Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ian Bermudez Rivera, University of South Carolina; Fitya Syarifa Mozar; Christian Harito; Dianing Novita Nurmala Putri; Alessandro Vittorio Zago, Oregon Institute of Technology; Mohsin Al Mufargi, Oregon Institute of Technology; Vitaliy Vasilyevich Tveritin, Oregon Institute of Technology; Keora O'Meara, Oregon Institute of Technology; Roni Jack Rountree, Lehigh University, Department of Materials Science and Engineering; Tim Pasang, Western Michigan University; Bens Pardamean; Feng Shi, Oregon Institute of Technology; Derrick Speaks, Arizona State University; Endang Djuana; Arief Budiman, Oregon Institute of Technology

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

advanced renewable energy systems), apart from being a tenure-track Faculty Member in the Mechanical Manufacturing Engineering Technology (MMET) department in Oregon Tech (OIT). Most recently, he has also been utilizing Machine Learning (ML) approaches to accelerate materials design and reliability for enabling nascent industrial applications in extreme environments (cutting-edge solar PV manufacturing – with REC Singapore, radiation-tolerant space thinfilm coating – with BOEING, and novel 3D nano-architected energy storage electrodes – with NBRI/CATL). ©American Society for Engineering Education, 2025 AGRO-PV DOME – Developing Agrivoltaics Solution Suitable for OR through

Conference Session

Approaches to Curriculum and Policy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Venugopalan Kovaichelvan, TVS Institute for Quality and Leadership ; Calvin Sophistus King Ph.D., Dr. Mahalingam College of Engineering and Technology

Tagged Divisions

Educational Research and Methods

as PSBL 2.5.6 Assessment of program outcomes through PSBL outcomesThe academic quality of examinations in Indian engineering education system has been amatter of concern for a long time. What and how students learn depend to a major extent onhow they are assessed [14]. Higher level skills such as systems thinking, proceduralknowledge, and attitude formation require more sophisticated measurement schemes [15].Performance assessments measure the students’ abilities to authentically demonstrateknowledge, skills, and processes in a way that provides value, interest, and motivation tostudents beyond the actual score or grade [16]. Performance assessment may lead toinconsistency among multiple assessors without a framework as they don’t have one

Conference Session

International Division Technical Session 8

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan Daniel Manser, University of South Florida; Colleen Claire Naughton, University of South Florida; Matthew E Verbyla; Christine Prouty, University of South Florida; Kevin Orner, University of South Florida; James R. Mihelcic, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

International

Paper ID #13068Improving the Global Competency of Graduate Engineers Through PeaceCorps Partnership and Long-Term International ServiceMr. Nathan Daniel Manser, University of South Florida Nathan Manser is an Environmental Engineering PhD candidate at the University of South Florida con- ducting research on the fate of pathogens in biological waste to energy systems. His research interests include the application of household engineered systems to recover resources in a low impact environ- ment, developing globally competent engineering graduates and integrating active learning methods into engineering curriculums.Ms

Conference Session

Physics in the K-16 Classroom

Collection

2003 Annual Conference

Authors

Warren Turner; Glenn Ellis

-based physics course. Even though Figure 2 maybe a simplification, the fundamental structure of the knowledge remains identical to Figure 1—itis only the details that are simplified. Thus students can begin with an algebra-based approachusing Figure 2 and then easily transition to a more sophisticated approach using Figure 1. Ellisand Turner5 discuss how the transition between an algebra-based approach and a calculus-basedapproach is made easier through the use of graphical analysis. We also feel that when studentswork from the beginning with graphs of time-varying forces and time-varying motion, it helpsthem think beyond the equations of constant acceleration to more generalized motion. Anotherbenefit of the framework in Figure 1 is its use

Conference Session

Transdisciplinary Perspectives on Engineering Engagement with Community

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nathan E. Canney; Yanna Lambrinidou, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

largest engineering departments in the US, thousands of students have gone through EPICS, which is now adopted by over 30 universities and colleges as well as K-12 schools. Similar to EWB-USA, EPICS places students in direct contact with “the public” through community development projects and, therefore, represents both an early and a widespread perspective on LTS and

Conference Session

Enhancing K-12 Mathematics Education with Engineering

Collection

2007 Annual Conference & Exposition

Authors

Charles Feldhaus, Indiana University-Purdue University-Indianapolis; Kenneth Reid; Pete Hylton; Marguerite Hart, Washington Township Schools; Kathy Rieke, Washington Township Schools; Douglas Gorham, IEEE

