Conference Session

Civil Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cassandra J McCall, Virginia Tech; Denise Rutledge Simmons P.E., Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

engineers must attain. Therefore, as students initiallyenter into an engineering discipline based purely on topical interest or skill (e.g., are good inmath and science), they may begin to internalize the values and practices of that discipline. Forthis reason, affinity identities may be useful in exploring the initiation and early developmentalstages of students’ professional identities in contexts such as high school education.Partaking and actively engaging in disciplinary discourse also serves as a powerful tool forenacting a disciplinary identity and communicating affinity [30, 41, 42]. As students advancethroughout their undergraduate career and the ASCE BOK, they begin to learn about the varietyof topics valued by the civil engineering

Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Brett D. Jones, Virginia Tech; Marie C. Paretti, Virginia Tech; Jacob Preston Moore, Virginia Tech; Deirdre-Annaliese Nicole Hunter, Virginia Tech

Tagged Divisions

First-Year Programs

approaches are becoming more widespread in useacross engineering programs and curricula, it is particularly important to understand the impactthat such approaches have on students’ motivation. As part of a larger mixed methods study, thispaper focuses on the critical element of team facilitation. Specifically, we examine how studentsperceive the role of facilitators and how these perceptions influence student motivation.Grounded in the MUSIC Model of Academic Motivation, we present findings from interviewsconducted with first-year engineering students at two different research sites. State U1participants are engaged in a well-established PBL-based course. State U2 participants areengaged in a course that uses a project-based approach to integrate

Collection

2025 ASEE -GSW Annual Conference

Authors

James K. Nelson Jr. P.E., Texas A&M University System RELLIS Campus; Celeste Arden Riley, Texas A&M University - Kingsville; Jeffrey John Hatala, West Texas A&M University; Andrew Crawford, Tarleton State University; London Knight, West Texas A&M University; Victoria June Vinzant, Texas A&M University - Kingsville

three separate universities on asingle campus in the Fall 2024 semester. It is a team-based, project-based course that is co-taught bya faculty member from engineering, from health science, and from psychology. This course is uniquein its ability to challenge and broaden the students’ perspectives by integrating all three disciplinesinto one unified design framework. The overarching goal of the course was to explicitly address twoincreasingly important issues in undergraduate engineering education: 1) understanding the impact ofengineering on society and enabling a balance between design requirements and societal wellness, and2) communicating effectively with constituents and stakeholders across diverse disciplines andbackgrounds.Development of

Conference Session

Successful Outcomes of Student Entrepreneurship

Collection

2006 Annual Conference & Exposition

Authors

Robert Evans, University of Texas-Austin

Tagged Divisions

Entrepreneurship & Engineering Innovation

education and a culture of entrepreneurship within engineeringeducation and university involvement in technology commercialization both lead to moreopportunities for doctoral students in engineering to be entrepreneurial during their studies. Thispaper explores the experience of two doctoral engineering students who co-founded a companybased, in part, on their research. The case for entrepreneurship within engineering education andthe trends in university technology commercialization have been developed in the literature andprovide the perspective for examining the experiences of these two students. University assets,community connections, an NCIIA E-team grant, courses and competitions were all connected insupport of entrepreneurship education and

Conference Session

Communications and Ethics

Collection

ASEE Southeast Section Conference

Authors

Claire Lynne McCullough, High Point University

Tagged Topics

Professional Engineering Education Papers

to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors. 3. an ability to communicate effectively with a range of audiences. © American Society for Engineering Education, 2023 2023 ASEE Southeastern Section Conference 4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts. 5. an ability to function effectively on a team whose members together provide leadership

Conference Session

Assessment of Student Work

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lori C. Bland, George Mason University; Stephanie Marie Kusano, University of Michigan; Xingya Xu, George Mason University; Aditya Johri, George Mason University

