Conference Session

Critical Thinking and Creative Arts

Collection

2009 Annual Conference & Exposition

Authors

Helen Donis-Keller, Franklin W. Olin College of Engineering

Tagged Divisions

Liberal Education

effectively as well as to communicatethrough oral, visual and written mechanisms. Modern advances in technology will necessitate theeffective use of virtual communication tools." Courses in the arts, humanities, and socialsciences (AHS) can address the need, at least in part, for broadening the educational base forengineering students. AHS courses that focus on the development of creativity, multiple meansof effective communication, improving critical thinking skills, and engagement by students withthe larger questions of living within contemporary society today would address some of theimportant concerns enunciated in these reports. However, AHS courses form an exceedinglysmall fraction of the total number of course credits required for graduation

Conference Session

Continuous Improvement in Engineering Leadership Development Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marnie V. Jamieson, University of Alberta; John M. Shaw

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

design courses and are evaluated as graduate attributeoutcomes integral to the Canadian Engineering Accreditation Board (CEAB) evaluationprocesses. Continual course improvement processes require reflection on the success oflearning activities, the tools used for teaching, and alignment of learning outcomes,activities, and assessment. Peer evaluation and feedback tools can encourage studentlearning and leadership development. The method of data collection, the type of feedbackand the contextual validity of the feedback may impact students’ development of useful teambehaviours and personal strategies for working in team environments. Mixed methodsuccessive case study analysis provides insights enabling targeted improvements to learningactivities

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 1

Collection

2008 Annual Conference & Exposition

Authors

Andrew Morozov, University of Washington; Deborah Kilgore, University of Washington; Ken Yasuhara, University of Washington; Cynthia Atman, University of Washington

Tagged Divisions

Educational Research and Methods

andscience. This difference has been linked to gender gaps in engineering enrollment andpersistence. Our study of engineering students extends research on gender differences byexamining how confidence with design interacts with academic preparation and the frequency ofdesign experiences in engineering coursework. We also compare patterns of gender differenceswithin the racial/ethnic majority and minority groups. Our findings reaffirm prior research onthe gender gap in engineering students’ academic confidence, where men tend to report higherlevels of confidence. In particular, the analysis showed that the gender differences in confidenceand perceived academic preparation to engage in design are primarily accounted for by thegender gap within the

Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Anne Stephan, Clemson University; Abigail T. Stephan, Clemson University; Baker A. Martin, Clemson University; Matthew K. Miller, Clemson University

Tagged Divisions

First-Year Programs

department is always looking to improve how material relevant to major explorationis incorporated into its introductory course as it can have a significant impact on individualstudents as well as the retention and persistence statistics in the engineering majors.Over the years, the General Engineering department has implemented a variety of methods toencourage and/or require students to learn about the different engineering majors offered atClemson. For several years, students were required to complete a series of assignments as part ofan “Individual Reflection Portfolio.” These assignments required students to researchinformation about the different engineering disciplines then write reflections related toengineering ethics and future engineering

Conference Session

Teams and Teamwork in Design I

Collection

2007 Annual Conference & Exposition

Authors

Janice Miller-Young, Mount Royal College; Sean Maw, Mount Royal College

Tagged Divisions

Design in Engineering Education

Johnson, R.T., “Pedagogies of Engagement: Classroom-Based Practices,” Journal of Engineering Education, Vol. 94, No. 1, 2005, pp.87-101.[10] Olds, B.M., and Miller, R.L., “The Effect of a First-Year Integrated Engineering Curriculum on GraduationRates and Student Satisfaction: A Longitudinal Study,” Journal of Engineering Education, Vol. 93, No. 1, 2004,pp.23-35.[11] Hoit, M., and Ohland, M., “The Impact of a Discipline-Based Introduction to Engineering Course onImproving Retention,” Journal of Engineering Education, Vol. 87, No. 1, 1998, pp.79-85.[12] Felder, R.M., Brent, R., “The Intellectual Development of Science and Engineering Students. Part 2:Teaching to Promote Growth,” Journal of Engineering Education, Vol. 93, No. 4, 2004

