Conference Session

Student Division Early Introduction to Engineering Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Matthew Hoyin Jahnes, RPI Engineering Ambassadors; David Joseph Glowny, Rensselaer Polytechnic Institute; Timothy Andrew Spafford, Rensselaer Polytechnic Institute; Justin Lee Clough, Rensselaer Polytechnic Institute; Elizabeth S. Herkenham, Rensselaer Polytechnic Institute; Wencen Wu, Rensselaer Polytechnic Institute; Anak Agung Julius, Rennselaer Polytechnic Institute

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Enthusiasm for Mathematics through RoboticsAbstractThis evidence-based practice paper describes the study of generating enthusiasm for mathematicsthrough robotics. A survey of Rensselaer Polytechnic Institute undergraduate students taking theRobotics I course showed that, while many students have a great interest for mathematics, morethan 1 in 4 of those same students expressed that they were not adequately prepared for themathematics required. This is particularly concerning for those teaching engineering coursesbecause concepts of robotics and mathematics are very much intertwined. Therefore, thisinspired a study of younger middle school and high school students to i) assess preexistingnotions of mathematics and robotics, ii) introduce an

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mercy Folashade Fash, North Carolina Agricultural and Technical State University ; Andrea Nana Ofori-Boadu, North Carolina Agricultural and Technical State University; Rabiatu Bonku, North Carolina Agricultural and Technical State University ; Wanya Alford, North Carolina Agricultural and Technical State University ; Alesia Coralie Ferguson, North Carolina Agricultural and Technical State University ; Angela M. White, North Carolina Agricultural and Technical State University

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to the stay-at-home home orders and directivesissued by the Center for Disease Control and Prevention (CDC) to limit the spread of COVID-19. The U.S. education sector was also impacted and institutions across the globe had totransition to distance learning education and university students returned home to finish up theirspring 2020 coursework. Unfamiliar learning environments caused uncertainties in students andaffected academic performance, internships, and general expectations of the future [1]. Thelearning consistency of students was affected with the physical closing of schools as students didnot learn what they needed to learn, and possibly even lost previously gained knowledge [2],[3]. Institutions faced great challenges as

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mehdi Lamssali, North Carolina Agricultural & Technical State University; Olivia Kay Nicholas, RAPID; Alesia Coralie Ferguson, North Carolina A&T State University; Andrea Nana Ofori-Boadu, North Carolina Agricultural and Technical State University; Angela M. White, NC A&T State University

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Paper ID #32764Faculty Perceptions of STEM Student and Faculty Experiences During theCOVID-19 Pandemic: A Qualitative Study (WIP).Mr. Mehdi Lamssali, North Carolina Agricultural & Technical State University Experienced research assistant with a Master of Science - MS focused on Civil Engineering from North Carolina Agricultural and Technical State University and working towards a Ph.D. in Applied Science and Technology.Ms. Olivia Kay Nicholas, RAPID My name is Olivia Nicholas. I am a sophomore in the Built Environment department majoring in Ge- omatics at North Carolina Agricultural and Technical State University. I am

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Catherine G. P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Thomas John Wallin, Cornell University; Marc James Murphy; Amanda Michelle Lorts Harding, Norfolk State University; Rabia Hussain, Norfolk State University; Sonny James Penterman, Cornell University; Vanessa Nicole Peters, Norfolk State University; Thejaswi U. Tumkur, Rice University; Quincy Leon Williams, Norfolk State University; Suely M. Black, Norfolk State University

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students technical material3,14; and the abilityto generate new knowledge in order to advance the technical field 2,3,15.Additionally, the 1995 National Academy of Science's report, “Reshaping the GraduateEducation of Scientists and Engineers” recognized the failure of current graduate education inthe sciences to educate doctoral students to be trained in interdisciplinary settings16. This lack ofinterdisciplinary collaboration and a push for more diverse curriculum has been the focus ofmany critiques and conversations surrounding graduate education 17–20. In response to thesecommon findings, the National Science Foundation developed the Integrative GraduateEducation and Research Traineeship (IGERT) program. To date, 278 IGERT grants at over

