Displaying results 1 - 30 of 1709 in total
- Conference Session
- Community Building and Student Engagement
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Tridib Kumar Saha, Purdue University ; Jason Morphew, Purdue University
- Tagged Topics
- Diversity
- Tagged Divisions
- Electrical and Computer Engineering Division (ECE)
Society for Engineering Education, 2024Investigating the Impact of Team Composition, Self-Efficacy, and Test Anxiety on Student Performance and Perception of Collaborative Learning: A Hierarchical Linear Modeling ApproachIntroductionA notable transition in higher education towards the adoption of active and collaborative learningapproaches has been in progress for many decades [1][2]. The shift has been motivated byincreasing evidence that these teaching methods can improve student engagement, motivation,and achievement in specific courses [3][4]. These approaches are very different from traditionallecture-based teaching methods, which mainly promote passive learning, where students areexpected to passively absorb
- Conference Session
- Community Engagement and Humanitarian Engineering: Creating Inclusive Engineers
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Patrick John Sours, The Ohio State University; xinquan Jiang, The Ohio State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
conduct multiple rounds of question reformation based on structured question of why they want the information. (Diversity of Stakeholders), (A)Community Survey Analysis Students review the results of a community survey to identified or understanding current conditions present within the community. (Diversity of Stakeholders), (A), (Stakeholder Dynamics), (U)Cultural immersion (with community and institutional partners) Students engage with local university instructors and students, community NGO members and community members throughout in-country trip/ communication prior. Multiple reflection sessions with students are held paired with journal reflections. This would also fall into Participant
- Conference Session
- Student Engagement in Construction Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Kimberly Grau Talley P.E., Texas State University; Bobbi J. Spencer, Texas State University
- Tagged Divisions
- Construction Engineering Division (CONST)
Paper ID #41383Impact of an Industrial Internship on Construction Students’ Sense of BelongingDr. Kimberly Grau Talley P.E., Texas State University Dr. Kimberly G. Talley, P.E. is an associate professor in the Department of Engineering Technology, PERSIST (Promoting the Engagement and Recruitment of Students In STEM) Lab Director at Texas State University, and a licensed Professional Engineer. She received her Ph.D. and M.S.E. from the University of Texas at Austin in Structural Engineering. Her undergraduate degrees in History and in Construction Engineering and Management are from North Carolina State University. Dr
- Conference Session
- Student Division (STDT) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Vivian H Nguyen, City Colleges of Chicago ; Anthony Jesus Blanco, City Colleges of Chicago; Andrew Steppan, City Colleges of Chicago; Juan Munoz, City Colleges of Chicago ; Guadalupe Pina-Castillo, City Colleges of Chicago; Shlesha Patel, City Colleges of Chicago; Melvin Cabrera, City Colleges of Chicago; Tobias Wimmer; Doris J. Espiritu, City Colleges of Chicago
- Tagged Divisions
- Student Division (STDT)
Society for Engineering Education, 2024 FOSTERING COMMUNITY OF PRACTICE (CoP): THE IMPACT ON SELF-EFFICACY AND BELONGING OF UNDERGRADUATE STUDENTSI. INTRODUCTIONAs of July 2021, 40.4 million students have attended college and dropped out without earning acredential—referred to as the “Some College, No Credential” (SCNC) population [1]. Out of the40.4 million SCNC population, only 2.1% re-enroll into a degree program. Student retention isrecognized as remaining in a college or university program until the course of study is complete,regardless of whether they pass or not, or until the students gain a degree [2]. Students whocancel their enrollment are classified as dropouts [3]. The six most prevalent factors thatcontribute to a lack
- Conference Session
- Engineering Empowered Communities: Place-Based Community Engaged Learning
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Paula Alvarez Pino, University of Alabama, Birmingham; Fouad H. Fouad, University of Alabama, Birmingham; Andrew J. Sullivan, University of Alabama, Birmingham; Mona N Fouad, University of Alabama, Birmingham
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
inneighborhood revitalization projects, students gain real-world experience, develop practicalskills, and build meaningful relationships with the community and with professionals andorganizations involved in the project. Furthermore, students have the opportunity to see thetangible results of their efforts, motivating them to pursue careers in civil engineering with acommitment to make a positive impact on society.This paper describes the framework developed for neighborhood revitalization projects,emphasizing the community engagement initiatives and student involvement efforts.Additionally, we discuss the methodology developed to assess the success of this program andhow we plan to integrate community-based projects into the engineering curriculum
- Conference Session
- Flanders' Fellowship: Building STEM Community Impact, Hi-Diddly-Ho!