Collection

2008 ASEE Zone 1 Conference

Authors

A.E. Schuster; J.A. Sanchez; C.W. Swan; J.L. Durant; D.M. Matson

traditional classroom experience. Specifically, it supports theAccreditation Board for Engineering and Technology (ABET) Criterion 3 Program Outcomes addressingthe students ability to design a system to meet specific needs of a community, function as a member of amultidisciplinary team, identify and solve engineering problems, understand professional and ethicalresponsibilities, communicate despite the potential language barrier, understand the impact of the projectin a global and societal context, recognize the need to engage in life-long learning to allow them toaddress real problems outside of traditional discipline-based engineering challenges, and show knowledgeof the contemporary issues connecting community health and sustainable engineering

Conference Session

Faculty and Program Developments, Exchanges, and Best Practices

Collection

2012 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

International

journey of joy: A caring college professor has a clear understanding of the value ofthe topics and course material that he/she teaches and their impact on the professional andpersonal development of students. As an example, if a teacher treats applied mechanics asan end in itself, he/she is not stimulating the students in putting the material in the mostmeaningful context. Although the material may eventually become “second nature” to thestudents, they may fail to appreciate and enjoy the subject because they did not perceiveits relevance and applications to their future course work and their career. This is amissed opportunity that the faculty member ought to capitalize on! And make the courseenjoyable irrespective of its standing in the overall

Conference Session

New Teaching Methods in Mechanics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brian P. Self, California Polytechnic State University; Edward J. Berger, University of Virginia

Tagged Divisions

Mechanics

, participants work in a collaborativemanner around common themes or goals. They are shaped by a joint enterprise, or domain ofinterest (in our case this is mechanics education) and depend on mutual engagement to help buildrelationships in the community. Finally, the CoP typically develops a shared repertoire, whichmight consist of communal resources and tools, shared activities and ideas, or differentapproaches to teaching. A sustained involvement in a CoP centered around faculty developmentallows participants to develop a sense of community, attempt new teaching practices and discussimplementation with other colleagues, and share different teaching resources.One successful implementation of a community of practice built around developing a student

Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Genaro Zavala, Tecnologico de Monterrey; Universidad Andres Bello; Esmeralda Campos, Tecnologico de Monterrey, Monterrey, Mexico; Carlos Eduardo Martinez-Torteya, Tecnologico de Monterrey

Tagged Divisions

First-Year Programs

conceptual understanding of university students about abstract physical concepts, specifically in the introductory and upper-division electromagnetism courses. She has published five peer-reviewed articles in high-impact journals indexed in Web of Science and/or Scopus, and one peer-reviewed book chapter. She has partic- ipated in several international educational research conferences, resulting in five conference proceedings indexed in Web of Science. In 2018, she participated in the local organizing committee for the confer- ence of the International Research Group on Physics Teaching (GIREP, from its name in French) in San Sebastian, Spain. She was also part of the organizing committee of the annual meeting of the

Conference Session

Engineering Communication II: Curricular Practices, Integrations, and Collaborations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sheila Anne Gobes-Ryan, University of South Florida; Kingsley A. Reeves Jr., University of South Florida

Tagged Divisions

Liberal Education/Engineering & Society

’ conveyanceof what is known, as well as the deeper development of knowledge by students, a practice knownin the literature as ‘communication to learn.’ Therefore, isolating students’ learning professionalcommunication skills from the material they will need to communicate as professionals.As some of the most challenging and rewarding career opportunities for our students hinge onstudents’ abilities to critically apply and communicate the material they learn and to be able towork across geographic and field boundaries, we must work towards ways to engage them incourse material in richer ways. Interdisciplinary team teaching offers one promising approach foraccomplishing the integration of technical engineering skills development and communicationskills

Conference Session

Focus on Faculty

Collection

2009 Annual Conference & Exposition

Authors

Ane Johnson, Virginia Tech; Margaret Layne, Virginia Tech; Janis Terpenny, Virginia Tech