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Regina Palero Aleman, University of San Diego; Mireya Becker Roberto; Joel Alejandro Mejia, University of San Diego; Susan M. Lord, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Diana A. Chen, University of San Diego; Gordon D. Hoople, University of San Diego

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favor of describing engineeringwork in terms of technical matters, allowing the continuation of the belief that an engineer's jobis to focus on just technical aspects of the problem and actively exclude the social contexts ofthese [2]. These dualisms are so embedded in the practices and teachings of engineering thatthe separation of social and technical aspects engineers face every day seems natural. Thereductionist nature of engineering problem solving is an asset praised in the classroom, ratherthan questioned.Engineers both generate and perpetuate the separation of “hard” and “soft” skills, prioritizing the“hard” skills above all else. One of the attributes to this divide (which we will refer to as amindset) is the persistence of seeing

Conference Session

Student Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amanda Vazquez, University of Nevada, Las Vegas; Erica J. Marti, University of Nevada, Las Vegas; Erdogan Kaya, University of Nevada, Las Vegas; Hasan Deniz, University of Nevada, Las Vegas

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Associate Professor of Science Education at University of Nevada Las Vegas. He teaches undergraduate, masters, and doctoral level courses in science education program at University of Nevada Las Vegas. His research agenda includes epistemological beliefs in science and evolution education. He is recently engaged in professional development activities supported by several grants targeting to increase elementary teachers’ knowledge and skills to integrate science, language arts, and engineering education within the context of Next Generation Science Standards. c American Society for Engineering Education, 2019Cross-Cultural Training and Engineering: an Illustration Using Vietnamese

Conference Session

Student Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alexis Rae Walsh, University of Tennessee, Knoxville; Emily Diehl, The University of Tennessee, Knoxville; Courtney June Faber, University of Tennessee, Knoxville

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One of the overarching goals of an undergraduate engineering education is to give students theability to critically analyze and select tools to solve complex problems. We strive to develop students asself-regulated learners who are “metacognitively, motivationally, and behaviorally active participants intheir own learning processes” [1]. This awareness includes students’ ability to identify resources tosupport their learning and solve complex problems. Some engineering programs teach students studystrategies, which may include the use of resources; however, often times these lessons are general andstudents may struggle to translate these lessons into their courses. While there has been some work thatinvestigates students’ ability to use

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Shuey, Rensselaer Polytechnic Institute; Atsushi Akera, Rensselaer Polytechnic Institute; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Thomas De Pree, University of New Mexico; Soheil Fatehiboroujeni, Cornell University

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Student

. They were attempting to open the black box described in the National Academy ofEngineering’s Pathways (2018) study [1], which spoke of the different ways in which studentsexperienced engineering education, and used their experiences as a stepping stone to a variety ofcareers, including many outside of engineering.Undergraduate engineering education has almost always attempted to provide a professionaldegree, or at least the foundations of a professional degree, in just four years. This, along withthe US commitment to providing a strong general education component at the undergraduatelevel, has made it difficult to unpack how students navigate challenging curricula and providesan important context for changes in engineering education. This

Conference Session

Student Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Ann Strehl, University of Michigan; Robin Fowler, University of Michigan

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Student

. Implicit bias on student teams is often theorized to influence the prioritization of ideasexpressed by white male students over those expressed by their female counterparts orteammates of color [1]. In addition, a gender-correlated division of work often occurs onstudent-teams, with men doing the more technical tasks of the project, leaving women to oftenfill the remaining organizational and managerial positions on the team [2], [3], [4]. Reasoning forthis type of behavior is often linked to differences in student learning goals for a course, whetherthat be mastery orientation (motivation to understand the material), performance orientation(motivation to earn grades or favor) or performance-avoidance orientation (motivation to avoidappearing less