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Olivia Ryan, Virginia Polytechnic Institute and State University; Maija A Benitz, Roger Williams University
- Tagged Divisions
- Pre-College Engineering Education Division (PCEE)
answer the question, “What is an engineer?” Utilizing a constructivist approach, we examined students' knowledge development based on their lived experiences. Our analysis compares pre- and post-intervention responses, considering their experiences within the context of the community-engaged project. We found that students described engineering differently between the pre- and post-intervention responses, and they described engineers with more words related to the engineering design process. This helps us understand the impacts of the community-engaged project on students’ perceptions of engineering
- Conference Session
- Community Engagement and Humanitarian Engineering: Creating Inclusive Engineers
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Paul A. Leidig P.E., Purdue University; William C. Oakes, Purdue University
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
is a fellow of NSPE and ASEE and elected to the ASEE Hall of Fame. ©American Society for Engineering Education, 2024 Alum Perspective Changes on Engineering Community Engagement Experiences in EWB-USAAbstractCommunity-engaged learning has grown rapidly in the past decades within the engineeringdisciplines. A large U.S.-based program in this space is Engineers Without Borders USA (EWB-USA). Studies have shown positive impacts on student motivation and learning while participatingin these types of programs. However, previous studies have not specifically presented the viewsof this organization’s alums. As part of a larger QUAN QUAL explanatory sequential mixed-methods study
- Conference Session
- Empowering Diversity in Engineering Education: Strategies and Impacts
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Gabriella Coloyan Fleming; Christine Julien, University of Texas at Austin; Kiersten Elyse Fernandez, University of Texas at Austin
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering Division(MIND)
hiring and retention, and pathways to an academic career.Dr. Christine Julien, University of Texas at Austin Christine Julien is a Professor of Electrical and Computer Engineering at the University of Texas at Austin, where she leads the Mobile and Pervasive Computing research group. She also serves as the Associate Dean for Diversity, Equity, and Inclusion forMs. Kiersten Elyse Fernandez, University of Texas at Austin ©American Society for Engineering Education, 2024 The Impact of Engineering Summer Camp Counseling on Students' Community Cultural Wealth and Engineering IdentitiesAbstractIt has been shown that out-of-classroom experiences build engineering students’ professionalskills
- Conference Session
- Empowering Students and Strengthening Community Relationships
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Heidi Lynn Morano, Lawrence Technological University; Matthew L. Cole, Lawrence Technological University
- Tagged Divisions
- Community Engagement Division (COMMENG)
inthe IRI, specifically Fantasy and Personal Distress, did not appear to be aligned with thedimensions of empathy that the pedagogical strategies addressed. 2.3 Service Learning as a Pedagogical Strategy for Empathetic GrowthService learning is a high-impact community-engaged pedagogy that integrates meaningfulcommunity service with academic learning outcomes [18]. Students apply their knowledge andskills in hands-on, authentic experiences that address real community needs. Successful servicelearning experiences center on building a collaborative relationship with the community partnerto develop solutions that focus on the needs of the customer. Building this collaborativerelationship to the mutual benefit of the students and the
Board 297: Impact of Community-based Engineering Lessons on Rural and Indigenous Elementary Students
- Conference Session
- NSF Grantees Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Rebekah J Hammack, Purdue University, West Lafayette; Tugba Boz, Indiana-Purdue University; Nicholas Lux Lux, Montana State University; Paul Gannon, Montana State University
- Tagged Topics
- Diversity, NSF Grantees Poster Session
Gannon, Montana State University Paul Gannon is a Professor of Chemical and Biological Engineering, and Associate Director of the Montana Engineering Education Research Center at Montana State University in Bozeman. ©American Society for Engineering Education, 2024 Impact of Community-based Engineering Lessons on Rural and Indigenous Elementary StudentsBackgroundEngineers are tasked with solving the world’s problems, and the engineers of the future musthave diverse perspectives that represent the diversity of the world population. This willrequire educators to recruit and prepare students who come from backgrounds that aretraditionally underrepresented in engineering, such as those
- Conference Session
- Empowering Students and Strengthening Community Relationships
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Gianina Morales, University of Pittsburgh; Universidad de Valparaíso, Chile; Emily C. Rainey, University of Pittsburgh
- Tagged Divisions
- Community Engagement Division (COMMENG)
