Conference Session

CPDD Session 2 - Professional Development - Where Are We Going?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue Polytechnic Institute; Kathryne Newton, Purdue Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

age of 18 were only 51.5% non-HispanicWhite. These trends show a tremendously changing racial and ethnic make-up of our youngergenerations. From prior years data, we know in 2020, for all children under the age of 18, thenon-Hispanic White population is now the minority population, giving way to the collectivemajority population represented by all children not considered non-Hispanic White.From this perspective, it is clearly the millennial generation that is ushering in the nation’s futurediversity; with Gen Z that follows as the generation to solidify and further define the racial andethnic trend line.The data on changes in 18-34 year-olds from 2000 to 2015, a 15 year window, reflect there was anet loss of nearly one-quarter million white

Conference Session

EMD 2: Issues in Engineering Management Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Hart, University of Dayton; Andrea Mott, University of Dayton; Sandra L. Furterer, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

Engineering Management

STEM faculty; and 4) professional advice and career paths. The initial mentoringprogram design was developed through two Lean Six Sigma projects, where they collected voiceof the customer (mentors and mentees) data, and designed the program. The program waspiloted in Fall 2019, spearheaded by the Women Engineering Program in the School ofEngineering, the director and a student graduate assistant. The success of the pilot program wasassessed in three ways: 1) number of mentor/mentee pairs starting the program, compared to theinitial number interested; 2) retention of women in engineering and science during the programperiods; and 3) through mentor and mentee reflections. In the initial voice of customer datacollection, we identified 14 possible

Conference Session

Factors Influencing Curriculum Development: International Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Johnny Crayd Woods Jr., Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Maia Greene-Havas, Virginia Polytechnic Institute and State University; Abram Diaz-Strandberg, Virginia Tech Department of Engineering Education; Sophia Vicente, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

International

study is reflective of the overall proportion of female students (21%) inthe college of engineering where the study was undertaken. Moreover, we were focused onprioritizing a broad representation of countries in the selection of participants.Data CollectionData were collected using an interview protocol after it was piloted and approved by the IRB.The interview protocol was developed using Vygotsky [8] sociocultural theoretical framework asa reference and enabled us to conduct semi-structured interviews with 10 first-year internationalstudents during the first semester (Fall) of the academic year 2018-2019. The semi-structuredinterviews asked specific questions guided by prompts upon which the richness of the interviewwas heavily dependent [20

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Devin R. Berg, University of Wisconsin-Stout; Tina Lee, University of Wisconsin-Stout; Elizabeth Anne Buchanan, University of Wisconsin-Stout

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

disappointing results may simply reflect the length oftime it takes to realize learning outcomes in this area.This work is supported by the National Science Foundation under Grant No. EEC-1540301. Any opinions, findings,and conclusions or recommendations expressed in this material are those of the authors and do not necessarilyreflect the views of the National Science Foundation.The scope of this current work is to develop a better understanding of engineering students’perceptions and opinions on topics within the areas of social justice, social responsibility, andethics within engineering and the impact, if any, of a first-year course in fostering changes inperceptions and opinions among students. The outcomes of this work are limited by thechallenge

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Noah Salzman, Boise State University; Ann E. Delaney, Boise State University; Catherine Rose Bates; Donna C. Llewellyn, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

: ● helping students establish new relationships with other incoming STEM students, and enhancing students’ feelings of social belonging through peer mentoring ● fostering faculty interaction ● acclimating students to the campus environment ● helping students develop study and life skills to support academic goals and persistence through their first year and beyond Table 1. Overview of Program Changes By Year Program Year Overview of Program Structure Notable Changes/Circumstances 2015 STEM Summer Adventure (outdoor program) and LSAMP Bridge Day (on-campus program) were separate programs (data shown here only reflect participants in

Conference Session

Mechanical Engineering Technical Session: Assessment and Accreditation: Making the Grade!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

J. Asuncion Zarate-Garcia, Tecnologico de Monterrey; Ariadna Serrano-Reyes, Tecnologico de Monterrey; Miguel X. Rodriguez-Paz, Tecnologico de Monterrey; Israel Zamora-Hernandez

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

defined for all academic programs offered by Tecnologico de Monterrey.Faculty must reflect on the results of their classes to identify good practices that must bemaintained and areas of opportunity in which he or she must work to improve the results for thefollowing semester. As a result, improvement actions are defined and uploaded into SAEP eachsemester. At the end of the two-semester cycle a meeting with all faculty of each department isheld in which the results of the cycle are presented and discussed. The outcome of the meeting isa list of good practices shared by the faculty and a list of actions for improvement that will beconducted the following cycle. Also, the need for technological or laboratory infrastructure areidentified. In