Conference Session

Student Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

VJ Tocco, University of Florida; Kevin Buettner; Madeline G Sciullo, University of Florida; Jennifer Sinclair Curtis, University of California, Davis; Jason E. Butler, University of Florida

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Student

10 Ethics/Keeping a Lab Notebook Table 1. Topics discussed in each week’s workshop.For example, in Session 4, “Reading and Critiquing Literature”, we (as facilitators) first providedanecdotes of the frustrations we experienced while reading our first research papers. We thenasked the first year students to describe their strategy in reading research papers. In general, they © American Society for Engineering Education, 2018 2018 ASEE Southeastern Section Conferenceread from start to finish, pausing to conduct internet searches on unfamiliar terms. We shifted thediscussion to explain how an experienced graduate student might first evaluate a research paperbefore

Conference Session

Student Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Monika Ingalls; Elizabeth Hill, University of Minnesota Duluth; Helene Finger P.E., California Polytechnic State University, San Luis Obispo; Marca J. Lam, Rochester Institute of Technology (COE); Gloria Guohua Ma, Wentworth Institute of Technology; Diane L. Peters, Kettering University; Stephanie G. Wettstein, Montana State University, Montana Engineering Education Research Center; Deborah S. Won, California State University, Los Angeles; Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology; Cheyenne Florenia Rivera; Emily Silva, California State University, Los Angeles; Tara Sundsted, Montana State University, Bozeman

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Student

school and surroundingcommunity if the officers are enabled from the beginning of the year to do so. These officerpositions themselves, commonly consisting of President, Vice President, Treasurer, Secretary,Event Coordinator, and Historian can provide meaningful and valuable leadership opportunitiesin a well functioning section. However, many sections struggle for much of the first semesterorganizing themselves and getting activities up and off the ground because the proverbial batonis dropped. Because the duties are generally the same for each officer from year to year and theprocedures that each officer needs to follow tend to change incrementally from year to year, itmakes sense to establish a system for training the new incoming officers

Conference Session

Student Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Renee M. Desing, The Ohio State University; Rachel Louis Kajfez, The Ohio State University

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Student

Month 9 Step Step 1: Determine Q Concourse Step 2: Develop the Q-Set Determine Initial Q-Set Pilot and Finalize Q-Set Step 3: Select the P-Set Step 4: Conduct the Q-Sort Step 5: Analyze and Interpret ResultsConclusionQ methodology is a social science research methodology used to study how people think about atopic, defined as their viewpoint, as based on their individual experiences. As a mixed methodsresearch methodology, it combines the strength of qualitative data collection with complexquantitative data analysis. The qualitative data collected is used to interpret and enhance theresults of the quantitative analysis. While Q methodology is not generalizable, its resultingfactors represent generalizations

Conference Session

Student Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Corin L. Bowen, University of Michigan; Aaron W. Johnson, University of Colorado Boulder

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Paper ID #31967Critical Educational Theory: Applications in Engineering EducationMs. Corin L Bowen, University of Michigan Corin L. Bowen is a doctoral candidate in the aerospace engineering department at the University of Michigan in Ann Arbor. Her thesis research includes both technical and educational research. Her en- gineering education research focuses on the interactions between structural oppression and engineering systems. She holds a B.S.E. in civil engineering from Case Western Reserve University and an M.S.E. in aerospace engineering from the University of Michigan, both in the areas of structural engineering

Conference Session

Student Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bryon Kucharski, Wentworth Institute of Technology; Aaron Carpenter, Wentworth Institute of Technology; Joan Giblin, Wentworth Institute of Technology; Mehmet Ergezer, Wentworth Institute of Technology

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Student

down orally through classes and peergroups, while published strategies tend to be from faculty or administrative perspectives. Thework presented here codifies the successful and unsuccessful strategies that students acrossnumerous technical disciplines and from different backgrounds have used through theiracademic careers. The advice given is from a range of students at Wentworth Institute ofTechnology with a number of engineering and technical programs, gathered and analyzed bya team consisting of students, faculty, and administrators. The work serves as a guidebook forstudents, by students, in a range of rigorous programs. A survey was distributed to recent graduates and upper-level students from variousengineering and science backgrounds

