Conference Session

Out-of-school-time Engineering: Implications for Underrepresented Students

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela Clinkscales Verdell, Mississippi State University; Jason M. Keith, Mississippi State University; James Warnock, Mississippi State University; Vemitra White Alexander, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

to otherswhen needed [9]. Students quickly learn that as a whole the group benefits by utilizing the differentstrengths of individuals to better ensure the success of the group as a whole. Through this approachstudent self-efficacy can be increased and they learn foundation, a growth mindset, and acommitted work ethic, they can be successful in engineering.TeambuildingTo further promote community building, on the first Saturday morning of the program studentsparticipate in the half day “Big Dawg Challenge” outdoor obstacle course designed by theuniversity Recreational Sports division. The course offers low-ropes workshops designed forgroups to engage in problem-solving strategies requiring both mental and physical involvement ofeach team

Conference Session

Engineering Literacy: Champions of Engineering in General Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daniel Flath, Macalester College; Diane P Michelfelder, Macalester College

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

. invent what doesn’t exist 6. identify optimal solution 7. prototype (i.e. draft) and refine (i.e. revise) the solution 8. communicate the solution’s designStudents rated their confidence from 0 (cannot do at all) to 100 (certainly can do). Thirteenstudents completed both pre and post course surveys. The data show that student confidenceincreased for all eight activities. This conclusion is based on a nonparametric sign test. For eachof the eight tasks, at least ten of the thirteen students indicated a higher level of confidence at theconclusion of the course. No students indicated a decrease in confidence on any of the first fourtasks, and no more than two showed decreased confidence on any of the last four tasks.All post-course

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

 approach  to  engineering  and  engineering  education  will  not  only  facilitate  us  toward  a  more  pragmatic  essence  in  our  education,  but  also  will  bring  about  a  needed  reflective   16  disposition that  is  essentially  missing  in  our  education.  This  will  be  beyond  what  we  are  doing  in  most  programs  and  what  is  needed  by  all.      Students  need  to  be  asked  to  reflect  on  their  learning,  question  the  purpose,  the  ethics  and  the  societal  impacts  of  what  they  do.    In  addition,  each  student  needs  to  create  connections  between  what  he  or  she  learns  and  engages  in.    Due  to  the  heavy  syllabi  and  abundance  of  material  that  is  covered,  students

Conference Session

M1C: WIP - Readiness and Professional Development

Collection

2019 FYEE Conference

Authors

Soundouss Sassi, Mississippi State University; Rachel Louis Kajfez, Ohio State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University; Abigail Clark, Ohio State University; Jane Petrie

Tagged Topics

Diversity, FYEE Conference - Paper Submission

students may experience FYE intheir second or third year of overall study. To design better FYE experiences, it is important forthe engineering education research community to systematically examine the impacts thatdifferent FYE designs have on students’ pathways into and through engineering.This WIP is part of a larger study that posits that different FYE paths that students take influencetheir engineering identity and their engineering communities [6]. In this paper, we focus onveterans as a case of non-traditional FYE students. A 2014 systematic review of veterans inhigher education identified cases where veterans outperformed their civilian counterparts as wellas cases where there was no significant difference in academic performance [7]. This

Conference Session

Retaining Women Engineering Students

Collection

2010 Annual Conference & Exposition

Authors

Judith Cordes, Michigan State University; Thomas Wolff, Michigan State University

Tagged Divisions

Women in Engineering

. In this capacity, he is responsible for all activities related to student services (academic administration, advising, career planning, women and diversity programs, etc.) and curricular issues. He is principal investigator on several NSF grants related to retention of engineering students. As a faculty member in civil engineering, he co-teaches a large introductory course in civil engineering. His research and consulting activities have focused on the safety and reliability of hydraulic structures, and he has participated as an expert in three different capacities regarding reviews of levee performance in Hurricane Katrina. He is a three-time recipient of his college’s Withrow Award for Teaching

Conference Session

DSA Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Betul Bilgin, The University of Illinois at Chicago; Naomi Groza, The University of Illinois at Chicago

