Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joan B Schuman, Missouri University of Science and Technology

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Diversity

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Community Engagement Division

aerospace industry with the Boeing Company initially as a design engineer and then later in systems engineering. At Missouri S&T, she teaches a variety of courses emphasizing Project Management and Financial Management for both undergraduate and graduate level courses. Her research interests focus on engineering education with a special interest in Service Learning and project management. Schuman is also the Departmental Experiential Learning Coordinator. She has developed her undergraduate project management class into a Service Learning class where the students work with area communities on real projects that benefit both the communities and students. c American Society for Engineering

Conference Session

Student Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

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Student

ofprofessional skills (communication, teamwork, time management, etc.) and this was reflected inboth post-TWC surveys and those administered while the course was ongoing. Additionally,these students realized they would not learn everything about technical writing andcommunications to be successful in one semester, and they would have to become self-learnersand continue to be engaged in their continuous improvement.Both positive and negative feedback are crucial to the process of growing and improving anycourse. Negative feedback can show opportunities to improve. However, when there is positivefeedback, it allows the faculty to perceive that the course and internship experience arenecessities for some students to thrive and learn beyond the classroom

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Lyn Benning, Virginia Tech; William C. Oakes, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

Paper ID #30651Evaluating the impacts of community service on student learning outcomesDr. Jennifer Lyn Benning, Virginia Tech Dr. Jennifer Benning is an Instructor in the Department of Engineering Education at Virginia Tech. She was formerly an Associate Professor in the Civil and Environmental Engineering Department at the South Dakota School of Mines and Technology, where she was also the creator and Program Coordinator of a Sustainable Engineering Minor Degree Program. She also co-developed and lead the EPICS program there. Her main research expertise is in contaminant transport, with foci on transport processes in

Conference Session

Student Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rachel Figard, North Carolina State University; Pippin Payne, North Carolina State University

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Diversity

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Student

. Although this is a preliminarystudy, we hope to continue increasing the involvement within the program as the Council furtherdevelops the community of GC Scholars at XXXXX. For continuation of this study, we areinterested in tracking the effect of the student council on the outcome and development of GCScholars in the following key areas: the quantity and quality of applicants to the Program,engagement from Scholars in GC-specific activities, and post-graduation pursuit of careers in theGrand Challenges. Beginning in fall 2020, we will track these areas in order to monitor the effectof the student council on the success within the Program.Although this is a qualitative study as opposed to an analysis across GCSPs at multipleuniversities, the

Conference Session

Community Engagement Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shreya Gupta, Bit Project, College of Engineering, UC Davis; Dong Gyun Kim, Bit Project, College of Engineering, UC Davis; Victoria Kang Li Xu, Bit Project, College of Engineering, UC Davis

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Diversity

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Community Engagement Division

areas of science with an average rating of 40% [2]. Theretention rate of teachers in primary education is also highest for teachers who are not certified inSTEM fields [2]. Community involvement in education has demonstrated, for the childreninvolved, higher engagement and interest in challenging curricula, higher academicachievements, and positive changes in behaviors [8]. Based on this data, it is evident that there isa critical need to help teachers from non-STEM backgrounds integrate STEM subjects into theirclassrooms.A team of interdisciplinary undergraduate student developers at UC Davis have organized aprogram that involves the student community in supporting teachers and sharing resources toincrease project-based STEM education. Within

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julie Fogarty, California State University, Sacramento; Nathan E Canney P.E., CYS Structural Engineers Inc.; Benjamin V Fell P.E., California State University, Sacramento

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Diversity

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Community Engagement Division

the individualistic culture of the degree program played a significant role instudents switching majors (i.e. lack of engagement with their communities, lack of personalidentification with the field of engineering, and an overall sense of isolation). This individualisticculture was found to be particularly harmful to underrepresented minority (URM) students whoheld stronger feelings of obligations to help others, serve their communities, and act as rolemodels (Seymour and Hewitt 1997). The lack of female and URM role models in engineeringhas been found to negatively impact student performance and retention which exacerbates theperceived individualistic culture (Cole and Espinoza 2008, Griffith 2010, Felder 1995).Issues around attraction and

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rachel Koh, Smith College

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Diversity

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Community Engagement Division

how social and political factors drive technological innovations; in their teaching, Koh encourages students to seek connections between what they are learning in the engineering classroom and what they know from elsewhere. c American Society for Engineering Education, 2020 Engagement in Practice: A Community Engaged Capstone Design Experience Rachel Koh, Smith CollegeAbstractService learning in engineering has been criticized on the basis that it often reproduces colonialand globalist tendencies that ultimately undermine already-marginalized communities. A majorproblem with sending engineering students into communities of