Conference Session

Student Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Maha Sultan Alsheeb, Texas A&M University at Qatar; Amy Hodges, Texas A&M University at Qatar

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Paper ID #26197The Impact of Socio-cultural Factors in Qatar on Females in EngineeringMiss Maha Sultan Alsheeb, Texas A&M University at Qatar My name Maha Al-Sheeb. I am a joiner chemical engineer student Class of 2020. I have one brother and one sister. I joined the Academic bridge program in 2014. I believes in ”Difficult roads often leads to beautiful destination” Grand.Aspiration.Dr. Amy Hodges, Texas A&M University at Qatar Dr. Amy Hodges is an instructional assistant professor at Texas A&M University at Qatar, where she teaches first-year writing and technical and business writing courses. She also leads

Conference Session

Student Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marigold F. Bays-Muchmore, University of Illinois, Urbana-Champaign; Alexandra Chronopoulou, University of Illinois, Urbana-Champaign

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that of thestudents’ perceptions of engineering in regard to their own engineering identity and abilities. In a study by M. Besterfield-Sacre in 1997, incoming engineering students were surveyed ontheir perceptions of engineering as a field, their own abilities as engineers, and their confidencein their success [1]. The performance and retention of the students were then tracked for thefollowing three years and related back to their initial attitudes. Students who left engineering ingood academic standing had significantly different attitudes about themselves and engineeringcompared to students who stayed in engineering, or who left in poor academic standing. Theinitial attitudes of students who left in good standing reflected significantly

Conference Session

Student Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hossein EbrahimNejad, Purdue University, West Lafayette; George D. Ricco, University of Indianapolis; Matthew W. Ohland, Purdue University, West Lafayette

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Student

in improving engineering education in higher education,institutions are still facing hardship in recruiting and retaining students in engineeringdisciplines. With the high demand of engineers in the workforce, institutions should take actionsin resolving this issue. A report conducted in 2012 proposed that if only 10 percent of thestudents who leave STEM majors were retained the demand of workforce can be met [1]. Aninitial step that can help to move towards this goal is to better understand what factors attractsstudents to matriculate into STEM majors and what factors attract students to leave STEM.Although there has been research on the characteristics of students who leave engineering, thedestination of those who leave STEM majors have

Conference Session

Student Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Ann Strehl, University of Michigan; Robin Fowler, University of Michigan

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Diversity

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Student

across multiple ethnicities and instead combinedall respondents that did not identify as White / Caucasian into a ‘Persons of Color’ category andcompared them with participants that did identify as White / Caucasian.ParticipantsRespondents were recruited in a non-random convenience sampling format. Authors sent aninquiry to various on-campus academic research groups, off-campus academic forums, previousand current student bodies, and general peers to complete the survey and in exchange be placedin a raffle for one of four $15 gift cards to Amazon Marketplace. Our final sample included 119participants; demographics can be observed in Table 1. Table 1.​ Demographics of respondents (N=119)ResultsTo better understand

Conference Session

Student Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sidra Gibeault, California State University, Los Angeles; Joseph D. Iorio, California State University, Los Angeles; Jorge Diego Santillan, California State University, Los Angeles AUV; He Shen, California State University, Los Angeles; Mark Tufenkjian P.E., California State University, Los Angeles

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faced was the retention of new members and general club participants.New members tend to exhibit an initial excitement to develop an AUV, but club involvementnumbers tend to drop off as the school year progresses. The open-ended nature of the project,whereby there are multiple suboptimal solutions to problems, and the correct approach is notalways clear, tends to drive students away. To combat this, moving forward the Robosub teamhas reformatted its weekly general meetings to include presentations conducted by each of thesub-teams. This approach has a twofold positive benefit to the organization in that it provides: 1. A forum for new members and leadership to understand the status of each sub-team. 2. A deadline and development log to

