Conference Session

Track: Learning Spaces, Pedagogy & Curriculum - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Rebecca Brent, Education Designs, Inc; Marisa K. Orr, Clemson University; Maya Rucks, Clemson University; Cindy Waters, Naval Surface Warfare Center

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Mechanical Engineering (ME) websites at the four partner colleges ofengineering under study. We followed links related to curriculum, minority engineeringprograms in the colleges of engineering, living and learning communities (LLCs), studentorganizations, and the like. We also interviewed “key informants” on each campus in such rolesas Associate Dean for Undergraduate Students, advisors in ME and ECE, first-year advisors,heads of minority engineering programs, and heads of student services organizations servingdiverse students. Key informants were asked, as part of a semi-structured interview, to describethe various programs that they provide to all students generally and Black students in particular,and the intended and actual outcomes of such

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 3

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Elizabeth Hane, Rochester Institute of Technology; Scott Franklin, Rochester Institute of Technology

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Inquiry have been taught,with typically 24 students per section, leading to approximately 240 students enrolled in thecourse. Enrollment is restricted to first-year students with STEM majors (e.g. science,computer-related fields, mathematics, engineering, and engineering technology). All studentsenrolled in the course are either first generation or D/HH.Each May, after students have declared their intent to enroll at RIT and paid their deposit, amailing about the IMPRESS program goes out to all eligible students (FG and/or DHH STEMmajors). Students are invited to submit an application to attend the summer bridge programand/or indicate interest in enrolling in the fall academic course. An enrollment list is createdthat takes into account student

Conference Session

Track: Learning Spaces, Pedagogy, & Curriculum Design Technical Session 2

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Adva Waranyuwat, Franklin W. Olin College of Engineering; Emily Ferrier, Franklin W. Olin College of Engineering; Alison Wood , Franklin W. Olin College of Engineering; Daniela Faas, Franklin W. Olin College of Engineering

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

. in Mechanical Engineering and International Relations. Dr. Faas is currently a re- search affiliate in the Department of Mechanical Engineering at MIT. Her research focuses on developing low cost immersive Virtual Reality applications for products and systems, early stage design process and methodology and engineering education. Research interests: virtual reality (VR) applications in mechanical design, design methodology and engi- neering education. c American Society for Engineering Education, 2019 :RUNLQ3URJUHVV%ULGJLQJWKHJDSEHWZHHQDFFRPPRGDWLRQVOHWWHUVDQG HPHUJLQJFODVVURRPSUDFWLFHV$OLVKD6DUDQJ6LHPLQVNL$GYD:DUDQ\XZDW(PLO\)HUULHU $OLVRQ:RRG0DJJLH$QGHUVRQ'DQLHOD)DDV

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum - Technical Session 11

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Maxine Fontaine, Stevens Institute of Technology (School of Engineering and Science); Alexander John De Rosa, Stevens Institute of Technology (School of Engineering and Science); Susan Staffin Metz, Stevens Institute of Technology (School of Engineering and Science)

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

the related course grade. Hands-on (physical) workshop activities were also developed tosupplement Sorby’s software- and workbook- based activities.In order to investigate and examine any potential SVS deficit between men and women at StevensInstitute of Technology, we launched the spatial skills enhancement program in fall 2016, modeled afterCU Boulder’s workshop format. The Purdue Spatial Visualization Test: Rotations (PSVT:R) was theassessment tool used to measure spatial ability at the start, middle, and end of the semester [12].ImplementationThe spatial skills enhancement program was piloted in 2016 as a part of a freshman engineering graphicscourse, with the spatial skills component counting 5% towards the course grade. To assess

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 5

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Chanel Beebe, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

STORY• Undergrad: University of Michigan: Industrial Engineering • Sociology Classes • #BBUM Being Black at Michigan• 8 months teaching in Detroit Public Schools• Heavy involvement in Purdue Black Cultural Center • Research Tours • Relationships with Undergraduates• Solidarity with Mizzou and Black Lives Matter• Personal Research: Social Equity and Design PROJECT BACKGROUND• Purpose: rich collection of African American students’ experiences as related to the culture of engineering at a Predominantly White, Large Midwestern Institution • (with special emphasis on Mechanical Engineering). Personal Concern for Experiences students RESEARCH DESIGN

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Tikyna M. Dandridge, Purdue University, West Lafayette ; Hassan Ali Al Yagoub, Purdue University, West Lafayette; Sharlane Cleare, Purdue University, West Lafayette; Justin Charles Major, Purdue University, West Lafayette; Shalin Lena Raye, Purdue University, West Lafayette; Casey E. Wright, Purdue University, West Lafayette; Alice L. Pawley, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

holds a B.S. in Mechanical Engineering from University of Wisconsin-Milwaukee and a M.S. in Mechanical Engineering from Georgia Institute of Technology. Prior to beginning his doctoral studies, Hassan worked for five years at General Electric where he graduated from their Edison Engineering Development Program (EEDP) and then worked as a gas turbine fleet management engineer. In addition to his technical role, Hassan supported the recruiting, interview, and selection process of the EEDP Program, where he mentored interns, co-ops and Edison associates from the Middle East and Africa regions by developing and teaching a technical training cur- riculum, providing guidance for graduate school applications, and providing

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 4

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Michelle Kay Bothwell, Oregon State University; Nick AuYeung, Oregon State University; Trevor Kenneth Carlisle, Oregon State University; Natasha Mallette P.E., Oregon State University; Susannah C. Davis, Oregon State University