Tagged Topics

Data Science & Analytics Constituent Committee (DSA), Diversity

students had direct experience through coursework, others hadnot formally taken statistics courses or deeply engaged with complex programming. Their self-evaluation of performance varied, often depending on whether they had taken a specific courseon the subject.StatisticsA significant number of students reported a lack of formal training in statistics, a fundamentalcomponent of data science, which impacts their ability to perform statistical analysis. Only threetook stat courses, only two mentioned using stats in CHE courses. This indicates that despite theuse of statistics in various courses, formal education in this area is not widespread among theparticipants. Their ability to perform in statistics is often judged based on whether they

Conference Session

Cooperative and Experiential Education Division (CEED): Identity, Motivation & Belonging in Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kenya Crosson, University of Dayton; Elizabeth Generas, Wright State University; Leanne Petry, Central State University; Melissa Karlin, St. Mary's University; Margaret Pinnell, University of Dayton; Camryn Lanise Justice, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

electrode surface oxidation-reduction reactions for sensor applications, material corrosion mechanisms, and electrochemical degradation. She is a strong advocate for integrating high-impact practices, such as problem-based learning, into lectures, laboratories, and outreach initiatives to enhance student and community engagement in STEM education.Melissa Karlin, St. Mary’s University Dr. Melissa Karlin serves as the Director of Office Student Research and Inquiry (OSRI) at St. Mary’s University (StMU), and is a Professor of Environmental Science and Sustainability. A StMU faculty member since 2012, Melissa teaches undergraduate courses in GIS, ecology, experimental design, and conservation biology. Her research focuses

Conference Session

Knowing Our Students II

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Turns, University of Washington; Steve Lappenbusch, University of Washington

Tagged Divisions

Educational Research and Methods

2006-2047: TRACING STUDENT DEVELOPMENT DURING CONSTRUCTION OFENGINEERING PROFESSIONAL PORTFOLIOSJennifer Turns, University of Washington Jennifer Turns is an assistant professor in the Department of Technical Communication at the University of Washington. She holds a Ph.D. in Industrial Engineering from the Georgia Institute of Technology. Her interests include engineering education, learner-centered design, user-centered design, and audience analysis. Dr. Turns is currently working on multiple NSF grants dealing with engineering education including an NSF Career award exploring the impact of portfolio construction on engineering students’ preparedness for professional engineering

Conference Session

Promoting Engineering and Technological Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin, The University of Dublin; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

literate.Inspection of the model in Exhibit 1 shows that it conflates both dimensions of literacy. Itsperspective combines both a product/process and broad view of the two literacies. Clearly,the technologies (following Krupczak et al) that are the products of engineering, interact atall levels of society. This can be seen from the influence of electro-mechanical devices in thekitchen and the impact they have had on families, or at a societal level, as for example theconcern that communities have for processes like fracking which enable large quantities ofgas to be extracted from shale. At the micro-level changes in kitchen technology or for thatmatter electronics in the home are adapted to without much thought. Not so when acommunity is faced with fracking

Collection

2022 ASEE Midwest Section Conference

Authors

Sara E. Wilson

pandemic. In Spring 2020,after shutdowns, students had just completed the last Arduino exam and were moving to workingwith Matlab. Given the difficulties of the early weeks of the pandemic, attendance at Zoomlectures was optional (sessions were recorded), and often focused on answering studentquestions. While coordinating group projects proved difficult, several students also found themhelpful for preserving a sense of connection and community in a difficult semester.The research focused project was introduced in Fall 2021, replacing a game design project. Thiscoincided with students returning to being predominately on campus. A goal of this effort was toencourage students to engage in on-campus activities through introduction to the

Conference Session

Towards a Participatory Action, Retention of Black Students, and Exploring Black Engineering Student Success

