Conference Session

Disciplinary Engineering Education Research – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nisha Raghunath M.S., Oregon State University; Karl R. Haapala, Oregon State University; Christopher A. Sanchez, Oregon State University

Tagged Divisions

Educational Research and Methods Division (ERM)

,and the remaining five were from companies employing less than 50. These individuals werealso employed in various mechatronics domains (i.e., medical (n = 1), aerospace (n = 3),automotive (n = 2), precision machine manufacturing (n = 1), product development (n = 2), andeducational (n = 2)), and have been employed anywhere from 3 to 40 years in their respectivepositions or area (e.g., operations manager, production director, technical lead engineer, androbotics researcher). Thus, a diverse industry perspective of mechatronics skills is likely capturedin this survey. Respondents rated each of the 32 skills as either very relevant, somewhat relevant, notrelevant, or unsure. These ratings were completed two times for every skill – once

Conference Session

Centering Black Experiences in STEM: Equity, Culture & Social Justice in Education Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anne McAlister, University of Virginia; Jessica McDermott, University of Virginia; Juan Carlos Garibay, University of Virginia; Lindsay Wheeler

took a newlydeveloped engineering course that integrated issues of racial inequality. As measures ofengineering identity continue to be increasingly used in models of engineering education,findings from this study have implications for refining understandings of how engineeringstudents relate to their engineering training and profession along with issues of social (in)justice,social identity, and community.BackgroundEngineering identity Undergraduate engineering identity is widely studied (e.g., [3], [4], [24], [25]), and istheorized to be composed of three constructs: performance/competence, interest, and recognition(e.g., [5], [26]–[32]). Performance is defined as social performance of engineering practices,while competence is an

Conference Session

Understanding Inclusivity and Equity in STEM Contexts: Equity, Culture & Social Justice in Education Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Benjamin Lutz, California Polytechnic State University, San Luis Obispo; Steffen Peuker, California Polytechnic State University, San Luis Obispo

., & Sorensen, K. H. (2009). Walking the line? The enactment of the social/technical binary in software engineering. Engineering Studies, 1(2), 129–149.Leydens, J. A., Johnson, K. E., & Moskal, B. M. (2021). Engineering student perceptions of social justice in a feedback control systems course. Journal of Engineering Education, 110(3), 718– 749.Leydens, J. A., & Lucena, J. C. (2014). Social justice: A missing, unelaborated dimension in humanitarian engineering and learning through service. International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship, 9(2), 1– 28.Leydens, J. A., & Lucena, J. C. (2017). Engineering justice: Transforming engineering education

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Iryna Ashby, Purdue University; Marisa Exter, Purdue University

Tagged Divisions

First-Year Programs

surveyscollected at the mid- and end-of-semester points to allow for both qualitative and quantitativerepresentation of their opinions. Implications and transferability of our findings and lessonslearned to other courses or programs in the field will be discussed.IntroductionThe globalization, knowledge economy, and rapid technology evolution of today threaten thecomplacency of narrow professional fields. In today’s world, for business and even nations tostay competitive, engineers need to adapt quickly to the change and be first to advance [1, 2, 3].Baccalaureate engineering education often struggles to keep up with this change. According toHewlett Packard’s estimations, technical knowledge and skills gained at school are outdated asearly as 18 months

Conference Session

Broadening Participation and Inclusion in STEM: Equity, Culture & Social Justice in Education Division Technical Session 8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Natasha Andrade, University of Maryland College Park; Elisabeth Smela, University of Maryland College Park; Vincent Nguyen, University of Maryland College Park; David Bigio, University of Maryland College Park; Adjoa Egyen-Davis, University of Maryland College Park; Daniela Nganjo

Spring2021 semester, socially responsible design examples were introduced into lectures). Instead, theprimary focus of the class is to highlight the value of non-technical aspects such as logistics andorganization, team dynamics, and communication in successful engineering projects. Theseaspects, along with the traditional technical competency, dominate the student identified criticalcharacteristics of engineering professionals.Both the survey qualitative questions as well as the “characteristics of an engineer” questionwere coded by multiple researchers, both the team instructors as well as undergraduates withexperience in qualitative coding. Question 2 coding eliminated answers that were absolutelyoutside the scope of this paper and categorized

Conference Session

Engineering Management Division (EMD) Tech Session 1: Program-level innovations in design, delivery, and assessment

