Conference Session

Tips of the Trade: Best Practices, Expanded Advice, and Strategies for Implementable Course Improvement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lauren Thomas Quigley, University of Washington; Mania Orand, Human Centered Design and Engineering ; Kathryn Elizabeth Shroyer, University of Washington; Jennifer A Turns, University of Washington; Cynthia J. Atman, University of Washington

Tagged Divisions

New Engineering Educators

Reflection in Engineering Education (CPREE), funded by a $4.4 million grant from the Leona M. and Harry B. Helmsley Charitable Trust. She was director of the NSF-funded Center for the Advancement of Engineering Education (CAEE), a national research center that was funded from 2003-2010. Dr. Atman is the author or co-author on over 115 archival publications. She has been invited to give many keynote addresses, including a Distinguished Lecture at the American Society of Engineering Education (ASEE) 2014 Annual Conference. Dr. Atman joined the UW in 1998 after seven years on the faculty at the University of Pittsburgh. Her research focuses on engineering education pedagogy, engineering design learning, assessing the consid

Conference Session

Diversity in Community Engagement Implementation II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ziyu Long, Colorado State University; Sean Eddington, Purdue University; Jessica Pauly; Linda Hughes-Kirchubel, Purdue University; Klod Kokini, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

community, socialization, proactive behaviors, career success, mixed methods, engineeringIntroduction Engineering faculty form a crucial community in engineering education as facultymembers’ goals and values, outreach and engagement, scholarly achievement, teaching successas well as their own wellbeing can shape the development of engineering as a discipline, thehigher institutions that they work for, and their day-to-day interactions with students,organizations, and local communities both at home and abroad. The current research viewsengineering faculty as a highly diverse and internal university community and crucial assets thatshould be nurtured, developed, and fully utilized. It also assesses and explores connectionsbetween community

Conference Session

Aerospace Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Antonette T. Cummings P.E., Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Aerospace

varied experiences of engineers employed in aerospace businesses. Oneattribute is called bracketing, where the researcher makes no hypothesis of how participantsperceive the phenomenon such that a fuller description of each participant’s experience can besolicited. A second attribute is logical relationships among categories of experience, typicallyexpressed as hierarchies, which imply a progression of learning and can easily be converted to ascale to create an assessment strategy in the classroom. A third attribute is the assumption ofhaving a few categories of variation of experience, which is more readily accessible than highlynuanced taxonomies for education purposes. This theoretical framework is just one of severalqualitative methods that

Conference Session

Maker Spaces within the University

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vincent Wilczynski, Yale University; Joseph Zinter III, Yale University; Larry Wilen, Yale University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

, material selection, engineering standards, projectplanning and ethics, as well as the engineering practices of analysis and experimentation (tocollect data for making design decisions). While these objectives span each of the three designprocess steps, the deliverables are only assigned (and retained for assessment purposes) atspecific stages of the design process. The deliverables include physical artifacts of concepts,prototypes, and final designs, as well as oral and written reports. The collected portfolio is arecord of the design process. Figure 5. Demonstration of Proficiency within Capstone DesignAs examples of the scope of projects pursued, students have designed and constructed amotorcycle-powered dynamometer (and the

Conference Session

Student Empathy and Human-Centered Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benedikt von Unold, Stanford University; Annette Isabel Böhmer, Laboratory for Product Development and Lightweight Design; Tua A. Björklund, Aalto University Design Factory; Nicolas Ledl, Stanford University; Udo Lindemann, Laboratory for Product Development and Lightweight Design; George Toye, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Design in Engineering Education

peopleness. Here, problems that hindered the integration and influences that fosteredthe integration were extracted.From past projects, the design reports were analyzed. As these projects were alreadycompleted, their results could be assessed and enabled conclusions on the efficacy of usedpractices. These practices, divided into methods and strategies, provide a glimpse in how thedesigners achieved more peopleness. Polar cases – successful and less successful cases – wereselected from the past projects as recommended by Eisenhardt [10] and Yin [11] to drawconclusions and build theory from success and failure.2.2 Case SelectionCases were chosen based on the extent of peopleness and for past projects, their success inaddressing peopleness. The