Tagged Divisions

Women in Engineering

with the Office for Equal Opportunity to create adatabase and attend recruitment fairs for prospective minority faculty.Leadership Development ProgramsThe institution’s ADVANCE program sponsors a series of workshops and events to buildspecific leadership skills, including communication skills, resolving conflict, negotiation, powerand influence, and time management. These workshops utilize both on campus experts andoutside consultants. Leadership seminars for senior women faculty give them the opportunity tointeract with current leaders across the university and outside the institution, includingdepartment heads, associate deans, deans, research center directors, vice-presidents, andprovosts. In addition to seminars and workshops open to all

Conference Session

Assessment

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Director of Research and Professional Development at the Center for CriticalThinking and Chair of the National Council for Excellence in Critical Thinking, Dr. Richard Paulis an internationally recognized authority on critical thinking. Dr. Paul has written books forevery grade level and has done extensive experimentation with teaching tactics and strategies,and devising, among other things, novel ways to engage students in rigorous self-assessment.The author has largely benefited from the principles of Socratic Taxonomy outlined by RichardPaul. The author has utilized these principles in his previous ASEE conference presentations.The author has also incorporated several ideas from these outlines while he experimented withthe discovery approach

Conference Session

Women in Engineering Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shaundra Bryant Daily, Duke University; Jessica Sperling, Duke University; Megan Gray, Duke University; Medha Gupta, Thomas Jefferson High School for Science and Technology; Amy Arnold, Duke University; Kelly Perri, Duke University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

for program evolution based on lessons learned, it is clear fromthis research that students’ self-efficacy within and outside of the class, their feelings ofcommunity, and their desire to persist computing have been impacted.7 Acknowledgements We would like to thank Duke University, Aeris, CTC, Lineage, Salesforce, Zuora, andanonymous donors for their generous and ongoing support of the program.8 References[1] N. C. Chesler and M. A. Chesler, “Gender-Informed Mentoring Strategies for Women Engineering Scholars: On Establishing a Caring Community,” J. Eng. Educ., vol. 91, no. 1, pp. 49–55, 2002, doi: 10.1002/j.2168-9830.2002.tb00672.x.[2] C. C. Healy and A. J. Welchert, “Mentoring Relations: A Definition to Advance Research and

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sreyoshi Bhaduri, McGraw Hill ; Michelle Soledad, The Ohio State University; Tamoghna Roy, DeepSig Inc.; Homero Murzi, Virginia Polytechnic Institute and State University; Tamara Knott, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs

Paper ID #34480A Semester Like No Other: Use of Natural Language Processing forNovice-Led Analysis on End-of-Semester Responses on Students’ Experienceof Changing Learning Environments Due to COVID-19Dr. Sreyoshi Bhaduri, McGraw Hill Dr. Sreyoshi Bhaduri is an Engineering Educator and People Researcher. She currently heads Global People Research and Analytics at McGraw Hill, where she leads research leveraging employee data to generate data-driven insights for decisions impacting organizational Culture and Talent. Her research interests include assessing the impact and effectiveness of inclusion initiatives as well as

Collection

2011 Pacific Southwest Section Meeting

Authors

Angela Beck; Jim Helbling

meeting (i.e., for 5 hours and20 minutes per week). Both team teachers attend all class meetings. Each week's instruction isorganized to include four (4) primary activities, each designed to target some specific aspect ofengineering or communication education. These activities include engineering lectures,communications lectures, team meetings (which include a status report and an informal briefing),and open work sessions.The first activity is an engineering lecture, given by the AE professor the first class meeting ofthe week. This lecture lasts approximately 1 hour and is carefully designed to provide timelyreminders of key concepts, processes, and equations that students are most likely to use in thecoming week. As previously mentioned, one of

Conference Session

Committee on Educational Policy Presents: Pillars of Our Curriculum

Collection

2023 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

manner • E) Health and safety benefits and/or negative impacts are equitably distributed within affected communities… the project does not disproportionately burden one community over another (e.g., social / environmental justice)” • QL3.1 Advance Equity and Social Justice [24, p. 48] • “Degree to which equity and social justice are included in stakeholder engagement, project team commitments, and decision making A) When projects impact, or potentially impact, indigenous communities, specific attention is given to developing a relationship of respect and mutual understanding that supports the autonomy, authority, and rights of these communities. F) …qualified