(for example, the expensive cost of a device) and, in oral presentations onevents with the general public (a First-year conference and an Engineering Exposition), anexplanation of the difficulties of learning braille music code supported by physical artifacts inbraille.The implementation of the literacies related to the communication of processes and solutions inHCD relies on examining and evaluating arguments and sustaining and communicating claims.Regarding the former practice, each week, course students engaged in the presentation of theadvances in their projects. After each group, Dr. Samosky facilitated a moment of feedback inwhich students and teacher assistants participated orally or through sticky notes. Those momentshad a positive
- Conference Session
- Biomedical Engineering Division (BED) Postcard Session (Best of WIPs)
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Stephanie Fuchs, Cornell University; Alexandra Werth, Cornell University; Jonathan T. Butcher, Cornell University
- Tagged Divisions
- Biomedical Engineering Division (BED)
Paper ID #42383Work in Progress: Evaluating the impact of student cognitive and emotionalresponses to real-time feedback on student engagement in engineering designstudiosDr. Stephanie Fuchs, Cornell University Dr. Stephanie Fuchs is an Active Learning Initiative (ALI) Postdoctoral Associate in the Department of Biomedical Engineering (BME) at Cornell University. She received her Ph.D. in Biological Engineering from Cornell University, where she focused on developing glucose-sensitive materials for electronics-free insulin delivery devices. As an ALI postdoc, her work focuses on developing and implementing engineering studio
- Conference Session
- Empowering Students and Strengthening Community Relationships
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Angela R Bielefeldt, University of Colorado, Boulder; Lupita D Montoya, University of Colorado, Boulder; Andrea Ferro, Clarkson University
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
their needs.BackgroundThere is a long history of engagement of academics with communities [1-4]. Historically someof this work was termed service-learning (SL) where the goal was for students to reapeducational benefits from credit-bearing activities through a process of reflecting on their work,while community partners also benefited from the collaboration. SL work often faced challengeswith equitable benefits and power sharing. SL in engineering is now often being framed underthe larger umbrella of community engagement (CE). CE is a broader idea that encompassescommunity partnerships in co-curricular activities (such as Engineers Without Borders studentchapters). CE work can also be focused on scholarship and research, termed CommunityEngaged
- Conference Session
- Community Engagement and Humanitarian Engineering: Creating Inclusive Engineers
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Kirsten Heikkinen Dodson, Lipscomb University; René Marie Rosalie Marius, Lipscomb University; Mark Sedek, Lipscomb University
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
excelled inintegrating service-learning into undergraduate engineering as summarized in the InternationalJournal of Service Learning in Engineering, Special Issue from 2015 [9]. Generally, programshave seen positive impacts on integrating service into engineering due to the complexity of thereal-world projects which require more than simple technical knowledge and skills [10-12].Though the terms engineering service-learning, community-engaged engineering, engineeringoutreach, and development engineering are all adjacent, the authors define humanitarianengineering as “developing sustainable, responsible engineering solutions to serve basic humanneeds.” For simplicity, the term humanitarian engineering projects (HEPs) will be utilizedthroughout this
- Conference Session
- Engineering, Ethics, and Community Engagement
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Emma Sophie Stine, University of Colorado Boulder; Amy Javernick-Will, University of Colorado Boulder
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
strength exhibited by marginalized communities, a sense of obligation to advocate for social justice, and a motivation to rectify the harm their own country has inflicted upon marginalized communities. tudent Critique of Social OppressionSThis research underscores that many (17/21) students had instances of critically engaging with social oppression, reflecting on norms, cultures, and policies that perpetuate the discrimination of marginalized populations. For example, one participant in the study voiced concerns about inequitable practices in her international development job, stating: n many[international development]teams, you have a U.S. manager director and then youOhave people from the other countries as
- Conference Session
- Student Division (STDT) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Eliot Nathaniel Wachtel, University of California, Santa Cruz; Qingyuan Cao, University of California, Santa Cruz; Matthew Kaltman, University of California, Santa Cruz; Khanh Tran, University of California, Santa Cruz; Miguel Robles Hernandez, University of California, Santa Cruz; Tela Favaloro, University of California, Santa Cruz
- Tagged Topics