Tagged Divisions

K-12 & Pre-College Engineering

the Purdue School of Engineering and Technology at IndianaUniversity Purdue University Indianapolis and the Metropolitan School District of WashingtonTownship (MSDWT) located in Indianapolis, Indiana. Engineering Empowerment isMathematicians Collaborating for Children (E2=MC2) is designed to improve mathematicsinstruction at the kindergarten through ninth grade level (K-9). A one-week intensive SummerMath Academy facilitated by faculty from the Purdue School of Engineering and Technology,MSDWT school district administrators, MSDWT lead teachers and guest presenters from theInstitute of Electrical and Electronics Engineers (IEEE) is offered to a cohort of up to thirtyMSDWT K-9 faculty. Monthly follow-up seminars are offered throughout the

Conference Session

Engineering Student Involvement in K-12 Programs

Collection

2007 Annual Conference & Exposition

Authors

Cindy Mahler, The Boeing Company; Ann Broughton, Purdue University; Barrett Caldwell, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

School ofAeronautics & Astronautics and the Indiana Space Grant Consortium (INSGC). Inaugurated onSaturday November 9, 1996, approximately 3000 grade school students have benefited fromPFSD and approximately 900 university students have volunteered their time. PFSD 2006 washeld on Saturday November 11 and welcomed 500 third through eighth grade school students toPurdue’s campus, a significant increase from the 150 grade school students who attended thefirst program in 1996.Purdue Fall Space Day has gained recognition across the state of Indiana as an exceptionalspace-related educational outreach event. Since its inception, PFSD has been developed and runby undergraduate students, except for very limited staff involvement (0.5 FTE) to

Conference Session

Educational Research and Methods Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lisa K. Davids, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Divisions

Educational Research and Methods

AC 2012-3459: A STUDY ON THE EFFECTIVENESS OF TEAM-BASEDORAL EXAMINATIONS IN AN UNDERGRADUATE ENGINEERING COURSEMrs. Lisa K. Davids, Embry-Riddle Aeronautical University, Daytona Beach Lisa Davids is an Associate Professor in the Freshmen Engineering Department, having taught at Embry- Riddle Aeronautical University (ERAU) for 12 years. She is currently the Program Coordinator for the Freshman Engineering Department and serves as the course monitor and coordinator for the Introduction to Engineering course. During her tenure at ERAU, she has taught Fluid Mechanics, Dynamics, Experi- mental Aerodynamics, Aerodynamics I, and Introduction to Engineering. She is the Faculty Advisor for the ERAU chapter of Society of

Conference Session

Computers in Education Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Debarati Basu, Virginia Tech; John Stanton Goldstein Purviance, Virginia Tech ; Darren K Maczka, Virginia Tech; Daniel S Brogan, VIrginia Tech; Vinod K. Lohani, Virginia Tech

Tagged Divisions

Computers in Education

addition, the LEWAS team is collaborating with K-12 teachers in theregion to bring the LEWAS-based modules into their curricula. Through this expansion, theLEWAS has the potential to educate a wide range of students and increase their awareness ofseveral interdisciplinary concepts such as rainfall-runoff process, environmental monitoring,sensor interfacing, data analysis, measurement errors, data management and visualization. Beyond classroom applications, the LEWAS team is collaborating with their colleaguesin India and Australia for extending and developing similar systems there, so that thestudents/faculty from these countries can learn about environmental monitoring issues at adifferent geographic region in a virtual environment. As the

Conference Session

Technological Literacy and K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Nataliia Perova, Tufts University; Chris Rogers, Tufts University; David Henry Feldman, Tufts University

Tagged Divisions

Technological Literacy Constituent Committee

oftechnology in formal and informal education through integration of technology content into K-12standards, curricula, and instructional materials.The targets of this research are the ongoing efforts in public schools to educate students abouttechnology. In particular, we are interested in the process of development of the Technology andEngineering Curriculum Framework and its inclusion in Massachusetts state standards and laterusing the data collected from this research to empirically test some of the claims of NonuniversalTheory.11 Nonuniversal theory provides a powerful framework for analysis of the curriculumchange based on the development of domains of knowledge and expertise on a Universal toUnique continuum which includes pancultural, cultural

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Tom Benton, University of Texas, Austin; Taylor Martin, Univ of Texas at Austin