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

;Akera, 2017).One noteworthy change in criterion 3 concerns student outcome #5. Specifically, outcome #5states that, upon completion of an engineering degree program, students should be able to“function effectively on a team whose members together provide leadership, create acollaborative and inclusive environment, establish goals, plan tasks, and meet objectives.” Ofnote in this revised criterion is the language related to creating a collaborative and inclusiveenvironment. This change is noteworthy for a few reasons. For one, it signals ABET’sacknowledgment of the importance of inclusivity in teamwork and recognition of the need for itin modern practice. Inclusive, diverse teams design better solutions and respond to problemsmore effectively

Conference Session

Track Learning Spaces, Pedagogy & Curriculum Design Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Ken S. Ball P.E., George Mason University; Oscar Barton, Jr. P.E., George Mason University; Sharon A. Caraballo, George Mason University; Liza Wilson Durant, George Mason University; Michelle Marks, George Mason University; Angelina Jarrouj, George Mason University; Robin Rose Parker

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

both the state and local levels. Ken is an Associate Fellow of AIAA and a Fellow of ASME. He served on the Executive Committee of the ASME Department Heads Committee from 2006-2012, and was Secretary and Vice-Chair Elect. He is an ABET Program Evaluator and a Commissioner on the Engineering Accreditation Commission. He also serves on the ASME Board on Education’s Committee on Engineering Accreditation. In 2012, he was awarded the Edwin F. Church Medal by ASME for ”eminent service in increasing the value, importance, and attractiveness of mechanical engineering education.” He has published over 100 technical articles and has obtained funding in excess of $20M for research projects and educational program development

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Kyle F. Trenshaw, University of Rochester; Elif Miskioglu, Bucknell University; Philip Asare, Bucknell University; Nir Aish

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

, and MTH 143Workshops than traditional recitations that the control group specifically) were asked to respond to a profile generationwas subsequently scrapped in future iterations of the study [1]. survey during the summer of 2018 as a part of the participationWe know from years of data from the UR Workshop Program grade in the training course. This survey1 was modeled afterthat attending Workshops improves students’ final coursegrades [1-3], and disciplines from linguistics to engineering 1 Students at the University of Rochester may have different salienthave joined the program since its inception in chemistry back experiences

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Heather Doty, University of Delaware; Shawna Vican, University of Delaware; Robin Andreasen, University of Delaware; Sue Giancola, University of Delaware

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

research and evaluation of programs to improve human services, as well as developing evaluation methods that can be embedded within programs. Dr. Giancola’s current work focuses on developing methodological processes to embed evaluation into human services programs, such that program development can be driven by reliable and valid information and impact findings can be properly interpreted. Much of her work employs theory-based methods, not to replace rigorous research designs, but rather to supplement, in order to better understand implementation and effectiveness. c American Society for Engineering Education, 2019 ADVANCE Women’s Leadership at the University of Delaware

Conference Session

NEW SESSION Track : Learning Spaces, Pedagogy, & Curriculum Design Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Gretchen Achenbach, University of Virginia

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

Engineer (Barbie). 2013. RandomHouse Books for Young Readers, 2013. 11Here’s an example of why unconscious bias matters. Professors in biology,chemistry, and physics at 6 major universities were sent an application for alaboratory manager position. All professors (127) received the same one-pagesummary. Half the time the applicant’s name was John and the other half Jennifer.On a scale of 1 to 7, professors gave John an average score of 4 for competence andJennifer 3.3. They would be more likely to hire John, and they would offer him moremoney.The bias had no relation to the professors’ age, sex, teaching field or tenure status.(so simply being a women doesn’t

Conference Session

Track: Learning Spaces, Pedagogy & Curriculum Design Technical Session 9

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Adrienne Ann Smith, Cynosure Consulting; Rebecca A. Zulli, Cynosure Consulting

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

. Rebecca A. Zulli, Cynosure Consulting c American Society for Engineering Education, 2019 AN ASSET APPROACH TO BROADENING P A R T I C I P AT I O N TIP S A ND T OOLS FOR STRATEGIC P L A NNINGA D R I E N N E S M I T H & R E B E C C A Z U L L I L OW EINTRODUCTION• All too often when thinking about recruiting, supporting, and retaining diverse students in our STEM majors and programs, the situation is approached from a deficit mindset; that is, one that focuses on what students or environments lack that must be remedied.• In our work supporting STEM departments with their broadening participation efforts, we focus on fostering an asset-minded approach to strategic planning.• This approach is grounded

Conference Session

Track: Learning Spaces, Pedagogy, & Curriculum Design Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Adam Stark Masters, Virginia Tech; Lisa D. McNair, Virginia Tech; Donna M. Riley, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

research-to-practice conversations: A global, interdisciplinary and emergent symposium in the context of learning to design,” in 2014 IEEE Frontiers in Education Conference (FIE) Proceedings, Madrid, Spain, 2014, pp. 1–7.[9] J. Walther and N. Sochacka, “Qualifying qualitative research quality (The Q3 project): An interactive discourse around research quality in interpretive approaches to engineering education research,” in 2014 IEEE Frontiers in Education Conference (FIE) Proceedings, 2014, pp. 1–4.[10] National Science Foundation and Virginia Tech, “Program,” presented at the National Science Foundation Engineering Education Awardees Conference, Arlington, VA, 2012, p. 53.[11] D. R. Krathwohl, Methods of