- Diversity
- Tagged Divisions
- Student Division (STDT)
Paper ID #44485Board 174: Fostering Inclusivity and Engagement while Learning by Doing:A New Paradigm in Engineering Education Based on Student-Designed, Student-TaughtCoursesMr. Eliot Nathaniel Wachtel, University of California, Santa Cruz Eliot Wachtel is a fourth year Robotics Engineering Student, Student Instructor, Undergraduate Researcher, and Club leader at UC Santa Cruz. He has been involved in teaching and mentoring undergraduate peers in engineering concepts for three years, acting as the formal lead instructor for two undergraduate courses. When not teaching, or learning, he is doing research in the Braingeneers
- Conference Session
- Engagement in Practice Lightning Round: Engineering with and for Community Partners
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Katie Snyder, University of Michigan; Aditi Verma, University of Michigan
- Tagged Divisions
- Community Engagement Division (COMMENG)
to design with community members is less common – as co-equals. roject Influences and InnovationsPIn nuclear engineering, we drew on research highlighting the history of inequity, lack of transparency, and environmental damage in nuclear technology development and design. For example, students watched recorded interviews of Black and Indigenous people impacted by the Manhattan Project and Japanese people who survived the World War II bombings of their country—and then engaged in a discussion about the implications of identity and power in the development of nuclear technologies. Drawing from the social sciences, students also learned grounded theory [6] and practiced coding sections of dialogue drawn
- Conference Session
- Engineering Engagement Activities
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Mohammad Moin Uddin P.E., East Tennessee State University; Keith V. Johnson, East Tennessee State University
- Tagged Divisions
- Engineering Technology Division (ETD)
. Braswell, J. Johnson, B. Brown and J. Payton, "Pivoting during a pandemic: Designing a virtual summer camp to increase confidence of black and latina girls," in Proceedings of the 52nd ACM Technical Symposium on Computer Science Education, 2021.[27] M. R. Schilling and M. Pinnell, "The STEM gender gap: An evaluation of the efficacy of women in engineering camps," in 2018 ASEE Annual Conference & Exposition, 2018.[28] A. Martinez Ortiz, L. Rodriguez Amaya, H. Kawaguchi Warshauer, S. Garcia Torres, E. Scanlon and M. Pruett, "They choose to attend academic summer camps? A mixed methods study exploring the impact of a NASA academic summer pre-engineering camp on middle school students in a Latino community," Journal of
- Conference Session
- Empowering Students and Strengthening Community Relationships
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Danielle N. Wagner, Purdue University; Sukrati Gautam, Purdue University; Peyman Yousefi, Merck Group; Nuela Chidubem Enebechi, Purdue University; Andrew Pierce, Purdue University; William C. Oakes, Purdue University
- Tagged Divisions
- Community Engagement Division (COMMENG)
behavioral experiments, institutional analysis, and qualitative data collection. Through his work, Peyman systematically investigated the interplay of natural, physical, and institutional factors in coupled human-environment systems. He focused on understanding the prerequisites for building resilient communities at various scales, aiming to enhance adaptability in the context of climate change.Miss Nuela Chidubem Enebechi, Purdue University Nuela Chidubem Enebechi (Nuela) is a Ph.D. in Industrial Engineering at Purdue University. She is an international student from Nigeria and received her bachelor’s in Computer Science at Minnesota State University Moorhead.Mr. Andrew Pierce, Purdue University Andrew Pierce is the
- Conference Session
- Empowering Students and Strengthening Community Relationships
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Samuel A Acuña, George Mason University; Nathalia Peixoto, George Mason University; Holly Matto, George Mason University; Siddhartha Sikdar, George Mason University
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
professional skills necessary for interdisciplinary collaboration. Thesummer training is more about relationship building and reviewing literature surrounding theissues of the potential projects. We then conduct a formal panel review, similar to an NSF reviewprocess, to evaluate the potential community projects in terms of feasibility, impact, scope,relationships, and timeline. The highest-scoring projects are then chosen for student teams topursue, and relationships with the community partners are initiated. Student teams are chosenbased on student interests and an even distribution of necessary skills.Interdisciplinary community-engaged design coursesDuring the fall and spring semesters of the academic year, the student teams continue theirdesign
- Conference Session
- Engineering Empowered Communities: Place-Based Community Engaged Learning
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Juan C. Lucena, Colorado School of Mines; Mateo Rojas; Casey Gibson, National Academy of Engineering; Jaime Elizabeth Styer, Colorado School of Mines; Sofia Lara Schlezak, Colorado School of Mines
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