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Simon Thomas Ghanat P.E., The Citadel; William J. Davis P.E., The Citadel; Dan D Nale PE, The Citadel - Civil & Environmental Engineering; Rebekah D Burke, The Citadel

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Community Engagement Division

students learned how to solve problems in realtime, meaning students were engaged in learning at higher levels of Bloom’s Taxonomy.Students developed their solutions through discussions, reflective assignments and feedbackfrom faculty and professional engineers. Reflective assignments assessed understanding ofconcepts and guided students in making connections between classroom learning and the service-learning activities. Students were asked to reflect on what they had learned, the impact of thestudy on the community, problems they faced, and how they would apply skills they learnedfrom this experience. Figure 1 illustrates application of Kolb’s experiential model [2, 3] inGeotechnical Engineering laboratory course. Students, course professor

Conference Session

Student Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Atsushi Akera, Rensselaer Polytechnic Institute; Soheil Fatehiboroujeni, Purdue University, West Lafayette; Sarah Appelhans, University at Albany-SUNY; Joerene Acerrador Aviles, Rensselaer Polytechnic Institute; Eva Dibong; Beatrice Mendiola, Rensselaer Polytechnic Institute; Michelle Murray, Rensselaer Polytechnic Institute; Melissa Shuey, Rensselaer Polytechnic Institute; Marta Tsyndra, Rensselaer Polytechnic Institute; Makayla Wahaus, Rensselaer Polytechnic Institute

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Diversity

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Student

Polytechnic InstituteMelissa Shuey, Rensselaer Polytechnic InstituteMarta TsyndraMakayla Wahaus, Rensselaer Polytechnic Institute Makayla Wahaus received her Bachelors of Science in Sustainability Studies and Applied Physics from Rensselaer Polytechnic Institute in 2020. After completing her senior thesis, ”Community Supported Agriculture in the NY Capital Region: Pathways, Economics, and Community”, she plans to farm with a local CSA producer while navigating to her desired career path. c American Society for Engineering Education, 2020 Student Perspectives on Navigating Engineering PathwaysLike many of the National Academy of Engineering’s consensus studies, the 2018 Pathwaysreport [1] tells

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ben Ralph Bernard, North Dakota State University; Jeremy Straub, North Dakota State University; Pranay Kumar Marella, Mississippi State University

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Community Engagement Division

lastsummer, 70 high school students participated in the week-long cybersecurity summer campevent at North Dakota State University in Fargo, North Dakota.The cybersecurity summer camp curriculum is facilitated by junior counselors (students whohave completed high school that have a strong interest in cybersecurity), counselors (collegestudents with cybersecurity experience), and university faculty & staff. This paper studies theimpact of having counselors and junior counselors integrated into the cybersecurity summercamp experience and evaluates the impact that being a counselor has on the students thatparticipate in that role. These impacts facilitate cybersecurity community engagement.1. IntroductionThe need for quality cybersecurity education

Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Adetoun Yeaman, Virginia Polytechnic Institute and State University ; Diana Bairaktarova, Virginia Polytechnic Institute and State University; Kenneth Reid, Virginia Polytechnic Institute and State University

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Community Engagement Division

understanding of empathy has also been pursued in the fields ofengineering and technology for purposes relating to the ability of robotic technologies to imitatehuman abilities [8]–[10]. In our study, we focus on the aspect of empathy research concernedwith the ability of people to consider how their decisions affect others.Service learning (S-L) is a well-studied approach to teaching and learning [11]–[16]. It is one ofseveral pedagogies for engaging students in learning. In this study, by service learning we meana learning environment where students are taking a course for credit, serving a community aspart of the course and reflecting on their experience also as a component of the course [12], [17].S-L has been identified as a helpful pedagogy for

Conference Session

Community Engagement Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Greg Rulifson PE, USAID

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Diversity

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Community Engagement Division

experience influenced their social responsibility attitudes. Other attitude impacts and asense of community were also described. The specific outcomes for college students likely varywith different types of K-12 engagement. Based on this work, we believe Dewey’s model wouldbe useful for faculty and staff designing K-12 outreach programs who wish to optimize thebeneficial learning outcomes for college students.IntroductionIt is common for colleges to send university students into the community to engage in outreachactivities with local K-12 students. The goals of these activities typically include getting kidsinterested in and excited about engineering, creating a ‘pipeline’ of future engineering students[1,2]. The assessment around these outreach

Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Romeo Ballinas-Gonzalez, Tecnologico de Monterrey; Benjamin Sanchez, Tecnologico de Monterrey; Miguel X. Rodriguez-Paz, Tecnologico de Monterrey (ITESM); Juan Arturo Nolazco-Flores, Tecnologico de Monterrey

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Diversity

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Community Engagement Division

attitudes [10]. Kay [10], developed an extensive literature review about thegrowth of podcasting in education finding benefits such as, positive affective attitudes toward vodcasts (e.g.enhancement of the learning experience and increase in the perception of confidence along the learningprocess), positive cognitive attitudes toward video podcasts (e.g. improving the learning process andimprovement of analytic, communication, cooperation, creativity, and technology skills), positive impacton students behavior (e.g. frequency of viewing, consistent attendance at lectures, and improvements instudy habits), and positive impact of students learning performance (e.g. improvement on the performancein test scores, self-report data, and changes in practice

Conference Session

Community Engagement Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Flor Angela Bravo, Pontificia Universidad Javeriana; Juan M Cruz, Rowan University; Jairo Alberto Hurtado JAH, Pontificia Universidad Javeriana

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Community Engagement Division

engaging with communities, we canfoster students’ innovation skills [6, 7], help students to understand the impact, commitment, andresponsibility of their performance as an engineer in society [8, 9]. Moreover, we can servepopulations and institutions that are either underserved or in vulnerable conditions by developingproducts or processes that provide solutions to their needs and problems [10, 11].To enhance the educational experience of the PSU, we implemented a project model where PSUstudents conceive, design, and construct low-cost prototypes of educational technology (e.g.,educational robots) to support the teaching and learning processes in educational institutions withlow economic resources. The development of these product prototypes not

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ajay P. Malshe, Purdue University; Kevin M Fitzpatrick, University of Arkansas; Salil Bapat, Purdue University

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Community Engagement Division

presents a significant challenge in terms ofengaging non-MSEM students throughout the semester. The authors have previously reportedsuccessful implementation of a pedagogical approach involving a project component [4] wherethe students picked the material for research-based learning based on their hobbies or personalinterests. The motivation behind this approach was to encourage and engage students incuriosity-driven project-based learning within the framework of concepts discussed in the class.To advance the approach further, a central theme, focusing on a critical social problem, wasimplemented as a strategy for creating more social awareness, clarity, uniformity, and potentialoutreach impact to class assignments. The objective of this

Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo; Amanda Johnston, Purdue University-Main Campus, West Lafayette (College of Engineering); Emily Honor Hubbard, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo

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Diversity

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Community Engagement Division

students worked with clientsfrom the local community to design a solution to meet their rehabilitation needs. In addition tothe projects, student assignments included reflection prompts, four hours of community service,and several empathy “immersion” experiences (i.e., wearing a blindfold while trying to completebasic tasks). Seven students opted to participate in the study, all in their 4th or 5th year in eitherbiomedical or mechanical engineering. Students completed pre- and post-course surveys aimedto measure changes in self-reported levels of empathy. One student participated in a personalinterview, aimed at understanding the different ways in which the course activities influenced hisdevelopment of empathy. All seven students who participated

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Yanjun Yan, Western Carolina University; Mary Anna LaFratta, School of Art and Design, Western Carolina University; Lane Graves Perry III, Western Carolina University; Hugh Jack P. Eng. P.E., Western Carolina University

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Community Engagement Division

Arduino IDE to use the Touch Boardand conductive paint to convert still paintings of our clients to an interactive piece of art thatproduces sound when touched.Mixed method [12] has been an effective approach to study the interdisciplinary service-learningproject. The quantitative and qualitative questions provide insights into the effect of such aproject on student learning as well as why it happens that way. This paper has adopted themixed-method approach to study two research questions: (1) What is the effect of service-learning on student academic enhancement, community engagement, and personal growth? (2)How is the collaboration affecting the progress of the project and learning?Sonnenberg-Klein, et. al. [3] adopted Melker’s external

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Whitney Gaskins, University of Cincinnati; Tracy Pritchard, University of Cincinnati; Delano White; Keri K. Eason

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Diversity

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Community Engagement Division

contextualized totheir lived experiences to youth ages 10-14 who attend the partner churches.Research demonstrates that parental involvement is an important factor in education. Whenparents are involved in their children’s education, their children perform better academically andsocially [1][2]. Parents’ belief systems have an impact on their feelings about their role inshaping their children’s education [3]. These beliefs help them personally determine what isimportant and what their role can be in supporting the educational needs of their children. Theirown sense of understanding and comfort level in supporting their children can have a significantinfluence on their children’s educational success [4]. Actively engaging parents in theirchildren’s