Collection

2023 ASEE Annual Conference & Exposition

Authors

Laramie Vance Potts, New Jersey Institute of Technology; Huiran Jin, New Jersey Institute of Technology; Mohammad Rabie

Tagged Divisions

Engineering Management Division (EMD)

, skills and modern tools of mathematics, science, engineering, and technology (STEM) to solve broadly defined engineering problems appropriate to the discipline SO-2: an ability to design systems, components, or processes meeting specified needs for broadly-defined engineering problems appropriate to the discipline SO-3: an ability to apply written, oral, and graphical communication in broadly- defined technical and non-technical environments; and an ability to identify and use appropriate technical literature SO-4: an ability to conduct standard tests, measurements, and experiments and to analyze and interpret the results to improve processes. SO-5: an ability to function effectively as

Conference Session

DEED Technical Session 11 Empathy and Human-Centered Design 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rockwell Clancy, Colorado School of Mines; Qin Zhu, Colorado School of Mines; Diana Martin, Eindhoven University of Technology; Gunter Bombaerts

Humanities, Arts & Social Sciences and an affiliate faculty member in the Department of Engineering, Design & Society and the Robotics Graduate Program at the Colorado School of Mines. Dr. Zhu is Editor for International Perspectives at the Online Ethics Center for Engineering and Science, Associate Editor for Engineering Studies, Chair of American Society for Engineering Education's Division of Engineering Ethics, and Executive Committee Member of the International Society for Ethics Across the Curriculum. Dr. Zhu's research interests include the cultural foundations of engineering (ethics) education, global engineering education, and ethics and policy of computing technologies and robotics.Diana Adela Martin

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Olewnik, University at Buffalo, The State University of New York; Bahar Memarian, University of Toronto

, largeNumber of semesters Non-technical, Service, and Clubs > Technical 0.4, medium Table 3. Participant’s top 10 most frequently noted words (processed data) in each co-curricular stream with their frequency counts and frequency counts normalized by co-curricular sample size Technical Non-technical Research Service Clubs Intramurals n 647 761 128 64 957 34 Intern Customer Research Help Club Work 1 298, 46% 229, 30% 71, 55% 18, 28% 287, 30% 12, 35% Work Work

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nick Tatar, Franklin W. Olin College of Engineering; Lauren Van Beek, University of St. Thomas; Laura Ann Lilienkamp, Smith College

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

increase awareness, confidence, complexity,stability, and integration. A vector is a kind of “highway” that the student journeys towards thediscovery of self, relationships with others, and understanding of society as a whole. Eachindividual is a unique driver- they can take multiple highways in different orders at varyingrates.3 (p 34-35)In Education and Identity, Chickering and Reisser describe each vector in detail. They start withDeveloping competence, which is split into four categories: knowledge of subject matter, culturaland aesthetic appreciation, physical and manual skills, and interpersonal competence.Intellectual development, which falls into the knowledge of subject matter category, istraditionally considered the main purpose of

Conference Session

Understanding Inclusivity and Equity in STEM Contexts: Equity, Culture & Social Justice in Education Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Grenmarie Agresar, University of Michigan; John Callewaert, University of Michigan; Steve Skerlos, University of Michigan; Joanna Millunchick, University of Michigan

effort is to engage in dialogue and receive feedback from the community on the developedand evolving learning objectives.IntroductionA persistent barrier to significant improvement in diversity, equity, inclusion and social justice(DEIJ) in engineering education is the notion that science and engineering are inherentlyobjective, devoid of contextual biases. This notion has two main consequences. First, the beliefthat science and engineering are ‘pure’ spaces free of political and cultural concerns [1] results inan engineering curriculum that prioritizes technical knowledge over social understanding [2], [3],[4], [5], [6], [7], [8], [9], [10]. However, examples such as male-focused vehicle designs thatimperil female drivers [11], automatic

Conference Session

First-Year Programs Division Technical Session 14: Introductory Programming Assessment, Plagiarism, Motivation, Engagement, and Textbooks

Collection

2022 ASEE Annual Conference & Exposition

Authors

Breejha Quezada, Purdue Engineering Education; Tamara Moore, Purdue University at West Lafayette (COE); Kerrie Douglas, Purdue University at West Lafayette (COE); Amanda Johnston, California Polytechnic State University, San Luis Obispo; Emily Haluschak, Purdue University at West Lafayette (COE); Gavin Bidna, Purdue University at West Lafayette (COE)