Tagged Divisions

Educational Research and Methods

education, and the workforce; how data is used from assessments to inform decision- making; and the application of assessment or evaluation methods to solve educational problems.Dr. Stephanie Marie Kusano, University of Michigan Stephanie Kusano is an assessment and evaluation postdoctoral research associate at the Center for Re- search on Learning and Teaching at University of Michigan. She has a Ph.D. in Engineering Education, M.S. in Biomedical Engineering, and B.S. in Mechanical Engineering, all from Virginia Tech. Her re- search interests include engaged learning and high impact practices, assessment, and design education. Her teaching experience has primarily been with first-year engineering.Ms. Xingya Xu, George Mason

Conference Session

Graduate Studies Division (GSD) Technical Session 7: Developing Graduate Students' Competencies and Identities

Collection

2023 ASEE Annual Conference & Exposition

Authors

Margaret E.B. Webb, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University

Tagged Divisions

Graduate Studies Division (GSD)

seekto not only provide students with the skills that support interdisciplinary collaboration, but alsothose that help students develop professional identities that incorporate interdisciplinary work.As students engage with others in an interdisciplinary research education community, they learnand negotiate professional norms, idealized images of professions, and the professionalrecognition of significant others [11][12][13] that impact their abilities to see themselves asinterdisciplinary scholars. These negotiations can help their sense of belonging within aninterdisciplinary professional community [14][15]. That said, because of the disciplinary natureof universities, interdisciplinary students are likely to have a clearer picture of how to

Conference Session

Session 5 - Track 2: Community College Computing Programs' Unique Contexts for Promoting Gender Equity

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Erin Carll, University of Washington; Elizabeth Litzler, University of Washington; Gretchen Achenbach, University of Virginia; Nancy Binowski, County College of Morris; Catherine E. Brawner, Research Triangle Educational Consultants; Jamie Lee Huber Ward, WEPAN, Inc.; Sherri L Sanders; Melissa C Stange, Laurel Ridge Community College; Zhen Wu

Tagged Topics

CoNECD Paper Sessions, Diversity

Three Rivers Community College.Dr. Elizabeth Litzler, University of Washington Elizabeth Litzler, Ph.D., is the director of the University of Washington Center for Evaluation and Re- search for STEM Equity (UW CERSE) and an affiliate assistant professor of sociology. She has been at UW working on STEM Equity issues for more than 19 years. Dr. Litzler is a member of ASEE, 2020-2021 chair of the ASEE Commission on Diversity, Equity, and Inclusion, and a former board member of the Women in Engineering ProActive Network (WEPAN). Her research interests include the educational cli- mate for students, faculty, and staff in science and engineering, assets based approaches to STEM equity, and gender and race

Conference Session

WIP II

Collection

FYEE 2025 Conference

Authors

Ronnie L Brown, University of the District of Columbia Community College

Tagged Topics

FYEE 2025

educational videos in their learning process? o Anticipated Result: We anticipate that qualitative analysis of student reflections and interviews will reveal predominantly positive perceptions regarding the effectiveness of creating and engaging with peer-generated content, highlighting benefits such as enhanced understanding, improved communication skills, and a deeper sense of contribution to their learning community.Future WorkThis work-in-progress research coincides with the growing body of literature on student-centeredlearning and engineering retention strategies. While collaborative learning is an establishedpedagogical approach, this study dives into the impact of a specific

Collection

1998 Annual Conference

Authors

Albert Lozano-Nieto

that have been traditionally forgotten by academia but will have a high impact in the students professional careers, such as regulatory issues, aspects of technical writing, ethics, and interactions with other professionals among others (Elder et al. 1996).At the end of the Guest Lecture Program the students at the Wilkes-Barre Campus were asked toanonymously respond to a survey regarding the program and the videoconferencing media thatwas used to transmit the lectures with their responses analyzed in this paper.RESULTSAll the students indicated a preference for the lectures that had a high technical content andconcentrated in medical equipment rather than the lectures that focused on interpersonal