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rob Rouse, Southern Methodist University; Juan Torralba, University of Miami; Kathryn Krummeck; DiMitri Higginbotham, Good Shepherd Episcopal School

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Diversity

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Community Engagement Division

technologies in pursuit of creating a personalized product.Third, conduct authentic activities. In our case, authentic activities were activities that closelyresembled the types of activities that makers might pursue in a community makerspace.Although brief encounters engage students and get them interested in making and the makermovement, they provide few opportunities for extended teaching and learning. Thus, we alsorecommend using brief encounters as a springboard into doing more sustained work.Continued EncountersContinued encounters are partnerships with schools that move beyond one-time visits. Manycontinued encounters stem from educators participating in a brief encounter first, and thenseeking us out to schedule additional activities. Examples

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Camilo Andrés Navarro Forero P.E.; Odesma Onika Dalrymple, University of San Diego

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Diversity

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Community Engagement Division

Paper ID #31552Co-creation of a systemic models to support community engagement projectsMr. Camilo Andr´es Navarro Forero P.E., Camilo Andr´es Navarro Forero PHD Engineering student of the Universidad de los Andes in Bogot´a DC Colombia, Peace Building Master’s degree student of the same university. Master of Science in industrial engineering with mayor in organizational management, industrial engineer from the Universidad de los Andes Colombia with complementary studies in Ing´enieur de Gesti´on BA2 from the the Solvay Business School of Management and Economics in Bruxelles Belgique. Active member of Ingenieros sin

Conference Session

NSF Grantees: Learning Tools (Hands On)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eric Davishahl, Whatcom Community College; Lee W. Singleton, Whatcom Community College; Todd Haskell, Western Washington University

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NSF Grantees Poster Session

Award.Dr. Lee W. Singleton, Whatcom Community College Lee Singleton is a professor at Whatcom Community College, in Bellingham, WA. He holds a BS in mathematics from Harding University, a MS in mathematics and PhD in biomedical mathematics from Florida State University. His current interests include 3D-printing, active learning, and infusing more physical activity into mathematics courses. Recent grant positions include principal investigator on the NSF-funded grant ”EAGER: MAKER: Engaging Math Students with 3D-Printing for STEM Success and co-PI on the NSF-funded grant ”Collaborative Research: Improving Representational Competence by Engaging with Physical Modeling in Foundational STEM Courses”.Todd Haskell, Western

Conference Session

Community Engagement Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

M. Loraine Lowder, Kennesaw State University; Christina R Scherrer, Kennesaw State University; Kevin Stanley McFall, Kennesaw State University; David R Veazie P.E., Kennesaw State University

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Diversity

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Community Engagement Division

. “Service learning is anintentional and collaborative pedagogical practice that engages students in structured service toaddress an identified community need and help them ‘gain further understanding of coursecontent, a broader appreciation of the discipline, and an enhanced sense of civic responsibility[4]’[5].” Support documents for our QEP go on to highlight the importance of service learningbeing academically integrated with the course learning objectives while focusing oncommunity needs, involvement of the community partner in the design of the service learningproject, the importance of structured student reflection throughout the project, and a preferencefor the service learning experiences to last the majority of the semester. A service

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Bernhard Kleba, ITA - Aeronautics Technological Institute (Brazil); Cristiano Cordeiro Cruz, Aeronautics Technological Institute (Brazil)

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Diversity

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Community Engagement Division

, and technology development.In spite of all the advances made, LabCTS faces a difficult pathway to move forward. Among themany challenges, we underline here the following: • Reaching stronger cooperation between engineering faculty and humanities, allowing capstone projects focused on social impact and community development. ITA is a conservative institution in which capstone projects are driven to hardcore engineering and industrial ends. • Establishing a more articulated educative program around specific student projects, combining disciplines, service learning, and accredited activities. A possible way of doing so is integrating the engaged engineering program as a cluster into the recently established minor in

Conference Session

Community Engagement Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Margaret Pinnell, University of Dayton; Kellie Schneider, University of Dayton; Leanne Petry, Central State University; M. Suzanne Franco, Wright State University; Malcolm W. Daniels, University of Dayton; Amy Anderson, University of Dayton; Marjorie Langston, Hamilton Township High School ; Megan Shepherd; Madeline Mock

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Diversity

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Community Engagement Division

either have little knowledge of the field of engineering or havemisconceptions about the field such as failing to identify engineering as a career that helpshumanity [14-15]. This is unfortunate since teachers can subconsciously pass on thesemisconceptions to their students and, as described above, careers that are perceived to helphumanity with high levels of community engagement may be more attractive to females andunderrepresented populations [5]. Therefore, in order for the US to achieve greater participationas well as increased racial and gender diversity in STEM, it is critical that teachers are providedwith opportunities to engage in professional development that helps increase their understandingof engineering as a career field [16, 17