Conference Session

Committee on Educational Policy Presents: Pillars of Our Classrooms

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nirmala Gnanapragasam, Seattle University

Tagged Divisions

Civil Engineering Division (CIVIL)

the capstone experience. Althoughthere is much written on senior design programs around the country, literature that solely focuseson technical writing within the capstone experience is somewhat limited [20-26]. Furthermore,the author has come across only very limited studies on engineering undergraduates writing to arange of audience prior to their capstone experience. In this paper the author focuses on literaturewhere engineering students write to an audience other than the course instructor outside of asenior capstone course. To meet the demands of the Silicon Valley employers, San Jose University College ofEngineering redesigned its technical communication course with the goal of developing writingand speaking skills that students

Conference Session

Building Communities for Engineering Education Research

Collection

2006 Annual Conference & Exposition

Authors

Robin Adams, Purdue University; Philip Bell, University of Washington; Cheryl Allendoerfer, University of Washington; Helen Chen, Stanford University; Larry Leifer, Stanford University; Lorraine Fleming, Howard University; Bayta Maring, University of Washington; Dawn Williams, Howard University

Tagged Divisions

Educational Research and Methods

impacting engineering education in a scholarly way. Theprimary goal is to cultivate a diverse community of engineering education Scholars who canthink and work across engineering and education disciplines with the ultimate aim of improvingthe engineering student experience. A secondary goal is to formulate principles and models foradvancing this scholarship community. Both goals address a mission of building capacity(people and models) to advance engineering education.Transforming ISEE goals to objectives encompasses two ways of considering impact: impact onparticipating Scholars and impact of Scholars on engineering education. Impact “on”participating Scholars is defined by the following meta-level learning objectives: contribute toengineering

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew W. Liberatore, University of Toledo; Daniel Lepek, Cooper Union for the Advancement of Science and Art

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

topics in a VCP is only part of the objective of thegroups. Adopting new strategies in real time more completely quantifies the impact of the VCPs.Many times, one time, and never were the choices for adoption related to the pedagogy and/ortechnology topics. Next, two questions related to the creation of a community were asked. Whilethe data will be presented at the conference, in brief, the VCPs impacted faculty across rank,location, AIChE or AIChE Education Division member status, and beyond. Finally, threesummative questions and the opportunity for free response comments completed the survey.ConclusionsThe AIChE Education Division VCP program provided an engaging framework in order toprovide professional development and support to chemical

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Selen Güler, University of Washington

Tagged Topics

NSF Grantees Poster Session

students, faculty, and others, in the form of new curricula, reviseddepartmental practices, etc. Additionally, as a result of their work on NSF RED projects, REDproject team members also experience a positive impact through their participation in acommunity of practice. A community of practice (CoP), is defined by Wenger as follows: Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. (Wenger 2011) More than just a collection of individuals who possess a shared interest, a community ofpractice is characterized by several distinct features: they are practitioners; they develop ashared repertoire of resources (such as

Collection

2020 ASEE North Midwest Section Annual Conference

Authors

Shan Jiang, Iowa State University; Ann M Gansemer-Topf, Iowa State University; Nigel Forest Reuel, Iowa State University of Science and Technology; Gül E. Kremer, Iowa State University of Science and Technology; Qing Li, Iowa State University; Rebecca Mort, Iowa State University

even broadly to all thesis research.Part III: Future Research and Concluding RemarksThe GAPS program is still in its initial stage of development. After our first cohort concludes,we will assess the progress made and make plans for expanding and improving the GAPSprogram accordingly. The project management course will also act as a seed to grow our GAPSlearning community. We aim to broaden the engineering backgrounds represented by studentsin future cohorts. Additionally, we aim to continue to engage with past cohorts as the programexpands to continuously build the community. As more students graduate from our course, theywill join the GAPS community to help other students with their thesis and professional skilltraining. We will upload on our