Conference Session

Technology, Communications & Ethics

Collection

2004 Annual Conference

Authors

Christopher Long

Engineering Education Annual Conference and Exposition Copyright  2004, American Society for Engineering Educationprinciples of research and communications are made explicit, and students are engaged inreflecting on their own learning. As the students discuss, write about, reflect upon, and presenttheir research, they learn how to communicate clearly. RCS activities enhance learningoutcomes through intensive practice of communications. Figure 1 shows the interactiverelationship among the interdisciplinary staff and undergraduates along with the connection of allparticipants to the engineering faculty members. Studio Communication Faculty Engineering Faculty

Conference Session

ECE Division Technical Session 1: Online or Remote Teaching and Curricular Developments

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ahmed Dallal, University of Pittsburgh; Mohamed Zaghloul; Amr Hassan, University of Pittsburgh

Prediction, Neuromorphic Computing Systems and its applications. © American Society for Engineering Education, 2022 Powered by www.slayte.com Effect of Active Learning on Students' Performance in Remote ECE Classes with Lab SectionsAbstractTo mitigate the spread of COVID-19, universities transition to remote instructions. However, thisnew mode of instruction introduced challenges to instructors and students regarding lecturedelivery methods and class interactivity. Research conducted before the pandemic showed thatactive learning efficiently increases student learning, engagement, and interest in the topics beingtaught. Thus, it seems that active

Conference Session

Assessment of Student Learning 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nidal Al-Masoud, Central Connecticut State University; Viatcheslav Naoumov, Cental Connecticut State University; Steven Joseph Kirstukas, Central Connecticut State University

Tagged Divisions

Educational Research and Methods

behavior of the learner andbetter known as the “affection domain”. There are several levels of competency in this domainincluding, stimulating the students’ interest in a certain area, students’ response and attitude tothis stimulus, and development and implementation of a systematic approach to learning. Thesecond part is the ability to engage in lifelong learning which, according to Bloom’s taxonomy ofeducational objectives10-12, falls under the “cognitive domain”. The mastery of this part isgoverned by several actions that, in general, focus on the students’ ability to explore andgenerate new ideas, demonstrate comprehension, arrive at solutions, and, finally, judge thefeasibility and value of these solutions or new ideas.Based on the above, we

Conference Session

Social Justice and the Curriculum: Equity, Culture & Social Justice in Education Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Terri Dunbar, Georgia Institute of Technology; Ruth Yow, Georgia Institute of Technology

Technology) © American Society for Engineering Education, 2022 Powered by www.slayte.com Role of diverse teams and socio-cultural aspects on student learning in freshman design courseI. IntroductionThe 10-Year Plan (2022 – 2032) on Diversity, Equity, and Inclusion at Georgia Institute of Tech-nology1 is focused on three mutually supporting pillars of change: (i) Creating an equitable andinclusive community (ii) Recruiting, retaining, and developing a diverse community of students,faculty, and staff and (iii) Supporting innovative and inclusive scholarship and teaching. Inclu-sive teaching practices ensure all students have opportunities to learn

Conference Session

NEE Technical Session 4 - Assessments: Grading and deadlines

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University; Carol Geary, Virginia Polytechnic Institute and State University

Tagged Divisions

New Engineering Educators Division (NEE)

education had on our development andlearning. Recently our research team of early-career engineering educators responsible forteaching first-year engineering students began to explore the topic of grades and gradingpractices in educational research, and as we explored a critical question emerged: As educators and researchers continue to engage in critical research and progressive conversations about the purpose and impact of grades and the way that educational structures and systems can innovate to reduce the negative byproducts and stigmas surrounding grades — how often in research and in these conversations are we meaningfully engaging with the most directly impacted stakeholders of grades and grading practices