Tagged Divisions

K-12 & Pre-College Engineering

 simultaneously acquainting them with this style of instruction.  While in only limited use during school year, feedback has valuably informed redesign of the tool for its anticipated implementation in summer of 2010.  In addition to producing a tool valuable to educators in Texas and beyond, we anticipate useful contributions to the theoretical literature dealing with technology’s impact on learning and instruction as well as on creativity and collaboration.   Bibliography1. Koen, B. (2003). Discussion of the Method: Conducting the Engineer’s Approach to Problem Solving. New York:Oxford University Press.2. Katehi, L., Pearson, G., Feder, M., (Ed.). (2009). Engineering in K-12 Education: Understanding the Status andImproving the Prospects. Washington, DC

Conference Session

Promoting ET thru K-12 Projects

Collection

2004 Annual Conference

Authors

Per Andersson

. There is also a lack of guidance and teachingmaterial in the K-6 schools.With the aid of the project described in this paper the participating schools and municipalitiescan get access to thematic visits, ideas, hands-on experiments, pedagogical support and net-working. The overall objective is to secure the future supply of skilled manpower in technicaland engineering positions in the region. We aim to go beyond the traditional external con-tacts with science and technology at primary school level such as visiting science centers andpresentations by researchers. The project prioritizes:o spending more time in the classroom with the pupils – at least one week per class,o adapting activities to each individual class; its curriculum, prerequisites

Conference Session

Best Practices in K-12 Engineering Panel

Collection

2009 Annual Conference & Exposition

Authors

Stacy Klein-Gardner; Michele Dischino; Manjit Khosla, HALS Academy; Patrick Foster, Central Connecticut State University; Carol Shields, Stevens Institute of Technology; Dan Fagan, Wallace Primary School; Martha Cyr, Worcester Polytechnic Institute; John Staley, Doherty Memorial High School

Tagged Divisions

K-12 & Pre-College Engineering

engineering education at the 2009ASEE Annual Conference and Exposition in Austin, TX. To do this, the Division is sponsoringa panel session on Best Practices in K-12 and university partnerships. Submissions chosen forparticipation in this session demonstrate a true partnership between a K-12 school (or schools)and an engineering school/college at a university.Selected partnerships have proven success in the classroom and demonstrate engineeringengagement and knowledge acquisition by K-12 students through age appropriate activities andlessons. Best Practices Partnership Panel winners' papers are authored collaboratively betweenengineering and technology education faculty and K-12 teachers. Details on the partnership'sstructure and goals and the

Conference Session

Gender & Minority Issues in K-12 Engineering

Collection

2008 Annual Conference & Exposition

Authors

Marion Usselman, Georgia Institute of Technology; Jeff Davis, Georgia Institute of Technology; Jeff Rosen, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

AC 2008-750: DIVERSIFYING PARTICIPATION IN FIRST LEGO LEAGUEMarion Usselman, Georgia Institute of Technology Dr. Marion C. Usselman is a Senior Research Scientist at the Center for Education Integrating Science, Mathematics and Computing (CEISMC) at the Georgia Institute of Technology. Marion received her Ph.D. in biophysics from Johns Hopkins University and has taught in the Biology Department at the University of North Carolina, Charlotte. She focuses on equity issues in education and K-12 educational reform. She has co-directed the Georgia FLL program since 2001.Jeff Davis, Georgia Institute of Technology Dr. Jeffrey Davis, an associate professor of computer engineering at Georgia Tech

Conference Session

Systems Engineering Education and K-12

Collection

2012 ASEE Annual Conference & Exposition

Authors

Charles S. Wasson, Wasson Strategics, LLC

Tagged Divisions

Engineering Management, Industrial Engineering, Systems Engineering

). Page 25.1227.1 c American Society for Engineering Education, 2012 Systems Engineering Competency The Missing Course in Engineering EducationABSTRACT This paper addresses the need for and proposes solutions to bolster thecompetency of the engineering professionals at two levels: 1) strengthen undergraduate andgraduate level engineering education to include a robust Systems Engineering(SE) problemsolving / solution development course and 2) shift the Systems Engineering paradigm found inmany organizations through education and training to employ scalable SE methodologies forprojects ranging in size from small to large complex systems. The objective is to educate

Conference Session

Gender & Minority Issues in K-12 Engineering

Collection

2008 Annual Conference & Exposition

Authors

Michael Thompson, Purdue University; Pamela Turner, Purdue University EPICS; William Oakes, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