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hermine Vedogbeton, Worcester Polytechnic Institute; Crystal Brown; Gbetonmasse B Somasse, Worcester Polytechnic Institute; Robert Krueger, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

of grace andunderstanding as other non-Black students. Because Black students face racism andmicroaggressions in their housing and their classrooms, they expressed feelings of discomfort inthe community that impacted their mental health and overall wellbeing. One student reported:“When I work with non-Black peers, it’s definitely stressful and I adopt some form of socialanxiety. Because I don’t want to be stereotyped or be seen as the black kid that needs to becarried in a team, I push myself more to try and impress or meet expectations. This isn’t alwaysbad, but it is definitely draining and sometimes makes me feel like I can’t make or have excuseswhen I naturally fail” (Male student).Financial ConcernsFigure 11 shows how students often

Conference Session

Developing Better Engineering Managers - Curricular Ideas from Year 1 Through Graduate School

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joseph J. Suter, Johns Hopkins University; Stanislaw Tarchalski, Johns Hopkins University; Judith G Theodori, Johns Hopkins University Whiting School of Engineeering; James D Beaty, Johns Hopkins University Applied Physics Laboratory; Michael McLoughlin, Johns Hopkins University Applied Physics Laboratory; Richard Warren Blank, Johns Hopkins Whiting School of Engineering

Tagged Divisions

Engineering Management

providing their feedback to student presentations and an “open mic” round-table discussion.The course modules were structured to address each element of the framework with specificlearning objectives, student evaluation, and application opportunity. Essential elements included: • Alignment with one of the blocks in the executive framework; • Lecture material to provide fundamental elements and an application methodology—a process coupled with a worksheet to capture the results for executive communication; • Reading material consisting of traditional textbook excerpts and contemporary articles from peer-reviewed publications emphasizing executive leadership challenges and skills; and • Real-world examples, such

Conference Session

Making Students Aware of Their World: Five Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

Warren N. Waggenspack Jr., Louisiana State University; Warren R. Hull, Louisiana State University; David Bowles, Louisiana State University; Sarah Liggett, Louisiana State University; Stephen O. Sears, Louisiana State University

Tagged Divisions

Liberal Education/Engineering & Society

communicating across time zones, are an example of an issue that groupwork in an academic setting rarely confronts. However, working in diverse student groups atleast should allow students to begin considering differences based on cultural norms, even ifsome more time-based difficulties must be neglected. While far from perfect, perhaps this modelpresents the most cost-effective way to help engineering students understand global culturaldiversities and their impacts on engineering decisions.Communication and Teamwork Skills. According to our respondents, communication skillswere clearly the most important attribute of a global engineer (Figure 4). Nearly all of therespondents (94.7%) called communication skills vitally important, with the

Conference Session

ChE: Innovations in Student Learning

Collection

2007 Annual Conference & Exposition

Authors

Jennifer Christensen, Texas A&M University; Lale Yurttas, Texas A&M University; Janie Stratton Haney, Texas A&M University; Mahmoud El-Halwagi, Texas A&M University; Jeffrey Froyd, Texas A&M University; Charles Glover, Texas A&M University

Tagged Divisions

Chemical Engineering

. 2. Engage students in social responsibility through real life projects and applications that in turn directly benefit the community and its members. 3. Build working relationships not only through student team work, but also through industrial and non-profit networking. 4. Create excitement for engineering through the promotion of sustainable technologies, project management, hands on experience, open-ended problems and project based learning.To achieve these goals the first service-learning project has been given to theintroductory level material and energy balances class for the fall of 2006. The generalprocess for the project is as follows: 1. Formulation of project: Initial contact was made with many

Conference Session

Developing Young MINDS in Engineering - Part II

Collection

2010 Annual Conference & Exposition

Authors

Robert Freeman, University of Texas, Pan American; Horacio Vasquez, University of Texas, Pan American; Arturo Fuentes, University of Texas, Pan American; Cristina Villalobos, University of Texas, Pan American; Stephen Crown, University of Texas, Pan American; Robert Wrinkle, University of Texas, Pan American; Olga Ramirez, University of Texas, Pan American; Miguel Gonzalez, University of Texas, Pan American