Conference Session

Elementary Students: Computational Thinking, Reasoning, and Troubleshooting

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily M. Haluschak, Purdue University, West Lafayette; Michelle L. Stevens, Lafayette School Corporation; Tamara J. Moore, Purdue University, West Lafayette; Kristina Maruyama Tank, Iowa State University; Monica E. Cardella, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette; Elizabeth Gajdzik, Purdue University, West Lafayette; Ruben D. Lopez-Parra, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

as a Natural Science teacher in High School where he, as a scholarly teacher, constantly assessed his performance to design better learning environments that pro- mote students’ conceptual understanding. In 2015, Ruben earned the M.S in Chemical Engineering at Universidad de los Andes in Colombia where he also received the title of Chemical Engineer in 2012. His research interests include cognition and metacognition in the engineering curriculum. c American Society for Engineering Education, 2018 Initial Problem Scoping in K-2 Classrooms (Fundamental)The use of engineering design as “the glue” to integrate science, mathematics, and

Conference Session

Makerspaces

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hoda Ehsan, Purdue University, West Lafayette; Tikyna Dandridge, Purdue University, West Lafayette; Ibrahim H. Yeter, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

described by a variety of frameworks andmodels. These frameworks have some differences and similarities in the ways CT cognitiveprocesses are called, categorized and defined. For example, Google education introduced CT bydefining 11 mental processes including Abstraction, Algorithm Design, Automation, DataAnalysis, Data Collection, Data Representation, Decomposition, Parallelization, PatternGeneralization, Pattern Recognition and Simulation. Whereas, BBC education discussed fourkey techniques for computational thinking which are Abstraction, Algorithm, Decomposition andPattern Recognition [17]. The Australian Curriculum, Assessment and Reporting Authority [18]identified five competencies for CT comprising of Abstraction, Algorithm, Data Analysis

Conference Session

Dynamic Pedagogies for Engineering Dynamics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Steven C. Zemke, Whitworth University; Diane L Zemke

Tagged Divisions

Mechanics

., Leeuw, N., Chiu, M., & LaVancher, C. (1994). Eliciting self‐explanations improves understanding. Cognitive science, 18(3), 439-477.12. Lang, J. (2016). Small teaching: every day lessons from the science of learning. San Francisco, CA: Jossey- Bass.13. Babbie, E. (2007). The Practice of Social Science Research (11th ed). Belmont, CA: Thomson-Wadsworth.14. Leydens, J., Moskal, B., & Pavelich, M. (2004). Qualitative methods used in the assessment of engineering education. Journal of Engineering Education, 93(1), 65-72.15. Glesne, C. (2006) Becoming Qualitative Researchers (3rd ed). San Francisco, CA: Pearson Education.16. Merriam (S). and associates (2002). Qualitative Research in Practice. San Francisco: Jossey

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tony Andrew Lowe, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Pre-College Engineering Education

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Laura Ann Gelles, Utah State University; Idalis Villanueva, Utah State University; Marialuisa Di Stefano, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

Conference Session

Accreditation and the BOK

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

Paper ID #21160Perceptions of the Civil Engineering Body of Knowledge Outcomes by SeniorStudents: Effect of Activities, Internships, and Career GoalsDr. Angela R. Bielefeldt, University of Colorado, Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, Envi- ronmental, and Architectural Engineering (CEAE). She serves as the ABET assessment coordinator for her department. Bielefeldt is also a licensed P.E. Professor Bielefeldt’s research interests in engineering education include service-learning, sustainable engineering, social responsibility, ethics, and diversity

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Theresa Green, Utah State University - Engineering Education; Angela Minichiello P.E., Utah State University; Amy Wilson-Lopez, Utah State University, Teacher Education and Leadership

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

our first steps in assessing, once we few times. What’s it take to get an A on had that test procedure, of whether a test? What percent do you have to get we were getting uniform data from right? each motor to where we thought we Interviewer: 94%. were testing it accurately. Because Brady: So, what if we got 94% of these the idea was, you know, each motor details right? under the same test should Interviewer: You could still kill essentially produce the same result. somebody