-LearningIntroductionOver the last 20 years, a great deal of time, effort and money have gone into increasinginterest in engineering among pre-college students, with minimal results. Overall,interest in engineering has been flat or declining. The number of women and minoritieswithin engineering continue to be underrepresented compared to their share of the overallpopulation. Many are calling for new approaches to engage young people, including anactive investigation by the National Academy of Engineering.While interest in engineering has been declining, interest by young people in communityactivism through community engagement is increasing exponentially. The number ofteenagers who volunteer, for example, has doubled in the last ten years. Civicengagement among

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Taylor Martin, University of Texas, Austin; Tom Benton, University of Texas, Austin; William McKenna, University of Texas, Austin; Pat Ko, University of Texas at Austin

Tagged Divisions

K-12 & Pre-College Engineering

engineering educational methods succeed wellat developing either efficiency (e.g., traditional lecture-based instruction) or innovation(e.g., problem-based instruction, or PBI).Our prior research demonstrated that a semester of challenge-based instruction (CBI)develops both innovation and efficiency in students (Martin et al., 2006). However, thepositive results shown for developing innovation and efficiency must transfer beyond theclassroom to have lasting impact.Do CBI learning experiences place learners on a trajectory towards demonstratingadaptive expertise in the workplace, after they have left the classroom? We are examiningthis question in the context of the UTeach Engineering National Science FoundationMath and Science Partnership (MSP) in

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2009 Annual Conference & Exposition

Authors

Bruce Gehrig, University of North Carolina, Charlotte; Lyndon Abrams, University of North Carolina, Charlotte; Deborah Bosley, University of North Carolina, Charlotte; James Conrad, University of North Carolina, Charlotte; Stephen Kuyath, University of North Carolina, Charlotte

Tagged Divisions

K-12 & Pre-College Engineering

counseling self-efficacy is the most significant result of the workshop as thehypothesis of the project is that this increased awareness and counseling self-efficacy willtranslate into high school teachers and guidance counselors motivating more students to pursueengineering majors. Whether or not this impact on students occurs due to the TECT workshopstill must be established through more rigorous longitudinal studies that are beyond the scope ofthe current project.Anecdotal evidence of the potential of the TECT workshop to affect this change was provided bya high school math teacher that attended one of the 2008 workshops. Using skills and methodsdeveloped at the TECT workshop, the teacher revised a pre-algebra level course by incorporatingseveral

Conference Session

Linking K-12 to Post-secondary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Purdue University; Eric L. Mann, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

to address this gap through a survey administered to all undergraduatestudents at a large Research I university to collect demographic information on a random sampleof PLTW alumni and their impressions of PLTW classes.Literature ReviewEarly research on PLTW tended to be more descriptive than empirical, providing overviews ofthe program and making the case for its implementation or describing the establishment ofPLTW K-12 programs and university partnerships3–5. As the program grew, formal researchstudies emerged. These include formal evaluation reports commissioned by PLTW; explorationsof the achievement of PLTW students compared to their peers; parents, teachers, guidancecounselors and principals’ impressions of PLTW, and studies of the

Conference Session

Successful K-12 Programs for Girls & Minorities

Collection

2008 Annual Conference & Exposition

Authors

Patricia Tolley, University of North Carolina at Charlotte; Deborah Sharer, University of North Carolina at Charlotte; Anthony Brizendine, University of North Carolina at Charlotte; Michael Phillips, Department of Engineering Technology, University of North Carolina at Charlotte; Adam Harris

Tagged Divisions

K-12 & Pre-College Engineering

, assessment of learning outcomes, and educational research methods. Prior to coming to the University of North Carolina at Charlotte, Patricia worked in a variety of engineering and management roles. She is a registered professional engineer in the state of North Carolina.Deborah Sharer, University of North Carolina at Charlotte Deborah Sharer is Associate Professor in the Department of Engineering Technology at the University of North Carolina at Charlotte. Dr. Sharer is active in IEEE through service in several capacities for the Charlotte chapter in addition to contributing to the mission of ABET by serving annually as a TAC-ABET evaluator for IEEE. She served as Conference co-Chair for the 2007

Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

: Cambridge University Press, 2014, pp. 437–456.[17] W. C. Lee, “Pipelines, Pathways, and Ecosystems: An Argument for Participation Paradigms,” J. Eng. Educ., vol. 0, no. October 2018, pp. 1–5, 2019.[18] K. H. Fealing, Y. Lai, and J. Myers, Samuel L., “Pathways vs. Pipelines to Broading Participation in the STEM Workforce,” J. Women Minor. Sci. Eng., vol. 21, no. 4, pp. 271–293, 2015.[19] S. M. Lord, M. W. Ohland, R. A. Layton, and M. M. Camacho, “Beyond Pipeline and Pathways: Ecosystem Metrics,” J. Eng. Educ., vol. 108, no. 1, pp. 32–56, 2019.[20] M. W. Ohland and R. A. Long, “The Multiple-Institution Database for Investigating Engineering Longitudinal Development: An Experiential Case Study of Data Sharing and

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Kenneth Hunter, Tennessee Technological University; Jessica Matson, Tennessee Technological University; Margaret Phelps, Tennessee Technological University; Roy Loutzenheiser, Tennessee Technological University

Tagged Divisions

K-12 & Pre-College Engineering

professional development model that served as the basis for programdesign and then summarizes the objectives, structure, results, and lessons learned from the twoMSP programs.The Professional Development ModelProfessional development experiences for both MSP programs were based on research on howstudents and their teachers learn about science, technology, engineering, and mathematics(STEM). Some of the background information specific to engineering education was taken fromresearch conducted by SEEK-16 (Strategies for Engineering Education K-16) participantsdeveloping a Pre-AP engineering program. Consideration was also given to research related toteaching and learning in rural and economically disadvantaged environments.To provide equity of

Conference Session

Technological Literacy and K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Mark Sanders, Virginia Tech; Thomas Sherman, Virginia Tech; Hyuksoo Kwon, Virginia Tech; James Pembridge, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

classrooms/laboratories.The purpose of this study was to gather descriptive data that might inform and assist with effortsto infuse more “engineering content and process” into K-12 education. With that in mind, thisstudy sought to answer the following research questions:1. What is the current status of Technology Education teacher beliefs and practice that might inform the field’s transition to a curriculum that reflects technology and engineering?2. How have those beliefs, and practices evolved in the past half-century?MethodologyParticipantsThe participants in this study were Technology Education teachers from seven statesrepresenting three geographical regions in the United States. These states were chosen for thisstudy because: the state

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2009 Annual Conference & Exposition

Authors

Amy Prevost, University of Wisconsin, Madison; Mitchell Nathan, University of Wisconsin, Madison; Benjamin Stein, University of Wisconsin; Natalie Tran, California State University, Bakersfield; Allen Phelps, University of Wisconsin, Madison

Tagged Divisions

K-12 & Pre-College Engineering

stated objective to integrate students’ college preparatory and technicaleducation programs of study: “PLTW’s premier high school program, Pathway ToEngineering™, is a four-year course of study integrated into the students’ core curriculum. Thecombination of traditional math and science courses with innovative Pathway To Engineeringcourses prepares students for college majors in engineering and E/T fields and offers them theopportunity to earn college credit while still in high school”6. Indeed, the NRC report, RisingAbove the Gathering Storm7 explicitly identifies PLTW as a model curriculum for providing thekind of rigorous K-12 materials needed to improve math and science learning and increaseAmerica’s technological talent pool.Prior Research

Conference Session

K-12 & Pre-College Engineering Division: Addressing the NGSS: Supporting K12 Teachers in Engineering Pedagogy, Engineering Science, Careers, and Technical Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael E. Edley, Drexel University; Stephanie Owens, Science Leadership Academy; Jessica S. Ward, Drexel University; Adam K. Fontecchio, Drexel University

Tagged Divisions

Pre-College Engineering Education Division

collaborator in a teacher-fellow pair through National Science Foundation’s GK12 program, Stephanie challenged students to find solutions to the NAE Grand Challenges. Secondary students have built vertical gardens, designed water filters, and most recently engineered food snacks using molecular gastronomy techniques. Resources to the project can be found at: bit.ly/MGresourcesJessica S. Ward, Drexel University Jessica Ward serves as the Director of Operations for the DragonsTeach program. She previously worked in the College of Engineering at Drexel University for more than 8 years with a focus on recruitment, grant facilitation and STEM program management. During her tenure in the College of Engineering, Jessica

Conference Session

K-12 & Pre-College Engineering Division: Fundamental; K-12 Students & Engineering Division: Fundamental; K-12 Students & Engineering Design Practices: Best Paper Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