International Participation (ELECTRONICA), 2021, pp. 1-4, doi: 10.1109/ELECTRONICA52725.2021.9513727[2] R. H. Tai, C. Qi Liu, A. V. Maltese, and X. Fan, “Planning early for careers in science,” Science, vol. 312 no. 5777, pp. 1143-1144, 2006, doi: 10.1126/science.1128690[3] R. W. Lent, S. D. Brown, and G. Hackett, “Social cognitive career theory,” in Career Choice and Development, D. Brown & Associates, Eds. San Francisco, CA: Jossey-Bass, 2002, pp. 255-311.[4] J. G. P. Paolillo and R. W. Estes, (1982). “An empirical analysis of career choice factors among accountants, attorneys, engineers, and physicians,” The Accounting Review, vol. 57, no. 4, pp. 785–793, 1982. http://www.jstor.org/stable/247413.[5] K. E

Conference Session

First-Year Programs Division Technical Session 2: Peer Mentoring/Learning, Teaching Assistants, and Career Mentorship

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nina Telang, University of Texas at Austin; Katherine Molina-Gallo, University of Texas at Austin; Elliot Lopez-Finn, University of Texas at Austin

performance and overall coursegrades and DFQW (Ds, Fs, Q-drops, Withdraws) rates [3-8]. This research has shownthat regular attendance (i.e., attending six sessions or more) has the highest impact ongrade outcomes, retention, and graduation rates.I.Motivation for Study: As students transition from lower-division to upper-division courses, theiracademic support needs change. While Supplemental Instruction (SI) has been a partof our institution since the 1980’s and was introduced in Engineering courses in 2015,the Learning Center only assigns this support to many of the large, introductory lecturecourses at our university. The SI model was built upon theories including the mediationof learning by social constructivism and interdependence, social

Conference Session

Broadening Participation and Inclusion in STEM: Equity, Culture & Social Justice in Education Division Technical Session 8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Appelhans, University at Albany-SUNY

the ways that this process contributes topersistent inequalities of gender and race/ethnicity.Literature Review Over the decades, countless studies have been conducted to understand how theengineering profession remains so stubbornly white and male-dominated. Although otherscientific disciplines have made significant progress toward inclusion of women and minorities,engineering workplace demographics remain the lowest of all scientific disciplines: only 16.1%women, 16.4% Asian, 8.3% Hispanic/Latino and 3.6% Black/African American in 2019 [2].Social theorist Pierre Bourdieu [3] theorizes that because cultures are constantly in a state ofchange, wherever we find cultural stasis, it must be because norms are being consistentlyreproduced

Conference Session

Thinking Outside the STEM Box: Equity, Culture & Social Justice in Education Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stephen Fernandez, University of Massachusetts Amherst; Ankita Kumar; Mariam Alkattan

our societies [2]. All this is engineering. While people have been engaged inengineering activities since the birth of humanity, the Oxford English Dictionary traces the firstuse of the term “engineer” to around 1325 AD where an “engineer” was the term used to refer to“a constructor of military engines” [3].Humanity has a long history of engineering military systems, such as Archimedes' design ofmilitary weapons to set ships ablaze in 212 BC and Dionysius the Elders’ creation of the militarycatapult around 440 BC. The fact that the earliest use of the term “engineer” is connected tomilitary engineering is telling, or perhaps prescient. From this past to the present, engineeringhas had deep ties to warfare and engineering remains deeply tied

Conference Session

First-Year Programs Division Technical Session 1: Student Success Boot Camps, Summer Bridge Programs, and Living Learning Communities

Collection

2022 ASEE Annual Conference & Exposition

Authors

William Palm, Roger Williams University

in small universities that mightbe thought to have less need for the community development an LLC provides.IntroductionLiving-Learning Communities (LLCs), in which students live together in a dormitory or otherresidence while participating in common courses and/or co-curricular activities, have been toutedas a high-impact educational practice [1]. LLCs can be organized around particular majors suchas engineering, identity characteristics such as gender or ethnicity, or interdisciplinary themessuch as sustainability. Over one hundred universities have established Engineering-based LLCsover the past four decades [2], [3], and studies have shown that they can improve short-termmeasures of student success such as engagement, first-year academic