Tagged Divisions

Minorities in Engineering

reports for the different activities hasbeen facilitated by the biweekly team meeting where progress (or setbacks) is discussed andprocedures planned and implemented.This project is building a model that will have a significant impact on the number of STEMgraduates and that will be simple to replicate in other geographical areas. This project intends toincrease the number of students successfully engaged in STEM fields which is a nationalpriority.AcknowledgementsThe authors would like to thank the anonymous reviewers for their valuable suggestions, whichhelped improve the exposition of the paper. In addition, the authors would like to acknowledgefunding from the Department of Education for the activities in this paper.Bibliography1. Fuentes, A. A

Conference Session

FPD VI: Presenting "All the Best" of the First-year Programs Division

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lorelle A. Meadows, University of Michigan; Robin Fowler, University of Michigan; Elizabeth S. Hildinger, University of Michigan

Tagged Divisions

First-Year Programs

College of Engineering at the University of Michigan. She has a Ph.D. in old english philology and Anglo-Latin from the Centre for Medieval Studies in the University of Toronto and an M.A. in linguistics from the University of Texas. Before joining the staff of the Program in Technical Communication, she worked as a Research Scientist on the University of Michigan’s Middle English Dictionary Project and as an Assistant Professor of En- glish at Indiana State University. She is interested in rhetorical grammar and in the special concerns of engineering students writing in English as a second language. Page

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Katie Estridge Schneider, Colorado School of Mines; Amy Charlotte Martin P.E., Colorado School of Mines; Terri S. Hogue, Colorado School of Mines

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

c American Society for Engineering Education, 2018Evaluation of Research Experience for Teachers (RET) Program Effectiveness asSTEM Professional DevelopmentAbstractThe Colorado School of Mines (CSM) hosts a National Science Foundation funded ResearchExperience for Teachers (RET) program that focuses on STEM content surrounding the water-energy nexus (WE2NG: Water-Energy Nexus for the Next Generation). The objectives of thisprogram are to: 1) impact teacher participants by increasing their knowledge of the water-energynexus and by expanding their perspectives on science, engineering and research, 2) to indirectlyimpact K-12 student’s learning, motivation and engagement by increasing teacher passion andawareness and by providing mentors for

Collection

2015 ASEE Workshop on K-12 Engineering Education

Authors

William C. Oakes, Purdue University, West Lafayette

impact communitiesglobally (e.g. EWB-USA) and locally (e.g EPICS). Participants will be engaged in exploringthese connections and how to make them in their own classrooms. The workshop will equipteachers to engage students authentically in the engineering processes (e.g. NGSS framework)while they develop solutions to local or global needs. The materials will allow teachers to takeback their approach and impact their own classrooms.The engineering habits of the mind will be used and linked with developing solutions to localneeds within a school’s own community. This adds dimension of people and the environment toany design solution, which adds authenticity to the design experience.There is an opportunity to continue to nurture teachers and

Conference Session

Engineering Design Graphics Division Technical Session 3: Flipped Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lulu Sun, Embry-Riddle Aeronautical University

Tagged Divisions

Engineering Design Graphics

languages, flipped classroom, and virtual training. She is a member of the American Society for Engineering Education (ASEE). American c Society for Engineering Education, 2021 WIP: Gamified Learning in Graphical Communications During the COVID-19 PandemicIntroductionThe COVID-19 pandemic has challenged engineering educators on how to engage students tostudy in a virtual environment [1]. Research has been showing that students may experience alower level of satisfaction, lack of interaction with instructors and peers, and reduced motivationto complete the course work [1]–[3]. This study investigates if a gamified learning in asynchronous class

Collection

2024 South East Section Meeting

Authors

John W. Brocato, University of Georgia

Tagged Topics

Diversity

course requires no textbook, the instructor makes available to students a“Handbook on Writing and Presenting” they have compiled and directs them to other writingresources, such as the Write@UGA Guide to Writing Resources (discussed further below) andthe Purdue Online Writing Lab (OWL).A new standalone, communication-intensive undergraduate course called BIOE 2100 TheBioengineering Professional PersonaUpon arrival at UGA in 2019, the Technical Communication Lecturer proposed a standalonewriting course in partial fulfillment of the initiative’s requirements and also to provide adedicated vehicle for engaging with students in a writing-and-presenting space. Onecomplicating factor, however, was the initiative’s stipulation that “the requirement