Conference Session

Pre-college Engineering Education Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madhurima Das, NuVu Studio

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

a Bill of Materials to determine what to buy, quantities, sizes, etc. 10. Construct final model 11. Host exhibition of learning in front of an audience of peers and an invited audience 12. Reflect on the session including personal progress and skills learnedSince the students are at different stages of core skills (Math, Reading, English, etc.), theopen-ended aspect of the project parameters enables the students to learn much moreindividualized engineering skills. Students take the initiative to learn skills necessary to completethe projects they have designed. The instructors then help the students learn these skills and helpmanage safety during the process. However, the design process being followed is consistentacross all ages

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tuoyu Li, Zhejiang University; Zicong Zhao, Zhejiang University; Yujie Wang, Zhejiang University; Chen Li, Zhejiang University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

physical distancebetween a university and its partner. UIC Local (%Local) measures the percentage of UICpublications of a university collaborating with industry within a 100-km radius from the centerof the city in which the university (or its main campus) is located. This indicator can reflect therelative propensity to engage with partners nearby or within the same urban agglomeration.The UIC Foreign (%Foreign) is the percentage of UIC publications that involve a partnerlocated abroad, which reflects the internationalization of a university in its collaborations.The 2018 data cover 148 universities in China, 308 in the EU, and 175 in the U.S. The publicationsare classified into five broad fields: “Biomedical and Health Sciences,” “Life and Earth

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth A. Sanders, University of Michigan; Molly H. Goldstein, University of Illinois at Urbana-Champaign; Gretchen M. Forman, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

Engineering Despite the country’s growing diversification, engagement in STEM is not reflecting thischange [2]. Understanding the still-present underrepresented racial minority students (URMs) iscomplex, as there are numerous barriers present in both secondary and post-secondaryeducational institutions such as deficits in academic advising, uninviting environments resultingfrom adverse stereotypes, inadequate access to information about college preparation [1], andlack of family, faculty, and peer support [3]. In addition to underrepresented racial minorities,women continue to be underrepresented in engineering fields and experience many of the samebarriers [4]. While navigating these barriers, underrepresented students additionally

Conference Session

Biomedical Engineers and Professional Development - June 23rd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emmett Jacob Springer; Aileen Huang-Saad, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

, BME has been recognized as an engineering discipline unique in itspurpose and practice. Early on, BME was recognized for being more deeply aligned withtraditional science, biology in particular, than other engineering disciplines [4]. BME’s uniqueposition is illustrated in the varied structures of BME programs at institutions around the world.BME programs stem from electrical, mechanical, and materials engineering departments andmany programs partner with medical schools [1]. Across different institutions, BME career pathsvary, ranging from medical school, graduate school, the medical device industry, thepharmaceutical industry, and more. The broad interpretation of a BME degree is also reflected instudents’ perceptions of BME. When asked

Conference Session

Integrating Sustainability and Resilience Concepts into Courses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

. communities where it is in the project. 2) Each team member presents a final reflection where they discuss the reality of our society in terms of the problems detected and the intervention that as professionals through the construction industry, can have to improve the quality of life of the same. Bibliography Identify the origin of the data and information. (5%) Format Present the report in a professional and organized way. (5%) Teamwork Bring an individual feedback to your team members Teamwork; resilience. rubrics about their participation and performance in the (5%) development of the project.4.0 Case

Conference Session

Pre-College Engineering Education Division Technical Session 20

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lori Caldwell, Utah State University; Angela Minichiello P.E., Utah State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

toengineering by placing them in teams and asking them to build and customize the design of anunderwater remotely operated vehicle (U-ROV). Students were also tasked with competing withthe U-ROV in a timed obstacle course at the end of the program. In this study we examined howstudents participated in and built intra-team working relationships within the EAP using anembedded graduate student researcher, who simultaneously functioned as a team member, and anapproach informed by ethnographic research methods. Data were generated by the graduatestudent researcher through a reflective journaling practice, design artifacts detailing materialsproduced by students, as well as debriefings conducted with program mentors and directors. Inaccordance with an