Conference Session

First-Year Programs Division Technical Session 9: Decision Making, Problem-Based Projects, Role-Play, and a Nontraditional Project Theme

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ashish Hingle, George Mason University; Aditya Johri, George Mason University; Cory Brozina, Youngstown State University - Rayen School of Engineering

-making can be thedifference between mission-critical products and services working as intended, and the worst-case scenario of harm or injury to people, it is fundamental that engineers behave in ethicallyresponsible ways [1], [2]. Therefore, it is imperative that higher-education institutions preparestudents by providing them with the technical skills needed to be successful and the ability todemonstrate ethical thinking. Ethics instruction in engineering education has attempted to cover a minimum trainingthreshold that all institutions need to demonstrate through their curriculum. Ethics instruction intechnology fields has been accomplished in various styles and is growing each year [3].Guidelines such as those outlined through the

Conference Session

How Communities and Systems Influence Equity: Equity, Culture & Social Justice in Education Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marissa Tsugawa, Utah State University - Engineering Education; Brady Webster; Sakshi Solanki, Utah State University; Autumn Cuellar; Catherine Spence, Minnesota State University, Mankato

(CDC), over 1 billion people from the world population [2] and approximately 26%of people in the U.S. live with some form of a disability [3]. WHO and the CDC measure andclassify disability through six questions related to hearing, vision, cognitive, mobility, self-care,and independent living [4]. With such a large portion of the population classified with having adisability, there are still a disproportionate amount of people with disabilities participating inU.S. higher education approximately 11%, [5]. This lower participation rate may stem fromsystemic barriers within educational institutions that perpetuate ableism. Ableism “describes, andis reflected in, individual and group perceptions of certain abilities as essential” and

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 1: Experiential Learning in Fluids, Structures, and Course/Lab Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammad Biswas, The University of Texas at Tyler; Ola Al-Shalash, University of Texas at Tyler; Nael Barakat, The University of Texas at Tyler

(ASME). Dr. Barakat holds a Ph.D. in Mechanical Engineering from McMaster University, Ontario, and a Master Degree from Concordia University, Canada. He is also the recipient of multiple awards including the ASME Edwin Church Medal (2020), ASME McDonald Mentoring Award (2014), ASME Dedicated Service Award (2011), and GVSU Distinguished Early-Career Award (2010). Dr. Barakat has served in many leadership positions for professional organizations such as ASME and ASEE. Dr. Barakat is also a program evaluator for ABET and a consultant for engineering programs development and evaluation under other systems. Dr. Barakat is an active consultant who is currently collaborating with international teams of professionals from

Conference Session

Understanding Inclusivity and Equity in STEM Contexts: Equity, Culture & Social Justice in Education Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Victoria Bill, New York University Tandon School of Engineering; Julie Martin, The Ohio State University

accreditation body for engineeringprograms in the US, ABET, as well as researchers in the field. ASEE published several reportsdescribing the knowledge, skills, and abilities (KSAs) needed for future engineers, whichfocused heavily on non-technical professional skills (ASEE, 2013). Likewise, ABET has alsoindicated a strong importance on this type of skill development in its assessment of programs,with the updated Student Outcomes. Four out of the seven ABET outcomes focus on these skills,and those four are outlined below: “(3) an ability to communicate effectively with a range of audiences (4) an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider

Conference Session

First-Year Programs Division Technical Session 9: Evaluating and Measuring Recruiting and Major Selection Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bethany B. Smith, Arizona State University; Yong Seok Park, Arizona State University; Lydia Ross, Arizona State University; Stephen J. Krause, Arizona State University; Ying-Chih Chen, Arizona State University; James A Middleton, Arizona State University; Eugene Judson, Arizona State University; Robert J. Culbertson; Casey Jane Ankeny, Arizona State University; Keith D. Hjelmstad, Arizona State University; Claire Y. Yan, University of British Columbia - Okanagan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

feedback with support from internet tools and resources affect conceptual change and associated impact on students’ attitude, achievement, and per- sistence. The other is on the factors that promote persistence and success in retention of undergraduate students in engineering. He was a coauthor for best paper award in the Journal of Engineering Education in 2013.Dr. Ying-Chih Chen, Arizona State University Ying-Chih Chen is an assistant professor in the Division of Teacher Preparation at Mary Lou Fulton Teachers College at Arizona State University in Tempe, Arizona. His research takes two distinct but interrelated paths focused on elementary students’ learning in science and engineering as well as in-service science