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Malinda S Zarske, University of Colorado, Boulder; Michael A Soltys, University of Colorado, Boulder; Jennifer Kracha, University of Colorado Boulder

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Community Engagement Division

Paper ID #30265Engagement in Practice: Practicing Empathy in Engineering for theCommunity CourseDr. Malinda S Zarske, University of Colorado, Boulder Malinda Zarske is a faculty member with the Engineering Plus program at the University of Colorado Boulder. She teaches undergraduate product design and core courses through Engineering Plus as well as STEM education courses for pre-service teachers through the CU Teach Engineering program. Her primary research interests include the impacts of project-based service-learning on student identity - es- pecially women and nontraditional demographic groups in engineering - as well

Conference Session

Community Engagement Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Johnson, Playful Learning Lab; Elise Rodich, University of St. Thomas; Hannah French; Annmarie Thomas, University of St. Thomas

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Diversity

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Community Engagement Division

understanding what went well and what could be improvedfrom both the student and community partner perspectives.Student Feedback Partner ImpactThere was a lot of positive feedback from the Student Impact on Community Partnerstudents after the project. 79% of the students 4%were willing to participate in an optional 5%anonymous survey about their experience withthis project. On a scale from 1 to 4, with 1being little community impact and 4 being a 32%large community impact, 86% of those who

Conference Session

Community Engagement Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Andrade, University of Louisville; Michael Scott Keibler, University of Louisville; Josh Rivard

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Diversity

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Community Engagement Division

Learning are promising. Improved student retention, interpersonal skills, cultural andracial understanding, academic achievement, sense of identity, sense of social responsibility,commitment to continued service, and involvement from underrepresented populations inengineering are all among the marked benefits of student participation in Service Learningprograms.”To further augment the impact on the community, this project seeks to identify the needs of thecommunity as stated and decided upon by the community members themselves. To facilitate thisprocess, the University of Louisville chose to identify a partner on the ground in Calca, Peru, thesite for the project.The Andean Alliance for Sustainable Development is a unique non-profit organization

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Juan C. Lucena, Colorado School of Mines

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Diversity

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Community Engagement Division

tailings andmake the bricks in local businesses so revenues are reinvested in local economy; and 3) capacitybuilding and diverse local job creation such as the formation of local masons, brick makers, etc.that can benefit from the new locally available materials [30].Political self-reliance of communities. This criterion includes: 1) autonomy in decision makingsuch as the kind enhanced by associative organizations where ASGM communities come to theirown decisions and voice them in front of more powerful actors like government agencies andmulti-national mining corporations; 2) reducing dependency from external expertise andknowledge as it happens when ASGM miners engage our students on a leveled playing field toco-define problems and solutions

Conference Session

Community Engagement Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter Golding, University of Texas at El Paso; Helen Elizabeth Geller, University of Texas at El Paso and El Paso Community College; Diane Elisa Golding, University of Texas at El Paso; Ana Karen Jimenez Enciso, University of Texas at El Paso; Kwame Opuni, University of Houston-Downtown (Retired); Anand Raj, University of Texas at El Paso; Mike Thomas Pitcher, University of Texas at El Paso; Carla Ann Judith Navar, University of Texas at El Paso; Paul E. Hotchkin, El Paso Community College

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Diversity

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Community Engagement Division

outside the classroom, researching new engineering education strategies as well as the technologies to support the 21st century classroom (online and face to face). He also has assisted both the campus as well as the local community in developing technology programs that highlight student skills development in ways that engage and attract individuals towards STEAM and STEM fields by showcasing how those skills impact the current project in real-world ways that people can understand and be involved in. As part of a university that is focused on supporting the 21st century student demographic he continues to innovate and research on how we can design new methods of learning to educate both our students and communities on

Conference Session

Student Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephen Secules, Florida International University

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Diversity

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Student

defense—is only completed once. In education theory, singularexperiences can be particularly difficult to learn from, as repeated practice helps develop strategies andbetter abstractions from examples [6]. Each person who experiences the PhD process holds a piece ofvaluable knowledge and experience, that is no longer directly useful to themselves. To make theseexperiences valuable, and to add productively to the body of knowledge and academic community, wemust find ways to share our lived experiences of being graduate students\.Indeed, ASEE Student Division specifically values this peer knowledge-building with their “Tricks of theTrade” paper category, which the Call for Papers says focuses on: Addressing problems and sharing experiences