Collection

2017 Gulf Southwest Section Conference

Authors

Ilse Nava-Medina; Angie Hill Price; Mathew Kuttolamadom

‘drop-outs’ in theseprograms which is attributed to the self-motivated students getting involved on their own accord aswell as because of clearly communicating the nature of research and the expectations and timelines.Also, students during their decision-making process of committing to the project got a chance to talkto their senior students who had completed the program successfully, and hence were able tobecome comfortable and confident to a certain extent beforehand.To conclude, based on the positive feedback and experiences of the undergraduate students thatcompleted various types of research programs, it can be said that undergraduate research forengineering technology students is definitely a beneficial and high-impact learning

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey E. Froyd, Texas A&M University; Julie P Martin, Clemson University; Maura J. Borrego, University of Texas, Austin; Nathan H Choe, The University of Texas at Austin; Margaret J. Foster, Texas A&M University; Xueshu Chen, University of Texas at Austin

Tagged Topics

Diversity, NSF Grantees Poster Session

American Society for Engineering Education, 2015 Paper ID #11420Ms. XUESHU CHEN, University of Texas at Austin Xueshu Chen is a doctoral student in information studies at UT Austin. Her research interests primarily include broadening participation of underrepresented groups in STEM fields and the adoption of Informa- tion and Communication Technology (ICT) in educational practice. Xueshu also holds a Master’s degree from the LBJ School of Public Affairs, focusing on post-secondary education policy development and program evaluation. Address: 1616 Guadalupe St, School of Information, University of Texas at Austin, Austin, TX 78701

Conference Session

Environmental Engineering Division (ENVIRON) Technical Session 3 - Innovative Pedagogy

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hang Song, Auburn University; Karen McNeal, Auburn University; John T. Solomon, Tuskegee University; Lauren E. Beckingham, Auburn University; Kelly Lazar, Clemson University

Tagged Divisions

Environmental Engineering Division (ENVIRON)

significantly enhancestudents' grasp of sustainability concepts, underscoring the need for educational methods thatactively engage students in learning. The transformation of engineering education to incorporatesustainability presents both challenges and opportunities. Jamieson & Lohmann (2009) articulatethe importance of fostering a culture of innovation within engineering education to preparestudents for a globalized society. This culture must prioritize sustainability as a core component ofthe curriculum to develop engineers capable of addressing the complex challenges of our times. Bielefeldt & Canney (2016) offer a longitudinal perspective on the evolution of engineeringstudents' attitudes towards social responsibility, a key component

Collection

2020 Gulf Southwest Section Conference

Authors

Elsa Castillo; Joel Robinson; Kristine Denman; Anyssa Choy; Tariq Khraishi

Copyright  2020, American Society for Engineering Education 2Students receiving aid may be able to work less and instead spend time engaging with other people andexperience outside the classroom, potentially leading to higher course grades and higher rates of persistence anddegree completion” [1]. In addition to looking at the impact of financial awards in low-income, academicallytalented, students of color, research shows that “academic and social behaviors such as course performance,participation in extracurricular activities, and community service all function as potential mechanisms forincreasing college graduation rates”. Although GPA is also useful to evaluate success, it is better to

Conference Session

Mental Health of Graduate Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Jane Bork, University of Michigan; Joi-lynn Mondisa, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

literature points to aspects of the student’s social environment, such as feelings ofconnectedness, a sense of belonging, social self-efficacy, and social support, influencingstudents’ reported mental health measures in addition to lasting academic impacts. It is stillunclear, however, to the extent which of these concepts are present in current surveys used toassess graduate student mental health. The research question guiding this study is, Whatunderlying factors are important when looking at the mental health of science, engineering, andmathematics graduate students?This study will look specifically at the Healthy Minds Study (HMS), conducted by the HealthyMinds Network (HMN): Research on Adolescent and Young Adult Mental Health group, to tryand

Conference Session

Innovative, Engaging Pedagogies for Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael F. Young, University of Connecticut; Landon Bassett, University of Connecticut; Daniel D. Burkey, University of Connecticut; Scott Duplicate Streiner, Rowan University; Joshua Bourne Reed