David Crismond, City College of the City University of New York; Michal Lomask

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

 engineering  as  a  social  good.  One  EfA  unit  is  focused  on  urban  vertical  hydroponic  farming  and  the  other  on  providing  safe  drinking  water  through  water  purification.  The  research  portion  of  this  project  included  the  development  of  Design  Teaching  Standards  (DTS)  and  guidelines  for  teachers  to  create  their  own  Design  Teaching  Portfolios  (DTP).    Data  from  the  portfolios  would  be  used  to  describe  teachers’  pedagogical  content  knowledge  (PCK)  when  using  design  activities  with  students.    Review  of  the  teaching  portfolios  in  light  of  a  set  of  Design  Teaching  Standards  provided  information  on  teachers’  pedagogical  content  knowledge.  The  developed  portfolio

Conference Session

K-12 & Pre-College Engineering Division: Student Reflection, Self-Perception, Misconceptions, and Uncertainty

Collection

2016 ASEE Annual Conference & Exposition

Authors

Beau Vezino, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

focus involves K-12 teacher education related to engineering. He is the curriculum writer and project coordinator for ENGR101MS. c American Society for Engineering Education, 2016 Engineering Uncertainty: Managing Uncertainty While Teaching Engineering Design Tasks in a Middle School ClassroomIntroduction “The future is no more uncertain than the present.” - Walt WhitmanAs people make decisions and solve problems in their professional and everyday lives, theycontinually face elements of uncertainty. However, schools rarely provide learning opportunitiesor environments that allow for uncertainty. Research has shown that teachers and

Conference Session

Technical Session 2 - Paper 2: Lessons Learned from Conducting a Diversity-Focused Faculty Cluster Hire at a Predominantly White Institution

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Robyn Sandekian, University of Colorado Boulder; Dana Francesca Stamo, University of Colorado Boulder; Clayton Lewis, University of Colorado Boulder

Tagged Topics

CoNECD Paper Sessions, Diversity

departments to participate. This context forced college-wideinspection of our campus’ cultural norms through a nuanced lens—a necessary step towardsshifting toward a more inclusive culture.In recent years there has been a growing consensus on specific hiring and retention practices thatimprove the recruiting experiences and likelihood of hiring a more inclusive and diverse facultybody than has previously been the case in engineering [14, 15]. White women and BIPOC-identifying people of all genders have supposedly benefitted from long-standing, federal anti-discrimination laws [16] yet have gained little ground in representation on research-universityfaculty even as the student bodies at those same institutions have diversified [9, 17]. Reasons

Conference Session

Track 7: Technical Session 2: Taking it One Step at a Time: The Growth of a Program to Support the Doctorates of Tomorrow

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Travis Chan; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; Cynthia Hampton Ph.D., Virginia Polytechnic Institute and State University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

related words to contribute to the samecategorical weight. Keeping only unique values provides optimized computing efficiency andeliminates algorithmic complications and misclassification. Detailed categorical mapping servesto elucidate the “why?” for program interest along with established participant self-efficacy.With each category now having a set of associated words, the next step is to iterate through allthe statements of purpose to calculate how much each category is present in each statement ofpurpose. The academic, social, and research categorical weights will be calculated using thefollowing formula: 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑤𝑜𝑟𝑑𝑠 𝑖𝑛 𝑐𝑎𝑡𝑒𝑔𝑜𝑟𝑦 ∑𝑖=1 𝐹𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦

Conference Session

FPD 3: Research on First-Year Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Xingyu Chen, Purdue University, West Lafayette; Catherine E. Brawner, Research Triangle Educational Consultants; Matthew W. Ohland, Purdue University, West Lafayette; Marisa K. Orr, Louisiana Tech University

Tagged Divisions

First-Year Programs

academiccareers through the admissions process. Quite a bit more information from the ASEE profiles isuseful in a contextual sense—enrollments, campus setting, governance, faculty number anddescription, student expenses and financial aid, demographics of engineering students, andselectivity information.Some data from the ASEE Profiles can be accessed using a data mining tool.17 Quantitativemeasures of Degrees, Enrollments, Faculty Ethnicities, Other Degree Fields, Other EnrollmentFields, Other Faculty Gender Fields, Faculty, Institution and College of Engineering, ResearchExpenditures, and Student Appointments are available. The data available in the data mining toolis not useful for taxonomic purposes, but it has the potential to be useful in providing