the department. Theseinclude strategies and co-curriculum activities that engage scholars and their fellow students,enhance their learning experience on campus, and increase their retention and timely graduationrate. In addition, reflecting on what we did, what we achieved, and the lessons we learned, weshare our categorization of the decisions and choices we have to make while preparing andwriting a successful project proposal. We also detail our experience adapting established bestpractices in STEM higher education community to an urban public large university with adiversified population of students, faculty, and staff while implementing the program.1

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nadia N. Kellam, Arizona State University; Anna Montana Cirell, Arizona State University; Brooke Charae Coley, Arizona State University, Polytechnic campus; Audrey Boklage, Arizona State University

Tagged Topics

Diversity, NSF Grantees Poster Session

of the interview [12]. We then ask follow-upand probing questions as we enter the conversation phase of the interview [12]. Finally, we askedsemi-structured interview questions if the answers failed to emerge naturally during the earlierphases of the interview. These included questions about their perceived experiences making,engineering, and, in particular, navigating their engineering program and university makerspaceas a student from an URG. Final questions ask the student to reflect on and makerecommendations for improving the makerspace and/or the engineering program (see Appendixfor our interview protocol).Throughout this project, we have struggled with how to ask students about their URG status andhow that status impacts them as an

Conference Session

Women in Engineering Division Technical Session 6

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vemitra M White, Mississippi State University; Sarah B. Lee, Mississippi State University; Litany H Lineberry, Mississippi State University; Jessica Ivy, Mississippi State Universitt; C. Danielle Grimes, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

undergraduate engineering- or science-based computing major? Analysis isexpected to reveal the experiences and stakeholders that impact their decisions to enroll in acomputing major and persist into the workforce.BackgroundWith global competitiveness and homeland security driving the need to increase United Statesparticipation in the science, technology, engineering and mathematics (STEM) workforce [4].In 2013, the National Center for Women and Information Technology (NCWIT) reported thatonly 26% of jobs in computing were held by women; African American women represented only3% of the computing workforce [5]. This reflects the need for accessible co-curricularprogramming in the southern region of the United States (US), particularly for females and

Conference Session

Humanitarian and Sustainability in a Global Engineering Context

Collection

2018 ASEE Annual Conference & Exposition

Authors

Patricia Fox, Indiana University-Purdue University of Indianapolis; Charles McIntyre, Indiana University-Purdue University of Indianapolis; Brandon Sorge, Indiana University-Purdue University of Indianapolis

Tagged Topics

Diversity

Tagged Divisions

International

overseas portion of their trip. Afterreturning from Germany, students meet for half a day to discuss and reflect on their learningexperiences abroad. The overseas component of the course was designed so that workingstudents could participate in a study abroad program. The GO GREEN program was specificallydesigned to be approximately one week abroad and at a low cost so that working students couldafford the program and have time to attend. The average cost for the program, not includingtuition and fees, is approximately $2,500. The classes at the university are held on Saturdays toavoid conflicts with other classes or normal work schedules. In Germany, students visit, tour andreceive lectures on sustainable practices at German companies, such as

Conference Session

PCEE Evaluation Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cristina D. Pomales-Garcia, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Agnes M. Padovani, University of Puerto Rico, Mayaguez Campus; Jaquelina Ester Alvarez, University of Puerto Rico, Mayaguez Campus

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

self-reflection withopen and closed questions is required as part of the program assessment. As part of the formativeprocess, the program evaluator summarizes evaluation results, student progress, observations,and participation data to build an assessment report of the summer activity. Accordingly, the nextsection describes the assessment instruments and results for the various pre-college programcomponents.Evaluation StrategiesAn integral part of the pre-college program is the documentation and tracking of studentparticipants. As outlined in Figure 1, information from schools and participants is stored in theCenter’s management system, designed to record the participant’s involvement, including visitsto schools and summer program

Conference Session

Materials Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew Cavalli, Western Michigan University

Tagged Topics

Diversity

Tagged Divisions

Materials

group has an especially high confidencein their understanding of class topics.Table 14 shows a breakdown of final grades in the course. The highest concentration of gradesfor distance students was at the ‘C’ grade, with over 10% of distance students in the D/F/Wcategory. In contrast, no on-campus students finished in the D/F/W range and over 80% finishedin the ‘A’ or ‘B’ ranges. With the exception of the semester project, the average grade forcampus students was higher in each of the grading categories than for distance students(homework, exams, final exam). The difference was smallest on the final exam (72.9% vs.72.5%) and largest in the homework category (108.1% vs. 91.4%). The greater than 100%average on homework for campus students reflects