Conference Session

First-year Programs Division Technical Session 5: Using Video, Games, and More in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Krista M Kecskemety, Ohio State University; Gregory Warren Bucks, University of Cincinnati; Kerry L. Meyers, Youngstown State University

Tagged Divisions

First-Year Programs

Conference of the American Society of Engineering Education, 2014.11. Mason, G., Human, T., Cook, K. “Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course.” IEEE Transactions, 2013, Vol. 56, Issue 4.12. Herreid, C. and Schiller, N. “Case Studies and the Flipped Classroom,” Journal of College Science Teaching, 62-66, 2012.13. Fulton, K. “Upside Down and Inside Out: Flipping the Classroom for Increased Student Learning.” ISTE (International Society for Technology in Education), June / July 2012, pg. 12-17.14. Swartz, B., Velegol, S.B., and Laman, J.A. “Three Approaches to Flipping CE Courses: Faculty Perspectives and Suggestions,” in Proceedings of the

Conference Session

Graduate Study Programs Supporting Diversity and Underrepresented Minority Students - Graduate Studies Division Technical Session 4

Collection

2017 ASEE Annual Conference & Exposition

Authors

Beth A. Bucher MSW, Ohio State University, Electrical and Computer Engineering Graduate Program

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

scenario, high riskbehavior or intentional suicide attempts may result.Graduate faculty, staff and administrators need to be aware that graduate students experiencehigh rates of depression, anxiety (nervousness, stress, loneliness), and distress. Distressedindividuals coping with stressors can lead to high risk behaviors or worse. Suicide is the secondleading cause of death for college students. Groups at elevated risk include (1) male, (2) older(graduate and professional), (3) international, and (4) returning veterans. Being a graduatestudent puts a person at risk. For international students, males, or returning veterans, the risk iscompounded. Protective factors include a caring culture, strong connections to others, and aculture that supports

Conference Session

Centering Black Experiences in STEM: Equity, Culture & Social Justice in Education Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

DeLean Tolbert Smith, University of Michigan - Dearborn; Leroy Long, Embry-Riddle Aeronautical University - Daytona Beach; Aishwary Pawar, University of Michigan

madeefforts to bracket her existing biases and/or assumptions before analyzing the data.Author 2 identifies as a married straight Black/African-American man and person of faith. He isan engineering professor who has been a research mentor to several student-athletes from thewomen’s volleyball team. Growing up in a middle-class household, he played sports such astrack, basketball, baseball, and bowling while being raised by college-educated parents who onceplayed varsity volleyball and baseball in high school. He participated in a pre-college STEMsummer program that came with a tuition-based scholarship to his undergraduate institution.Author 3 is an international graduate student who acknowledges that his background may bedifferent from the

Conference Session

Cooperative and Experiential Education Division Technical Session 2 - Development, Assessment, and Impact of Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Beata Johnson, Purdue University at West Lafayette; Joyce B. Main, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

Joyce B. Main is Associate Professor of Engineering Education at Purdue University. She received an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education, and a Ph.D. degree in Learning, Teaching, and Social Policy from Cornell University. Dr. Main examines student academic pathways and transitions to the workforce in science and engineering. She was a recipi- ent of the 2014 American Society for Engineering Education Educational Research and Methods Division Apprentice Faculty Award, the 2015 Frontiers in Education Faculty Fellow Award, and the 2019 Betty Vetter Award for Research from WEPAN. In 2017, Dr. Main received a National Science Foundation CAREER award to examine

Conference Session

ERM Technical Session 14: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Isabel Hilliger, Pontificia Universidad Catholica de Chile; Sergio Celis, Universidad de Chile; Mar Pérez-Sanagustín, Université Paul Sabatier Toulouse III; Jorge Baier, Pontificia Universidad Católica de Chile

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

approach tounderstanding teaching staff’s engagement with a continuous improvement process whichwas implemented in the context of ABET accreditation. This process was implementedbetween 2015 and 2017, alongside important curriculum changes to reinforce technical andprofessional skills [3], [5] in the engineering school in Pontificia Universidad Católica deChile (UC-Engineering). To understand how teaching staff engage with continuousimprovement, we are developing a case study in which we triangulate three sources ofevidence (97 assessment plans, 27 meeting minutes, and 11 semi-structured interviews).We plan to address the following research question: How does engineering teaching staffengage or disengage with continuous improvement processes