Conference Session

Student Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Niloofar Kamran, Cornell College; Qingbao Wang, Cornell College ; Andy Grove; William Nitschke Dragon II, Cornell College

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project that helped them with their presentation skills.We chose the project based on the students' background and passion and with having their degree,general engineering, in mind. Students at Cornell College are heavily involved in artistic andathletic activities. The students involved in this project had recently taken the engineering circuitscourse and have a musical knowledge background. The technical goal of the project was toconstruct a gesture-controlled piano that could recognize the distance from an object to the sensorand translate it into musical notes. The idea came from an open-source project designed by AndyGrove. The students built upon the open-source project and expand its capabilities. They addednew features to the initial

Conference Session

Student Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hao Li, Massachusetts Institute of Technology; Anette Hosoi, Massachusetts Institute of Technology

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Student

. The coding of student responsesis described in more detail in Table 2. These five characteristics, while specifically selected forthis problem, are general enough to be applicable to other engineering problems as well. The 15minute “solution” response was binned by two items: the presence of an answer and whether theanswer was the preferred choice. For the problem given in Figure 1, a choice of design 2 or 4,accompanied by the appropriate justification, was considered the preferred choice.For each of the five problem-starting characteristics described above, the students were dividedinto two categories: those whose response contained the characteristic and those who did not. Itwas possible for a student’s 5 minute response to contain more

Conference Session

Student Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Catherine Hendricks Belk, Clemson University; Marisa K. Orr, Clemson University

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Student

Associates, Inc, 1993, pp. 11-28.[10] A. Baddeley and J. Andrade, "Working memory and consciousness: An empirical approach.," in Theories of Memory, M. Conway, S. E. Gathercole, and C. Cornooldi Eds., II ed.: Psychology Press, 1998, ch. 1, pp. 1-24.[11] A. D. Baddeley and J. Andrade, "Working memory and the vividness of imagery," Journal of experimental psychology: general, vol. 129, no. 1, p. 126, 2000.[12] G. A. Miller, "The magical number seven, plus or minus two: Some limits on our capacity for processing information," Psychological review, vol. 63, no. 2, p. 81, 1956.[13] A. Miyake, N. P. Friedman, D. A. Rettinger, P. Shah, and M. Hegarty, "How are visuospatial working memory, executive functioning, and spatial

Conference Session

Student Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alaa Abdalla, Virginia Tech; Nicole P. Pitterson, Virginia Tech ; Jennifer M Case, Virginia Polytechnic Institute and State University

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Bret Male Caucasian Frankie Male Caucasian Devi Female Indian Kai Male White/Pacific islander Qiang unreported unreportedThe interview questions were framed around the students’ experiences in general during theirtime in the university, with few questions focusing particularly on how they spend their time in agiven week, and the kind of activities they are involved in. The questions used for the analysisfor this paper are:Q. Could you please walk me through a recent week of studying? What does your timetable oftaught sessions and studying look like during a week?Q

Conference Session

Student Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alyssa Travitz, University of Michigan; Ayse Muniz, The University of Michigan; Joanne Kay Beckwith, University of Michigan; Rose K. Cersonsky, University of Michigan

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imageof today’s scientists and engineers. A few weeks prior to the event, we provide the speakers witha communications skills workshop, pulling experts from the nearby area to help with the critiques,including from the Huron Valley Toastmasters organization, the University of Michigan NaturalHistory Museum, and the University of Michigan Center for Education Outreach. 2Figure 1. The general schedule of a REACT workshop with past examples. Left: grouping of tracks throughout theday, where participants experienced some components (i.e. student talks) as a large group, with other components(tours and workshops) occurring in smaller groups

Conference Session

Student Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, The Ohio State University

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the Feedbackimplementing to diversify the field of engineering. While many in the Classification Tool to provide insights into what feedback practices were being used in that course andengineering education community have supported this initiative and the characteristics of those practices.called for changes at research and institutional levels [1], what can bedone at the individual course, classroom, and instructor level to improvestudents’ feelings of inclusion and motivation to persist in this field? Development A