Conference Session

Laboratory Learning in Biomedical Engineering (Works in Progress) - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabia Zehra Abidi, Rice University; Renata Fortuna Ramos, Rice University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

plotted with error bars representing standard deviation.The qualitative survey results indicated student perceptions on intervention related activities andtheir overall confidence in knowledge gained. For the survey statement “Completion of theequipment specific worksheet helped me feel more confident in equipment specific expertisenecessary to troubleshoot the associated device”, 73% of the students agreed or strongly agreedon its utility (Figure 2). Overall, majority of students recognized the effect of tear down activitiesin improving confidence as reflected by survey results (Figure 2).Because this data is representative of 3 males and 12 females, additional data needs to becollected before any statistically significant difference can be

Conference Session

2-Year College Division: Students and the Pipeline

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emily Knaphus-Soran, University of Washington; Roberta Rincon, Society of Women Engineers; Alexandra Schaefer, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

transcribedand coded using Dedoose software. A coding scheme was developed inductively based oncommonly occurring themes and themes relevant to existing literature. The aim of this study wasto identify factors contributing to persistence of women in engineering, so particular attention waspaid to respondents’ reflections on both supports received and barriers faced in their pursuit ofengineering at a community college. Detailed demographic characteristics of interviewrespondents are reported in Appendix B.FindingsMotivation to study engineering and choice of majorResearch indicates that about 70% of students who complete bachelor’s degrees in engineeringintended to do so as early as their senior year in high school and motivations for

Conference Session

Women in Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chris Gewirtz, Virginia Tech; Francesca Giardine, Smith College; Robin Ott, Virginia Polytechnic Institute and State University; Anne Kary

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

was based on the work ofLutz & Paretti [18], which reflected the kinds of learning that newcomers reported as necessaryon-the-job. A priori codes consisted of four categories of engineering activity: “Teamwork andCommunication,” “Self-Directed Learning,” “Engineering Design,” and “Engineering Identity.”In coding the interview data, new codes were allowed to emerge from an inductive approach, andthe codebook underwent changes. A new activity category, “Adulting,” was added, “EngineeringDesign” was changed to “Technical work,” and within each category, subcodes were developedto describe the specifics of that genre of activity (such as “Interpersonal - Manager” under“Teamwork and Communication,” or “Time Management” under “Self-Directed

Conference Session

NSF Grantees: K-12 Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacey V. Freeman, Boston University; Sandra Lina Rodegher, Boston University

Tagged Topics

Diversity, NSF Grantees Poster Session

collaborative relationship with theEngineering Ambassadors Network and located other engineering ambassador programs aroundthe country that focus on broadening the participation of underserved groups in engineering.Fifty stakeholders participated in 30-45 minute interviews.Phase Two: Research Agenda Meeting (March 2019 – August 2019)During this phase, the steering committee is co-planning the research agenda meeting informedby the initial interview findings. The meeting will take place in September 2019.Phase Three: Research Agenda Proposal (September 2019 – March 2020)During this phase, we will create an iterative process of synthesis which allows for stakeholdersto reflect on, respond to, and otherwise inform the findings of the proposal writing

Conference Session

NSF Grantees: Learning Tools (Hands On)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Aldo A. Ferri, Georgia Institute of Technology; James I. Craig, Georgia Institute of Technology; Bonnie H. Ferri, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Benjamin Klein, Georgia Institute of Technology

Tagged Topics

Diversity, NSF Grantees Poster Session

onmany different levels. Active learning and other evidence-based learning strategies promote adeeper understanding of complex material because students are forced to think about the materialand apply fresh concepts to new situations [1]-[4]. Hands-on learning is a particular form ofactive learning where students engage in a topic in several different ways including sight, sound,and tactile sensory input [5]-[8]. While engaging multiple senses, students can interact with otherstudents and reflect on how their understanding of some topic can be used to explain a particularphenomenon. When the hands-on experiences are well-designed, students can go beyond thelecture material and observe how theory is manifested in the real world. Unfortunately

Conference Session

Around the Water Cooler: Ideas and Issues in Civil Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cassandra J. McCall, Virginia Tech; Marie C. Paretti, Virginia Tech; Lisa D. McNair, Virginia Tech; Ashley Shew, Virginia Tech; Denise Rutledge Simmons P.E., University of Florida; Courtney Zongrone, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

if it was me and my group that had kind of said, "When are we going to get a civil one? [. . .] and [the instructor] said, "Weren't you excited about the popsicle bridge?" [. . .] After reflecting about what that person I asked me, I thought, "Wow, I didn't really go as far as I should have if I really would have been passionate about structural or civil engineering as some of these people are about what they're doing."For Natalie, ultimately hitting these barriers related to interest and technical content promptedher to navigate out of her civil engineering program.Theme 3: Navigating intersecting stereotypes and compounding marginalizationThird, participants’ decisions to leave were also linked to