Conference Session

Innovation in Construction Engineering Education II

Collection

2007 Annual Conference & Exposition

Authors

Tulio Sulbaran, University of Southern Mississippi; David Marchman, University of Southern Mississippi; Shelton Houston, University of Southern Mississippi

Tagged Divisions

Construction

implementation and studies on Rumble Strips and Stripes, a synthesis of thecurrent state-of-the-art knowledge regarding the safety impacts of these countermeasures wasprovided.The results presented in this paper are very important for the scholarly community, because theycan be used as the foundation for similar studies in other states and it has the potential to directlybenefit construction education by serving as an example of good practice in engineeringeducation Page 12.1299.11ReferencesAgent, K; O’Connel, L; Green, E; Kreis, d; Pigman, J; Tollner, N; (2003) “Development of Procedures forIdentifying High-Crash Locations and Prioritizing Safety

Conference Session

Sustainable Engineering

Collection

2006 Annual Conference & Exposition

Authors

Vered Doctori Blass, University of California-Santa Barbara; Mary Hong Loan Dinh, University of California-Santa Barbara

Tagged Divisions

Environmental Engineering

, theAraypallpa, Peru project provided a way for students to engage in service-learning projects, learnabout appropriate technology and sustainability, work on a multi-disciplinary team, and learnhow engineering skills can be used to serve the needs of the global community. In addition,students developed a set of skills that typical classroom education does not provide. A volunteer-based program may be especially useful as a mechanism for service-learning since theundergraduate engineering curriculum is normally very full, or it may be a first-step inintroducing service-learning into the engineering program.AcknowledgementsWe would like to thank Dr. LeeAnne Kryder for her guidance and feedback on this paper;Humphrey Blackburn for sharing his expertise on

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Erin A. Cech, Rice University; Rocio C. Chavela Guerra, American Society for Engineering Education; Adrienne Minerick, Michigan Technological University; Tom J Waidzunas, Temple University

Tagged Topics

Diversity, NSF Grantees Poster Session

Assistant Professor, Department of Sociology, Temple University c American Society for Engineering Education, 2016 ASEE Safe Zone Workshops and Virtual Community of Practice to Promote LGBTQ Equality in EngineeringAbstractEven though recent years have seen significant advances in LGBTQ (lesbian, gay, bisexual,transgender, and queer) equality in the U.S. through legislation and social acceptance, researchshows that LGBTQ students and faculty on college campuses still experience exclusion and dis-crimination. This paper describes a transformative project that links diversity research with afaculty development initiative to promote LGBTQ equality in engineering. The aims of the pro-ject are to

Conference Session

Teaching Tools: Problem Solving and Hands-On Teaching (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D. Borgaonkar, New Jersey Institute of Technology; Teresa L. Keeler, New Jersey Institute of Technology

Tagged Divisions

New Engineering Educators Division (NEE)

. Additionally, educationalexperiences that are active, social, contextual, engaging, and student-owned lead to deeperlearning. The benefits of collaborative learning include the development of higher-level thinking,oral communication, self-management, and leadership skills; increase in student retention, self-esteem, and responsibility; exposure to and an increase in understanding of diverse perspectives;and preparation for real-life social and employment situations (Center for Teaching Innovation,2023; Stump et al., 2011).Integrated Curriculum: Individuals live and work in a connected world. An integrated curriculumcan simply be described as “making connections” (Drake and Burns, 2004). Connected learningis brain-building (NE DOE, 2017). The more

Conference Session

Faculty Development II: Building Community Among STEM Educators

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katherine G. Nelson, Arizona State University; Ann F. McKenna, Arizona State University, Polytechnic campus; Rocio C. Chavela Guerra, American Society for Engineering Education; Russ Pimmel, University of Alabama (Emeritus)