Conference Session

Student Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dipanjan Saha, Texas A&M University

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, teaching is still a great tool to solidify their background in thefield of research and learn how to transfer their technical expertise to people new to the field. The author will pursue a career in academia upon graduation. His PhD research is closelyrelated to flight dynamics, and he had the opportunity to teach AERO 321 – Dynamics ofAerospace Vehicles – for three semesters at Texas A&M University. Teaching this class gave himan insight into the following: how to structure and deliver the course material such that studentslearn effectively and within the stipulated time, enjoy the process and can demonstrate theirlearning. To structure the course, the author made a choice between two general approaches inpedagogy [1]. In the first

Conference Session

Student Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lauren Singelmann, North Dakota State University; Victor E. Trautman; Dan Ewert, North Dakota State University

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Student

whilepracticing their creative problem solving, hands-on lab work, and technical writing. Theseactivities fill the gap caused by lack of opportunities to work on engaging problems related to thehuman body, preparing students better to work in the medical field. Our recommendation is toperform a complete study with more students and the ability to conduct interviews.Implementation of these activities and labs could better prepare students to be creative andcritical thinkers, and therefore, better health professionals.References[1] Tobin, K. and Fraser, B. J. (1989), Barriers to higher-level cognitive learning in high schoolscience. Sci. Ed., 73: 659-682. doi:10.1002/sce.3730730606[2] NGSS Lead States, (2013). Next Generation Science Standards: For States

Conference Session

Student Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Laura Jill Carroll, University of Michigan; Cynthia J. Finelli, University of Michigan

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Student

and their college experiences to student outcomes [26], [27]. Inthis model, aspects of the college experience, classroom, curricular and out-of-class, interact andinfluence student outcomes [26]. Although initially intended for students’ first college year, thismodel also applies to all four years of college [26]. To adapt this model to our study, we generally follow Reason [27] to specifically defineits different components (e.g., classroom experience) and add whether a student self-reportshaving ADHD to precollege characteristics and experiences. Further, we consider academicsuccess for student outcomes and include creativity, based on the work of Taylor and coauthors[16].Figure 1. Conceptual framework for SEM academic success based

Conference Session

Student Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Danielle Nicole Carter; Rafael E. Landaeta, Old Dominion University

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Student

the fields of engineering.When speaking in general, it’s evident that Science, Technology, Engineering and Math (STEM)occupations have a low representation among Underrepresented Minorities (URMs). According to theNational Science Foundation, jobs that involve science or engineering show a low percentage ofemployed African Americans [1]. As of 2015, African Americans that identify with one race are roughly4 percent engineers and 3 percent physical and related scientists.These statistics give rise to the question why; why are URMs not pursuing careers in engineering?BackgroundOld Dominion University (ODU) is recognized as a minority serving institution with a plurality of racesrepresented. The student population consists of 26.2 percent

Conference Session

Student Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Margaret Carroll; James A. Coller, University of Michigan; Laura K. Alford, University of Michigan; Roxanne Pinsky, University of Michigan; Charles William Schertzing, University of Michigan; Julia T. Toye, University of Michigan; Magel P. Su, California Institute of Technology; Robin Fowler, University of Michigan; Sangam Munsiff, University of Michigan

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support tool hosted by our institution and is approvedby our Institutional Review Board (IRB) [HUM# 00135376]. The data set is from two semestersof a team-based, project-based introductory engineering course with a total of 118 studentresponses analyzed (N = 118).Introduction and MotivationThere are many examples in the engineering education literature of teamwork being particularlyfraught for women. Specifically, women sometimes end up completing less technical work andmore project management work [1, 2, 3]; they are sometimes spoken over in conversations [4, 5];and they are sometimes evaluated by themselves and their peers according to different standardsthan their peers who are men [6, 7, 8, 9]. All these examples led us to examine how