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marina Miletic, University of New Mexico; Abhaya K. Datye, University of New Mexico; Vanessa Svihla, University of New Mexico; Eva Chi, University of New Mexico; Jamie Gomez, University of New Mexico; Pil Kang, University of New Mexico; Sang M. Han, University of New Mexico; Yan Chen, University of New Mexico; Catherine Anne Hubka, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, we have tracked retention of ourprogram’s students prior to and throughout our project progression to examine whether ourinterventions have affected student persistence. This paper reflects some of the currentconclusions drawn from this retention analysis.Data Analysis MethodsData presented here are of students enrolled in the program before and after the project began.We have analyzed and compared historic student demographics, course grades, academicprogression, retention, and graduation rates. We obtained student demographics, transcripts, andcourse grade information through the university’s enrollment management office. We alsocollected student demographics information via student survey within department-specificcourses. Enrollment

Conference Session

International STEM Education: International Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cameron Denson, North Carolina State University; Tamecia R. Jones, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

International

Botswana towards sustainable economicgrowth, global competitiveness, and improved quality of life (Atkinson & Mayo, 2010). On October 1st, 2016 Botswana formed the Ministry of Tertiary Education, Research,Science and Technology with the explicitly stated goal of transforming Botswana from aresource-based to a knowledge-based economy. The impetus for such an initiative was set forthin Botswana’s Vision 2036. Set forth in 2016, this new “vision” for Botswana was predicated onthe mapping of a transformative agenda that reflected the aspirations and goals of the nation. Forthis vision to come to fruition it was imperative that Botswana create a strategic plan to help withredefining their resource-based economy to that of a knowledge-based

Conference Session

Mechanical Engineering Technical Session: Outreach and Retention

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Leigh S. McCue, George Mason University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

real-time polling software Poll Everywhere (2019) asked one quantitativeand one qualitative question regarding the qualifications reflected in the resume before them.FindingsA total of 36 students participated in this exercise. Students who received Candidate 1’s resume(first name on resume: “Julie”) were asked “You are the recruiter at a defense contractor seekingto fill an entry level structural engineering position. How likely are you to offer Candidate 1 aninterview?” Students were provided response options on a 5-point Likert-type scale, which wasdisplayed as a bar chart in real time for the class. As shown in Figure 1, no students indicated a“Very high likelihood” of offering Candidate 1 an interview and one student indicated a “Verylow

Conference Session

Biological and Agricultural Engineering Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hamidreza Sharifan, Texas A&M University; Janie M. Moore, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Biological and Agricultural Engineering

need for further analysis of the time frame that students spent during theacademic year and how much of their daily, weekly, and monthly is allocated for using sharedspaces. This information can be used for many different purposes, including the seminar or eventadvertisement, as well as providing additional supporting sources for educational purposes. 3Figure 1. The usage of the co-curricular spaces in campus climate among the underrepresentedgroupsFigure 2 is a detailed analysis of the co-curricular spaces within a time frame of daily, weekly, andmonthly uses. All the responses reflect the behavior of minority students towards using theavailable co-curricular areas. A comparison with the users

Conference Session

Minorities in Engineering Division Technical Session 9

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremi S. London, Virginia Polytechnic Institute and State University; Stephanie G. Adams, University of Texas at Dallas; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Crystal M. Pee, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

experiences in the department. Q1_7 My mentor provides me with guidance 3.2593 0.9842 0.6959 on attainable academic objectives. Q1_8 I have discussed the importance of 3.1111 0.9740 0.4739 developing a realistic view of my academic career with my mentor. Q1_9 My mentor asks me probing questions 2.6667 0.9608 0.5784 so that I can reflect on my academic career PROGRESS Q1_10 My mentor provides me with practical 3.4074 0.9711 0.5484 suggestions for improving my career performance. Q1_11 My meetings with my mentor are 2.9630 1.0554

Conference Session

Pre-college Engineering Education Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Miiri Kotche, University of Illinois at Chicago; Jennifer D. Olson, University of Illinois at Chicago; Darrin Collins, University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

summer BEST program was in all senses a success. Teachers reportedvery positive feedback. In addition, bioengineering faculty reported strong support for theprogram to continue. This year we have begun preparing two manuscripts to describe and reportour progress in the BEST program. In addition, we have been reflecting on ways to deepen ourunderstanding of the program impact on teachers as well as their classrooms. As we consider arenewal application, we are defining ways to strengthen and analyze the program morerigorously.CONCLUSION Reflecting on the progress made through the end of year 4 of this grant support, we areconfident that the BEST program is having a positive impact on its participants. We continue torecognize the importance