effective 3 1.3 If and when RT is done, it is 2.3 Effective RT use variety of interactive/ 3.3 Development/deployment of for policymakers and/or students participatory strategies for engaging effective RT products take longer communities time than available to one researcher 4 1.4 There are no consistent and 2.4 Researchers can re-establish trust from 3.4 If RT is initially done for clear definitions of RT communities if they show honest and robust policymakers/students, it can be
- Conference Session
- Engineering Libraries Division (ELD) Technical Session 1
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Dianna Morganti, Texas A&M University; Angie Dunn, Texas A&M University
- Tagged Divisions
- Engineering Libraries Division (ELD)
Paper ID #41763Preparing Engineering Graduate Students to Engage in Scholarly CommunicationsProf. Dianna Morganti, Texas A&M University Prof. Dianna Morganti is an Instructional Associate Professor at Texas A&M University teaching research-informed writing and publication practices to PhD students throughout the College of Engineering. She brings a focus on information literacy to the critical review of scholarly communication practices in the classroom.Mrs. Angie Dunn, Texas A&M University ©American Society for Engineering Education, 2024
- Conference Session
- Community Building and Student Engagement
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Ismail Uysal, University of South Florida; Mehmet Bugrahan Ayanoglu, University of South Florida; Rania Sherif Elashmawy, University of South Florida; Rifatul Islam, University of South Florida; Paul E. Spector, University of South Florida; Chris S. Ferekides, University of South Florida
- Tagged Divisions
- Electrical and Computer Engineering Division (ECE)
; Chris Ferekides Dept. of Electrical Engineering, *Dept. of Psychology, University of South Florida Tampa, Florida, United States Abstract This paper presents the second year results of the work supported by the National Science Foundation’s Revolutionizing Engineering Departments (IUSE/PFE: RED) Program under the project titled "IUSE/PFE:RED: Breaking Boundaries: An Organized Revolution for the Professional Formation of Electrical Engineers." Specifically, this part of the study looks at action-state orientation and its impacts on student success. The first-year results were presented at the 2023 ASEE Conference in Baltimore, MD with the academic paper titled "Predicting Academic Performance for Pre/Post
- Conference Session
- Graduate Studies Division (GSD) Technical Session 4: Interdisciplinary Graduate Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Ari Sherris, Texas A&M University, Kingsville; Christine Reiser Robbins, Texas A&M University, Kingsville; Hua Li, Texas A&M University, Kingsville; Jianhong Ren, Texas A&M University, Kingsville; David Ramirez, Texas A&M University, Kingsville; Kai Jin, Texas A&M University, Kingsville
- Tagged Topics
- Diversity
- Tagged Divisions
- Graduate Studies Division (GSD)
perspectives, disciplinary knowledge, assumptions about researchand application, and community engagement across our lives up to this moment. Through theworkshop curriculum focus on role plays and simulations in intercultural competence,community-engagement strategies, and qualitative data analysis, this project endeavors tofoster transdisciplinarity and show how the project participants are becoming trustworthy,concerned environmental professionals across our entanglements with each other and the highstakes surrounding global warming for all of us.Framing the Transdisciplinary Journeys for the Next Generation of Environmental Professionals(EPs)For our student participants, transdisciplinarity is framed as a journey of ‘meaning making’ tobecoming
- Conference Session
- Community Engagement and Humanitarian Engineering: Creating Inclusive Engineers
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Adithya Jayakumar, The Ohio State University; Patrick John Sours, The Ohio State University; Kristen Conroy, The Ohio State University; Kadri Akinola Akanni Parris, The Ohio State University
- Tagged Divisions
- Community Engagement Division (COMMENG)
for the critical multiyear HCD approach. Followingthis, a brief overview of the different community-based learning courses at OSU is included.Next, a comprehensive reflection on the journey undertaken by the authors is discussed. Itoutlines the strategies employed, the successful interventions, challenges faced, and thesubsequent modifications made to the HCD model. The authors aim to provide insights into whatworked and what didn't during the evolution of engineering service learning at OSU. In theoutcomes section, the authors make the case for using the Intercultural Development Inventory(IDI) as a tool to assess impact on student intercultural competence and provides data from oneof the courses.Challenges with the traditional service
- Conference Session
- Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE) Technical Session 3
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Mohamed Fadlelmula, Texas A&M University at Qatar; Nayef Alyafei, Texas A&M University at Qatar; Albertus Retnanto, Texas A&M University at Qatar
- Tagged Divisions
- Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)