Conference Session

Expanding Diversity, Equity, and Inclusion in Engineering Cultures from a Theoretical Perspective

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brianna Benedict McIntyre, Purdue University, West Lafayette; Dina Verdín, Purdue University, West Lafayette; Rachel Ann Baker; Allison Godwin, Purdue University, West Lafayette; Thaddeus Milton

Tagged Topics

ASEE Diversity Committee, Diversity

. Hawley, “Support, belonging, motivation, and engagement in the college classroom: A mixed method study,” Instr. Sci., vol. 42, no. 5, pp. 661–684, 2014.[18] A. Bandura, Social foundations of thought and action: A social cognitive theory. Englewood Cliffs: Prentice Hall, 1986.[19] J. S. Eccles and A. Wigfield, “Motivational Beliefs, Values, and Goals,” Annu. Rev. Psychol, vol. 53, pp. 109–32, 2002.[20] E. Seymour and N. Hewitt, Talking about leaving: Why undergraduates leave the sciences. Boulder: Westview Press, 1997.[21] R. Marra, B. Bogue, D. Shen, and K. Rodger, “Those that leave: Assessing why students

Conference Session

Accreditation and the BOK

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

Paper ID #21056What Do First-year and Senior Civil Engineering Students Think About Rais-ing the Bar on the Education Requirements for Professional Licensure?Dr. Angela R. Bielefeldt, University of Colorado, Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, Environ- mental, and Architectural Engineering (CEAE). She serves as the ABET assessment coordinator for the department. Professor Bielefeldt’s research interests in engineering education include service-learning, sustainable engineering, social responsibility, ethics, and diversity. Bielefeldt is also a licensed P.E

Conference Session

Women in Engineering Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

S. Zahra Atiq, Purdue University, West Lafayette (College of Engineering); Sarah Morton; Nehal I. Abu-lail, Washington State University; Ashley Ater Kranov, Washington State University; Julie A. Kmec, Washington State University; Jennifer Deboer, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Conference Session

IED Technical Session: Preparing Students for the Future

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Industrial Engineering

communicate your solution, it is useless. So, communication is critical in all areas of engineering.”  “When engineers need to communicate the results of our analysis, writing is critical.”Unfortunately, this conceptualization often fails to take the next step toward a broaderunderstanding of writing. In fact, only one respondent indicated a view of writing as valuable toengineers as a part of process of problem solving: “In the formulation of engineering problems andtheir proposed solutions, including the reasoning process that was applied in developing the bestsolution” and one other indicated writing as part of “assessment and interpretation of resultsobtained.”This gap parallels some of the components of the definition of meaningful

Conference Session

Track: Collegiate Technical Session 12

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Michael Scott Sheppard Jr., Arizona State University; Nadia N. Kellam, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Topics

Collegiate, Diversity

provided feedback on our coding process, Noa Bruhis and Ieshya Anderson for theirperspective and advice, and the reviewers of this manuscript for their support and thoughtfulsuggestions.References[1] T. Church, “Returning Veterans on Campus with War Related Injuries and the Long Road Back Home,” J. Postsecond. Educ. Disabil., vol. 22, no. 1, pp. 43–52, 2009.[2] L. Zinger and A. Cohen, “Classroom : How Can Colleges Be Better,” Contemp. Issues Educ. Res., vol. 3, no. 1, pp. 39–52, 2010.[3] L. McBain, Y. Kim, B. Cook, and K. Snead, “From Soldier to Student II: Assessing Campus Programs for Veterans and Service Members,” 2012.[4] A. Shackelford, “Documenting the Needs of Student Veterans with Disabilities

Conference Session

Liberal Education/Engineering & Society Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Nathan E. Canney, CYS Structural Engineers Inc.; Samantha Ruth Brunhaver, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Conference Session