Conference Session

Pre-college Engineering Education Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kayla R. Maxey, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

acknowledged that he didn’tknow but a professional athlete may be an option.As Joseph engaged with different team members in 5 different engineering design challengesover the 10-day period his perceptions and self-efficacy began shifting. As seen in Figure 1,Joseph’s perceptions of engineering decreased in the traits initially identified. Joseph explainedthat his decreased perception was a result of a change in his perceived level of difficulty. DueJoseph becoming more confident in his abilities to engage in the skills of an engineer, by the endof camp, Joseph states “I can [become an engineer], but I just don’t want to waste time.” Thisstatement is a direct reflection of the mismatch in Joseph’s personal interests with his pre- andpost- perceptions

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caroline Bolton, Bucknell University; Elif Miskioğlu , Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, can reflect their self-efficacy and may correlate to performance/competence with respect to their engineering identity.Attribution theory describes student perception of the cause of an outcome [4]. Attributions inacademia may include effort, knowledge, or ability and are strongly connected to emotions [4].Emotions generally influence daily choices. The way an individual reacts to the outcome of thesechoices may influence future behaviors. However, it is the student’s perception of attributionswhich emotionally influence motivation. Two students may attribute an outcome to the samecause, but view the characteristics of the cause very differently. We are particularly interested inhow these attributions may vary with strength of engineering

Conference Session

Pre-college Engineering Education Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christina Anlynette Alston, Rice University; Carolyn Nichol, Rice University; Robert Wimpelberg, University of Houston; Jean S. Larson, Arizona State University; Alison Cook-Davis, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

differences. Forexample, the understanding of mixed representation and usage of engineering standards foundwith the Next Generation Science Standards[7] was essential to validate, as well as, each teacher'spercentage of minority students in their classrooms. Each team grappled with identifyingspecificity level of criteria, ensuring that criteria reflected diversity and inclusion needs, ensuringindicators monitor learning actions and context, ensuring that indicators reflect learning that ismeaningful and engaged, creating objectives that any subject matter teacher can use, and creatingobjectives beyond the steps of the engineering design process. The different perspectivescontinue throughout the creation of the grade-level criteria, indicators

Conference Session

Women in Engineering Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maureen C Smith, San Jose State University; Jinny Rhee, San Jose State University; Belle Wei, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

betweenunderrepresented minority (URM) and non-URM students with respect to engineering identity.Understanding these differences is important in developing programs that target a particulargroup. For example, one key programming component for URM students may be providing themwith opportunities to join organizations that reflect their cultural and ethnic identities. Toillustrate, Revelo interviewed 20 LatinX engineering students who attended the Society forHispanic Professional Engineers (SHPE) conference [11]. The interviews indicated that studentsfelt they developed professional and leadership skills through their membership in SHPE, withworkshops and the conference itself playing a significant role in that development. Additionally,a key component for these

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian D. Storey, Franklin W. Olin College of Engineering; Bradley A. Minch, Franklin W. Olin College of Engineering; Linda Vanasupa, Franklin W. Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

college. There was no statistically significantdifference in the responses by groups of female (40/74), male (29/74) or transgender/non-identified (5/74) student groups. This paper describes the design elements of the course andmodules and a data set that illustrates the design supports students’ use of multiple learningresources.IntroductionA course on electronic circuits is common in engineering programs. It is often a challenging onefor novices because it relies on the abstract ideas of electron motion, charge build-up reflected involtage, and time-dependent responses. While sensing, instrumentation, and measurement arecommon activities in engineering, introductory circuits courses often focus on concepts andanalytical approaches to circuit

Conference Session

Women in Engineering Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

M. Teresa Cardador, University of Illinois at Urbana-Champaign; Karin Jensen, University of Illinois at Urbana - Champaign; Kelly J Cross, University of Nevada, Reno; Grisel Lopez-Alvarez, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

engineering majors –Bioengineering, Computer Science, and Electrical Engineering. These three majors were selectedbased on the gender balance in each major – high (Bioengineering; 51.4% female), medium(Computer science; 27.5% female) and low (Electrical Engineering; 14.2% female) at the focalinstitution.Qualitative Interview DesignThe interview protocol included three main sections. In the first section, students were askedabout their major selection and influences on deciding on that major. For example, “In thinkingabout how you selected your major, who, if anyone, contributed to your choice? What courses, ifany, prepared you for your major?” Participants were also asked to reflect on factors orcharacteristics that are required for success in the