active student engagement is hands-on experience. This method allowsstudents to put what they have learned theoretically into practice [3]. In addition, it helpsstudents connect theoretical knowledge with real-world applications. Internship is an educationaltool that offers such hands-on experience to students and, at the same time, improves theirchances of getting employed after graduation [4]. Other advantages of hands-on experiencebased educational tools are promoting the development of different skills such as teamwork,communication, and adaptability, which are important for success in a professional workenvironment [5], [6]. Furthermore, they also help in improving creative thinking, criticalthinking, and problem-solving skills [7].The
- Conference Session
- Navigating Diversity and Equity in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Nandika D'souza, University of North Texas; Hector R. Siller, University of North Texas; Hyun Kyoung Kyoung Ro, University of North Texas; Debbie Huffman, North Central Texas College
- Tagged Topics
- Diversity
- Tagged Divisions
- Minorities in Engineering Division(MIND)
paper we outline organizational change efforts to impact student retention that require lowfinancial investments paired to increased student engagement systems enabled by an NSF-HSIgrant. The sequential macro changes and the organizational change we have executed areoutlined in Table 1.Table 1: Macro-change and organizational change for student recruitment and engagement Year College Environmental Conditions Organizational efforts 2003- New college, 2 doctoral degrees Student enrollment in engineering and 2014 R2 Carnegie Status computer science based on interest/no application of SAT/ACT score criteria
- Conference Session
- Community Building and Student Engagement
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Cheryl B. Schrader, Wright State University
- Tagged Divisions
- Electrical and Computer Engineering Division (ECE)
; faculty and staff fatigue; and loss of community – focus groupsof over 100 Sam Houston State faculty members identified student skill gaps as summarized inTable 1 on the next page.Interestingly, the Learning Loss skill gaps summary of Table 1 connects directly to the Gallup-Purdue Index Report [11] that identifies six important factors for student success; see Table 2 onthe page following.These six factors “so strongly related to graduates’ lives and careers [it] is almost hard to fathom. . . yet few college graduates achieve the winning combination [11].” The more of these factorssurvey respondents reported receiving in college, the greater their degree of well-being andcareer engagement later in life. So, what is the takeaway? Our actions as
- Conference Session
- Mathematics Division (MATH) Technical Session 3
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Zenaida Aguirre Munoz Ph.D., University of California, Merced; Melissa Almeida, University of California, Merced; Comlan de Souza, California State University, Fresno; Keith Collins Thompson, University of California Merced; Khang Tran, California State University, Fresno; Yue Lei, University of California, Merced; Erica M Rutter, University of California, Merced; Lalita G Oka, California State University, Fresno; Maribel Viveros, University of California Merced; Bianca Estella Salazar, University of California, Merced; Changho Kim, University of California, Merced
- Tagged Topics
- Diversity
- Tagged Divisions
- Mathematics Division (MATH)
areas: (a) STEM education and identity development; (b) model-based assessment and instruction; (c) the impact of opportunity to learn on learning and achievement; and (d) discipline-based education research for culturally and linguistically diverse students.Melissa Almeida, University of California, Merced Melissa Almeida, a Ph.D. student in Cognitive and Information Sciences at the University of California, Merced, is deeply engaged in the intersection of learning, cognitive science, and STEM education. Her research evaluates the impact of classroom interventions, focusing on embodied cognition and the educational use of augmented and virtual reality technologies. Moving beyond initial feasibility, her work aims to
- Conference Session
- Engineering, Ethics, and Community Engagement
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Tucker Krone, Washington University in St. Louis; Seema Mukhi Dahlheimer, Washington University in St. Louis; Sandra Payton Matteucci
- Tagged Topics
- Diversity
- Tagged Divisions
- Community Engagement Division (COMMENG)
minimally helpful or not helpful at all. Further, wemust consider our impact on students from marginalized communities. We approach this workwith an aim to actively dismantle systems of injustice, or with a lens of what Coles-Ritchie et al.[4] describe as critical community-engaged pedagogy. Coles-Ritchie et al. further explain that“well-intentioned, or ‘benevolent’ service-learning projects can be more insidious [than] overtbigotry” [4, p. 3]. Considering Paulo Freire’s idea of true dialogue [5], we approach communityengagement—discussions between instructor, student, and community partner—by questioningourselves, encouraging students to see community knowledge and ways of knowing as just asvalid as traditional educational structures, and sharing