Best In DEED

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elisabeth Kames, Florida Institute of Technology ; Devanshi Shah, Florida Institute of Technology; McKenzie Carol Clark; Beshoy Morkos, Florida Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Review (PDR) and Critical DesignReview (CDR), respectively. Each of these milestones require the students to submit a technicalreport outlining their design and processes, and a comprehensive presentation to their advisoryboards. 2.2. Motivation FactorsPintrich identified the importance of motivation on academic performance.10,18,19 The MSLQ is awidely used tool in the academic community to measure student motivation. The students arerequired to self-assess their motivation on a seven-point Likert scale, with a value of 1corresponding to “not true to me at all” and a 7 corresponding to “very true to me”. A value of 4is accepted as neutral and the other values are a gradient between the aforementioned digits. Thefive factors observed in

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Catherine Mcgough Spence, Minnesota State University, Mankato; Lisa Benson, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

-future to their attention may only cause additionaldistress and lack of motivation. In future research directions, we will assess how engineeringprograms can consider all of these different ways of thinking about the future to create aninclusive and supportive environment for all types of student motivations.Further, this research has also prompted a discussion for how we are considering the students inour policy decisions. It is important to consider how the flexibility of engineering curricula or thecourse load for those crucial middle years for engineering students impact students’ motivations.By allowing for some flexibility in engineering curricula, we would be providing a safeopportunity for students to find the career path that is the

Conference Session

Pre-college Engineering Education Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine Dornian, University of Calgary; Mohammad Moshirpour, University of Calgary; Laleh Behjat P.Eng., University of Calgary

Tagged Divisions

Pre-College Engineering Education

Conference Session

Pre-college Engineering Education Division Technical Session 17

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Deborah Besser P.E., University of St. Thomas; Karin Brown, University of St. Thomas; Alison Haugh Nowariak, University of St. Thomas; Tami Brass, University of St. Thomas and St. Paul Academy and Summit School; Rebecca Ann Leininger, University of St. Thomas; Annmarie Thomas, University of St. Thomas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

that challenge? Thesequestions, and others, were meant to prompt the participants to think about ways they might haveused empathy and engineering throughout the day.Survey data, observational data and interview data were first reviewed independently as threediscrete data sources. Quantitative survey data was statistically and graphically analyzed.Qualitative data reduction by thematic analysis was completed for the survey qualitative data,observational data and interview data. As themes were revealed for each data source, it was clearthat these sources triangulated thematic findings. Major assessment findings are shared bysurvey, observation and interview categories, with appropriate supporting data from relatedcategories. Culminating thematic

Conference Session

2-Year College Division: Transferring and Smoothing Transitions

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dan G. Dimitriu, San Antonio College; Klaus B. Bartels, San Antonio College; Charles Chris Navarro, The DoSeum

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

Course", ASEE Annual Conference, Vancouver, BC, 2011.[4]. Bringle, R. G. and Hatcher, J. A., “A service-learning curriculum for faculty,” Michigan Journal of Community Service Learning, (pp. 112-122), 1995.[5]. Peterson, S. J. and Schaffer, M. J., “Service learning: A strategy to develop group collaboration and research skills,” Journal of Nursing Education, vol. 38, no. 5, (pp. 208-214), 1999.[6]. Celio, C. I., Durlak, J., and Dymnicki, A., “A meta-analysis of the impact of service-learning on students,” Journal of Experiential Education, vol. 34, no. 2, (pp. 164-181), 2011.[7]. Gray, M. J., Ondaatje, E. H., Fricker Jr., R. D. and Geschwind, S. A., “Assessing service learning: Results from as

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joanne Kay Beckwith, University of Michigan; Laura Hirshfield, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

University of Michigan. Her research interests lie in assessing and amending curricula to help students transition from undergraduate to professional practice. c American Society for Engineering Education, 2020 First-year engineering experience from the rural student’s perspectiveIntroductionThis complete research paper will explore the experiences of first year engineering students fromrural communities. According to the United States Department of Education, 31.3% of publicelementary and secondary schools are in rural communities, serving 21.3% of students in theUnited States [1]. Of these students, only 27.1% will continue their education by enrolling in acollege or university by the time they turn 24