Conference Session

Research Frameworks for Identity and Equity: Equity, Culture & Social Justice in Education Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alicia Washington, Duke University

Surveillance ofBlackness; Race, Sex, and Robots; Technically Wrong; and Weapons of Math Destruction.In the first two semesters, one book reflection was assigned at the beginning of the semester. Inthe fall 2021 semester, two book reflections were assigned across each half of the course, withthe book list corresponding to the topics in the respective half of the semester (non-computing-related in the first half and computing-related in the second).Final presentationEach student completed a final presentation that reflected on their semester and addressed thefollowing questions: 1. What did I know/do before the semester? 2. How has my perspective changed? What happened? 3. Why was my perspective limited before? 4. What are some of the

Conference Session

ERM Technical Session 21: Student Grades and Feedback

Collection

2019 ASEE Annual Conference & Exposition

Authors

Derrick James Satterfield, University of Nevada, Reno; Marissa A. Tsugawa, University of Nevada, Reno; Heather Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Cheryl Cass, SAS Institute; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

relationship with perceived difficulty using demographics as moderators as shown inFig. 5. Particularly, we tested degree type (PhD or Masters), gender identity, race/ethnicitycategory, and international status as moderators of salient researcher identity on perceiveddifficulty. Across these models, the only significant interaction occurred between thedemographic degree type and salient researcher identity to predict perceived difficulty (β =0.171, t = 2.971, p < 0.05). This result indicated that the effect of salient researcher identity ismoderated by what degree the participant was pursuing in predicting the task difficulty. Asummary of the regression results is shown in Table 3. Further, post hoc analysis showed thatthose in PhD programs had

Conference Session

Research Frameworks for Identity and Equity: Equity, Culture & Social Justice in Education Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Umair Shakir, Virginia Polytechnic Institute and State University; Sarah Ovink, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University

Paper ID #38038Using Natural Language Processing to ExploreUndergraduate Students’ Perspectives of Social Class,Gender, and RaceUmair Shakir (Graduate Research Assistant) My academic background is a bachelor's and master's in civil engineering (University of Engineering Technology, Lahore, Pakistan), and Ph.D. (Engineering Education, VT, the USA, expected in Fall 2022). My ten years of professional experience range from NESPAK (5 years), to Dubai (1-years), and assistant professor (The University of Lahore-3 years). I am certified in Project Management Professional (PMP). During my Ph.D., I served as a graduate

Conference Session

First-Year Programs Division Technical Session 8: Ways to Measure "Things" About Your Course(s)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elise Barrella P.E., James Madison University; Justin J. Henriques, James Madison University; Kyle G. Gipson, James Madison University

Tagged Divisions

First-Year Programs

’ transition into college through engineering fundamentals and authentic,problem-based learning. This paper focuses on continuous improvement of the second course inthe sequence. The introduction to engineering course has been offered since 2008 as a requiredthree-credit course9. Previously offered in both fall and spring semesters, it is now offered onlyin the spring semester and meets twice per week for 100 minutes each session withapproximately twenty-five students per section.Introduction to Engineering Decisions CourseIn Spring 2015, five instructors in the engineering department launched six sections of therevised introductory engineering course. The course is meant to prepare students with theknowledge, skills, and attitudes required to make

Conference Session

Thinking Outside the STEM Box: Equity, Culture & Social Justice in Education Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joseph Valle, University of Michigan - Ann Arbor; Amy Slaton, Drexel University; Donna Riley, Purdue University at West Lafayette (COE)

everyoneshould and can attend,” (p. 43), with its expansion dependent on the continued accumulation ofthe first university. When viewed through Max Liboiron’s definition of colonialism as “settlerand colonial access to Indigenous Land, concepts (like decolonization and indigenization), andlifeworlds to advance settler and colonial goals, even if they are benevolent ones,” (p. 26) [3] theutopian visioning of the second university can be understood as underpinned by settler moves toinnocence. Tuck and Yang describe settler moves to innocence as “those strategies orpositionings that attempt to relieve the settler of feelings of guilt or responsibility without givingup land or power or privilege, without having to change much at all,” (p. 10) [4