Tagged Divisions

Engineering Ethics

reasoning and justifications, rather than simply right/wronganswers. Our work to improve freshman engineer’s interrogation of topics in engineering ethics isbased on the logic that game-based learning can provide a means to engage students actively ininterrogating the complexities of ethical decision making in specific engineering scenarios. Gameplay can align with engineering course learning objectives as well as enhance student knowledge,behaviors, and dispositions as students reflect on their own decision making and that of their peers[9]. We describe three games that we designed to assist in the development of students’ ethicalawareness and reasoning in hopes of highlighting the concepts that guide our approach toinnovative engineering

Collection

2022 ASEE Illinois-Indiana Section Conference

Authors

Brooks Michael Leftwich, Purdue University at West Lafayette (PPI)

A Systematized Literature Review of Scholarship on Ethical Development and Perspective-taking in Engineering Students Brooks M. Leftwich* Purdue University bleftwic@purdue.eduAbstractThis report is a systematized literature review of published journal articles about frameworks,models, theories, and approaches that support one’s ethical development with a focus onperspective-taking as an integral part of that experience. Ethical development is essential toengineering students because the decisions they make – whether good or bad, right, or wrong –impact individuals, communities, the environment, and even the world

Conference Session

Engineering/Engineering Technolgy Transfer Issues: Two-year College to Four-year College

Collection

2018 ASEE Annual Conference & Exposition

Authors

Samuel Paul Merriweather, Texas A&M University; Karen L. Butler-Purry, Texas A&M University; Shannon Walton, Texas A&M University; Judy Kelley

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

through enabling academically talented and financially needy studentsto transfer from two-year community colleges or four-year universities to TAMU to obtainbaccalaureate degrees in engineering or computer science. The goal was accomplished throughscholarship funding and engagement of ETS students in a complementary focused learningcommunity that included academic and social components to improve the students’ educationalopportunities and retention. Two focal points of this project were (1) linking and leveraging theTexas A&M University System (TAMUS) Louis Stokes Alliance for Minority Participation(LSAMP) program’s community college partnerships and (2) complementing the TAMUSLSAMP and TAMU College of Engineering (COE) recruitment and

Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Janet Aderemi Omitoyin, The University of Illinois at Chicago ; Renata A. Revelo, The University of Illinois at Chicago; Betul Bilgin, The University of Illinois at Chicago; Houshang Darabi, The University of Illinois at Chicago; Rezvan Nazempour, The University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

training of mathematics teachers that is at the core of this problem. Since enrollment at UIC, Janet had dedicated her studies and research efforts on Mathematics Socialization and identity amongst pre-service elementary teachers, an effort at understanding the reasons for lack of interest in the subject with a view to proffer solution and engender/motivate interest amongst this group that will eventually reflect in their classroom practices. She is currently a Graduate Assistant with UIC Engage, a commu- nity focused project that provides help for less-privileged students from K-8 in mathematics, reading and writing. She continues to work as a substitute teacher occasionally to keep abreast with current practices

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 10: Broadening Participation in P12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dayna L. Martínez, Society of Hispanic Professional Engineers, Inc.; Esther Gonzalez; Deanna Drako; Andrea D. Beattie; Ashleigh Tierney; Enrique Guzman; Kimberly D Douglas P.E., Society of Hispanic Professional Engineers, Inc.

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

indicator.Training for volunteers and facilitators is also underway. This training will consist of a series ofshort videos developed by STEM content creator, Jay Flores. Jay Flores was selected, because heis a social media influencer with experience in K-12 programming, so he brings a uniqueperspective on how to better reach and communicate with kids in a motivational manner. Thetraining will go over important topics like how to create a welcoming and fun introductoryperiod while students are logging in or arriving to an event, how to maintain progress of projectand help students falling behind, how to manage student questions, and how to engage studentswith a language they can understand. The possibility of making this training a certification is alsobeing

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stacey E. Tucker-Kulesza, Kansas State University; Grace J. Liang, Kansas State University; Eric J. Fitzsimmons, Kansas State University; Jeff Zacharakis, Kansas State University