Conference Session

Computing -- Increasing Participation of Women and Underrepresented Minorities

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura K. Dillon, Michigan State University; Maureen Doyle, Northern Kentucky University; Linda Ott, Michigan Technological University; Wendy Powley, Queen's University; Andrea E Johnson, Spelman College

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering, Pre-College Engineering Education, Women in Engineering

within their local community.The lure of Silicon Valley can overshadow opportunities that can be just as lucrative andimpactful to their careers. Smaller local companies can offer benefits to students with non-traditional matriculation challenges (multigenerational families, first generation students, caringfor family members with health challenges, etc.). Opportunities like co-ops and internships allowstudents to interface with a company and assess their fit, get experience in industry, expand theirnetworks, and identify mentors.MICWIC: I think it is vital to have some key individuals involved who truly believe in theimportance of a regional BPC. But the organization cannot rely solely on a few individuals. Wehave a well-established committee

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ryan Banow, University of Saskatchewan; Sean Maw P.Eng., University of Saskatchewan

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

Conference Session

Care and Inclusive Teaching

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kenya Z. Mejia, University of Washington; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, 2019. [Online]. Available: https://peer.asee.org/successes-and-challenges-in-supporting-undergraduate-peer-educators-t o-notice-and-respond-to-equity-considerations-within-design-teams.[16] R. A. Atadero, C. H. Paguyo, K. E. Rambo-Hernandez, and H. L. Henderson, “Building inclusive engineering identities: implications for changing engineering culture,” ​Eur. J. Eng. Educ.,​ vol. 43, no. 3, pp. 378–398, May 2018, doi: 10.1080/03043797.2017.1396287.[17] K. Rambo-Hernandez, R. Atadero, C. Paguyo, and J. Schwartz, “Inclusive Engineering Identities; Two New Surveys to Assess First-Year Students’ Inclusive Values and Behaviors,” in ​2017 ASEE Annual Conference & Exposition Proceedings​, Columbus, Ohio, Jun. 2017, p. 28502

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rebekah Dupont, Augsburg University; Nancy A. Rodenborg, Augsburg University

Tagged Topics

Diversity, NSF Grantees Poster Session

undergraduate IDPs [9] and materials from the Center for the Improvement ofMentored Experiences in Research.New scholars take the CliftonStrengths assessment and attend an orientation workshop to learnabout the program opportunities and expectations, set goals, and schedule one-to-one meetingswith mentors. During the semester they attend workshops, connect with recent alumni aboutnavigating the transition to post-bachelor’s opportunities, and obtain individualized advice abouthow to connect with both on-campus and off-campus resources to work toward their goals. Animportant component is building relationships and creating a trusting environment in whichstudents can seek assistance with any obstacles or barriers they may be experiencing.An explicit

Conference Session

Insights for Teaching ECE Courses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura K. Alford, University of Michigan; Amir Kamil, University of Michigan; Andrew Deorio, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

Introductory Computer Programming SequenceOur computer science and engineering program wishes to increase sense of community amongstudents taking the three-course introductory computer programming sequence, with a specialfocus on women and underrepresented minority (URM) students as these groups may be at adisadvantage when beginning the sequence [14, 15, 16, 17, 18]. We started a 5 year program tocoordinate interventions across courses and assess the effect of these interventions. Interventionsinclude[19]: • balanced teaching staff in terms of gender and race (visual representation is critical) • staff training on implicit bias, imposter syndrome, and stereotype threat • student activities related to implicit bias and imposter syndrome • in

Collection

2016 St.Lawrence Section Meeting

Authors

Rebecca K. LaForest; Iulian Gherasoiu; Daniel White; Harry Efstathaidis

% 48% White/ Hispanic 8%Figure 3: The four graphs compare the P-TECH demographics to that of the high school for each cohort. 6Since the Riverfront P-TECH program is relatively new, there are only three New York Statestandardized assessments to compare: Integrated Algebra, Common Core Algebra I and LivingEnvironment. The average score on both mathematics exams for the P-TECH students waswithin one point of the corresponding high school cohort’s