Conference Session

Towards a Participatory Action, Retention of Black Students, and Exploring Black Engineering Student Success

Collection

2023 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva Alarcon, University of Florida; Denise Rutledge Simmons P.E., University of Florida; Jasmine McNealy, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

that will be needed to monitor theteam’s progress and foster continuous improvement, as well as summative feedback to determinethe extent to which the project accomplishes its intended goals. This will include reviewing andproviding feedback on research instruments/protocols, methods, dissemination, and data analysis,as well as monitoring the implementation of the project. Outcome evaluation will include andunderstanding the extent to which curriculum elements and other documents were viewed asuseful, impactful, and accountable. Together, they will serve as an accurate measure to monitorand support the goals of this project.Risk Considerations Due to the nature of the topic, it is possible that the engagement of Ph.D. students and

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Casey Jane Ankeny, Northwestern University; Ying-Chih Chen, Arizona State University ; Lydia Ross, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Kara L. Hjelmstad, Arizona State University

Tagged Divisions

Continuing Professional Development

Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for introductory materials science and chemistry classes. He is currently conduct- ing research on a large scale NSF faculty development project. His team is studying how workshops on strategies of engagement and feedback with support from internet tools and resources affect faculty be- liefs, classroom practice, and development of disciplinary communities of practice and associated student achievement. He was a coauthor for the best paper award in the Journal of Engineering Education in 2013 and this year has received the Michael Ashby Outstanding Materials Educator Award from the Materials Division of ASEE.Dr. Keith D

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2017 ASEE Annual Conference & Exposition

Authors

R. Alan Cheville, Bucknell University; John Heywood, Trinity College-Dublin

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

discuss them separately, in reality these groups are not isolated; a Venn diagram would behighly intersecting.Science, Technology, and Society: One group consists of the researchers and academics whowork in the area broadly defined as Science, Technology, and Society (STS). This groupseeks to understand relationships between, and the impacts of, intersections of social andtechnical systems. They also engage with history, sociology, and philosophy, as exemplifiedby the work of Mitcham (Mitcham, 1994), as they seek to understand how the value systemsthat drive technology’s impact with society. An early review of curricular frameworks thatincorporated STS content or ideas identified 29 descriptors drawn from four generalcategories—knowledge, skills

Conference Session

Tech Session 4: Embedding Engineering for One Planet (EOP) Framework in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Poornima Jayasinghe, University of Calgary; Robyn Paul, University of Calgary; Marjan Eggermont, University of Calgary; Sumaya Nsair, University of Calgary

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

develop solutions to challenges, but also to explore and map the‘interconnectedness’ among various systems and the ‘dynamic impacts’ among parts of thesystems as well as making links to the 17 United Nations Sustainable Development Goals(SDGs). Collaborative projects were an integral part of our design course, where students workin teams to tackle complex, open-ended, wicked problems framed around key sustainabilitythemes. These projects were co-developed with the Office of Sustainability at the University ofCalgary and require not only technical skills but also creativity, critical thinking, and effectivecommunication. By engaging with real-world challenges, students consider diverse perspectivesand develop inclusive solutions that address the

Conference Session

Objectives, Assessment, and Methods for Teaching Technological Literacy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert J. Gustafson, Ohio State University; John Krupczak, Hope College; James F. Young, Rice University, Electrical & Computer Engineering; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

persons, five members of the NSF project team plus one graduate student, oneinstructor and one laboratory staff development person engaged with first-year engineeringcourses at Ohio State, then contributed ratings for each of the 66 items in the context ofapplicability to a minor or course as either an educational objective or a program outcome usingthe draft definitions of those two terms. Each item was rated on a 1 to 4 scale as: 1-Notapplicable, 2-Secondary impact, 3-Consider in Modified Form, 4-Should be included.Comments space was available for each item. Suggested edits for the definitions were alsosolicited.  After review of the consolidated responses, it was decided to work further with thoseitems that ranked above the median for

Conference Session

Strategies to enhance student learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ann D.. Christy, Ohio State University; Oladiran Fasina, Auburn University