Tagged Topics

Diversity, NSF Grantees Poster Session

). Her research interests focus on school leadership, professional development and learning in STEM, equity for women and racial minorities, and leadership for community engagement. She holds a PhD from the University of Georgia in Educational Administration and Policy.Dr. Eric J. Fitzsimmons, Kansas State University Dr. Eric Fitzsimmons is an assistant professor in the civil engineering department at Kansas State Uni- versity and licensed professional engineering in the State of Kansas. Dr. Fitzsimmons is a graduate of the American Society of Civil Engineers Excellence in Civil Engineering Education (ExCEED) program. HE teaches undergraduate and graduate courses in transportation engineering.Dr. Jeff Zacharakis, Kansas

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (3)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cathy P. Lachapelle, Museum of Science; Christine M. Cunningham, Museum of Science

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

and testing of thesurvey. We also report on our methods of analysis and results, looking at differences between thetreatment groups as well as the moderating effect of student demographics.IntroductionFor decades, engineers and policymakers have expressed concern that too few students enter theengineering pipeline. This has led to many efforts to engage students in engineering in afterschool programs, summer programs, and more recently, in school curricula. The expectation isthat, by engaging students in engineering, more will become aware of it as a possible careeroption, and some students will find a special affinity to engineering and pursue it. The hope oftenexpressed is that such interventions will particularly increase the supply of new

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeremiah Pina, Smith College; Glenn W. Ellis, Smith College; Al Rudnitsky, Smith College; Rebecca Mazur, Collaborative for Educational Services; Beth McGinnis-Cavanaugh, Springfield Technical Community College; Isabel Huff, Springfield Technical Community College

Tagged Divisions

Educational Research and Methods

- ing Environments, How Do We Know What Students are Learning?, and instructional methods in ele- mentary and middle school mathematics and science. He has authored books on curriculum design and teaching children about scientific inquiry. Current research interests focus on creating environments for ”good talk” in elementary and middle school classrooms, and also on advancing the use of knowledge building pedagogy in higher education. His most recent article (2013) is entitled ”Tasks and Talk: The Relationship Between Teachers’ Goals and Student Discourse,” in Social Studies Research and Practice.Dr. Rebecca Mazur, Collaborative for Educational ServicesProf. Beth McGinnis-Cavanaugh, Springfield Technical Community College

Conference Session

CEED - Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Manuel D. Rossetti, University of Arkansas; Edgar C Clausen, University of Arkansas; Carol Schubert Gattis, University of Arkansas; Micah Hale, University of Arkansas; Kim LaScola Needy, University of Arkansas

Tagged Divisions

Cooperative & Experiential Education

B.S. and M.S. degrees in Electrical Engineering and her Ph.D. in Engineering from the University of Arkansas. Dr. Gattis’ research areas include student recruitment, retention and diversity, as well as professional development of middle school teachers. This professional development enables teachers to more effectively teach math and science through development of engineering and math hands-on activities. As Associate Dean, Dr. Gattis man- ages an endowment that provides over $1-million in funding for undergraduates to engage in research and to study abroad.Dr. Micah Hale, University of Arkansas Dr. Hale is an Associate Professor at the University of Arkansas. His research interests include concrete materials

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Rocio C. Chavela Guerra, American Society for Engineering Education; Alexandra Longo, American Society for Engineering Education; Rossen Tsanov, American Society for Engineering Education

Tagged Topics

Diversity, NSF Grantees Poster Session

retain more STEMmajors [1].One of the key reasons that students cite for leaving STEM is the perception of an unwelcomingclimate, especially by those who are members of underrepresented groups [1]. Campus andclassroom climate is essential for student retention and also for learning. The way in whichstudents experience their campus environment impacts both learning and developmentaloutcomes [2, 3]. Environments in which students are subjected to harassment or discriminationhinder student learning, and both minority and majority students are negatively impacted by thefailure to create an inclusive environment for minority students [4-8]. Further, there iscompelling evidence that diversity among students and faculty is crucially important to