Tagged Divisions

Educational Research and Methods

virtual communities of practice models for faculty developmentAbstract Faculty development is a possible pathway to inform and encourage adoption of research-based education practices into engineering classrooms. We developed a model for facultydevelopment called a virtual community of practice. In this model we sought to engage facultywith research-based education practices, and more specifically, focus on their implementation ofthese practices in their courses. Two different VCP designs were utilized in our program. Thefirst cohort (Cycle 1) consisted of faculty that were grouped based on similar courses (n = 77).The second cohort (Cycle 2) consisted of faculty that were grouped based on similar

Conference Session

Civil Engineering Division - Is This Real? Reaching Students with Virtual and Augmented Reality

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ayatollah Yehia, University of Virginia; Jacqueline Chao, University of Virginia; Connor Lyons, University of Virginia; Mehrdad Shafiei Dizaji, University of Virginia; Devin Harris, University of Virginia

course. The case study selected focuses on steel beam elements with point loads.The goal of this study is to evaluate the application’s ability to engage students in structuralanalysis of some defined problems. The results of this pilot study will indicate the effectiveness ofaugmented reality usage in the educational setting and potentially demonstrate its new approach’spotential to contribute to student learning through interactive, three-dimensional visualizationfeatures, which in turn support the cultivation of strong engineering students.Keywords: Augmented Reality (AR), Engineering Mechanics, Virtual Reality (VR), FiniteElement Method (FEM), Engineering EducationIntroductionStructural design considers the behavior of steel and concrete

Conference Session

Project-Based Education in Energy Conversion

Collection

2007 Annual Conference & Exposition

Authors

Margaret Bailey, Rochester Institute of Technology

Tagged Divisions

Energy Conversion and Conservation

audience. Past student teams have presented to a variety of audiencesranging from college level liberal arts classes to middle and high school science, math, andtechnology classes.This paper includes an overview of both projects in their current forms; results of projectassessment, including samples of student feedback, which have been collected and analyzed overthe past five years; the strategy used during department-level assessment to support outcomesrelated to life-long learning, communication, and team work abilities; experience gained throughtranslation of projects to other courses; and future plans for project refinement.I. IntroductionRochester Institute of Technology (RIT) has one of the oldest cooperative education programs inthe country

Conference Session

International Division (INTL) Technical Session #3: Student Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, ThatStatsGirl; Racheida S. Lewis, University of Georgia; Indrani Sen, Georgia Institute of Technology; Columbia Mishra, Maxar Technologies ; Mona Mona; Venkata Sai Naveena Bathula, SWE

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

trajectories, student motivation, and learning. Sreyoshi has been recognized as a Fellow at the Academy for Teaching Excellence at Virginia Tech (VTGrATE) and a Fellow at the Global Perspectives Program (GPP) and was inducted to the Yale Bouchet Honor Society during her time at Virginia Tech. She has also been honored as an Engaged Ad- vocate in 2022 and an Emerging Leader in Technology (New ELiTE) in 2021 by the Society of Women Engineers. Views expressed in this paper are the author’s own, and do not necessarily reflect those of organizations she is associated with. Learn more about Sreyoshi’s impact - www.ThatStatsGirl.comDr. Racheida S. Lewis, University of Georgia Dr. Racheida S. Lewis, Ph.D. is an Assistant Professor

Conference Session

Action on Diversity - Supporting Students at Multiple Levels

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Tiago R Forin, Rowan University; Kauser Jahan P.E., Rowan University; Ralph Alan Dusseau P.E., Rowan University; Parth Bhavsar, Rowan University; Beena Sukumaran, Rowan University

Tagged Topics

ASEE Diversity Committee, Diversity

will showcase inclusive pedagogy and content at thecourse level. It is important to note that inclusion can take many forms, some of which requireonly a small effort but offer a potentially high impact. The authors would like to stress that theCEE Department is currently developing multiple ways to engage diversity with their studentsand no one particular path will be given preference.There are times in which developing an inclusive curriculum can be seen as challenging [8]However, the perception of difficulty is no excuse to shy away from implementing a moreinclusive classroom setting. ABET has included in its criteria for student development, a “respectfor diversity”, a recognition of how engineering has societal and global impacts, and an