Tagged Divisions

Biological & Agricultural

incorporate reflective shortessays that provide context and connection between student experiences and their futureprofessional and personal aspirations. They have been successfully used by students to showcasetheir accomplishments to potential employers. They have also been beneficial for engineeringprograms to communicate the achievement of student outcomes with ABET program evaluatorsand institutional assessment personnel.This paper compares and contrasts the implementation of ePortfolios by two undergraduatebiosystems / biological engineering programs at two different universities: Auburn Universityand the Ohio State University. One program embeds ePortfolio requirements over three yearsand four courses; the other program highlights the portfolio

Conference Session

MATH - Works in Progress for Mathematics Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lauren Lazarus, Wentworth Institute of Technology

Tagged Divisions

Mathematics Division (MATH)

exploration.Since this session took place prior to the submission of the write-up, students were encouraged touse this as an opportunity to improve their final model, analysis, and results; questions from theinstructor were directed at further development of the work. This mindset is consistent with theiterative nature of the modeling process and supports growth in multiple career competencies.Overall ObservationsExperiences in the classroom were generally seen as positive. Students were typically engaged inclass despite low energy levels due to it being scheduled in an unpopular timeslot. However, theassessments and course material overall were found to be challenging, both conceptually and inspecific computational skills. This difficulty had an impact on

Conference Session

DEED Technical Session 7 Design Mental Frameworks

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hillary Merzdorf, Purdue University at West Lafayette (COE); Donna Jaison, Texas A&M University; Morgan Weaver, Georgia Institute of Technology; Kerrie Douglas, Purdue University at West Lafayette (COE); Julie Linsey, Georgia Institute of Technology; Tracy Hammond, Texas A&M University

. Kerrie Douglas, Assistant Professor of Engineering Education at Purdue, studies how to improve the quality of classroom assessments and evaluation of online learning in a variety of engineering education contexts. She holds a PhD in Educational Psychology and a M.A. in Educational Studies, with focus on school counseling. She is a co-PI on the SCALE project, leading the evaluation and assessment efforts. She recently received an NSF award to study engineering instructor decisions and student support during COVID-19 and impact the pandemic is having on engineering students. She also recently won the prestigious CAREER award from the U.S. National Science Foundation to study increasing the fairness of engineering

Conference Session

NSF Grantees Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Robert Culbertson, Arizona State University; Michael Oehrtman, Arizona State University; Janice Meyer Thompson, Arizona State University; Josh Gardner, Arizona State University; Christopher Mehrens, Arizona State University; Dale Baker, Arizona State University; Stephen Krause, Arizona State University

students with constructive feedback to help them learn more effectively. The valueplaced on this learning was enhanced by class discussions of the use of models in the SEMI-STEM approach as well as how these types of activities can impact the students’ self-confidenceand professional career interests. Design is a neglected context for learning science and designactivities not only help students learn science content, but also engage students in scientificdiscourse9. We found that the design process had to be embedded in a student-selected designproject, experience using design tools, and a community that supports iterative reflections anddiscussions and continuous feedback for peers1\0.Our goal was to not only develop exemplary learning materials

Conference Session

Developing Quality Experiences that Retain Diverse Engineering Talent

Collection

2016 ASEE Annual Conference & Exposition

Authors

Daniel Christe, Drexel University (Eng. & Eng. Tech.); Brian J Wisner, Drexel University; Jay J. Bhatt, Drexel University (Eng. & Eng. Tech.); Antonios Kontsos, Drexel University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

. A final survey and individualizedassessments were conducted to evaluate the effectiveness of the program and progress of theindividual students, respectively. Students demonstrated familiarity with basic research methodsand universally reported increased interest in STEM education and careers, with several continuingto work in their labs beyond the program’s formal duration.Keywords — Research-based Learning, Community Colleges, Minority ParticipationIntroductionDespite efforts, underrepresented minority (URM) and female students are disproportionatelyrepresented in STEM disciplines based on their fraction in United States demographics. Femalesand URMs face unique challenges in STEM compared with their white male peers, which need tobe