Conference Session

Educational Research and Methods Division (ERM) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anna Li Coffman, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

following research question wasexamined, ‘How do undergraduate engineering students understand and perceive learning throughthe affective domain of learning?’ A qualitative research design approach was used, and theinterview questions were designed based on the five hierarchy levels of affective domain(receiving, responding, valuing, organization, and characterization).ProcedureThe different steps used in this study include IRB approval, pilot interview, participantsrecruitment, and conducting interviews are described in this section. First, the study and theinterview protocol were approved by the Institution Review Board (IRB). The pilot interview wasconducted with an undergraduate engineering student randomly selected from the population toassess

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kamau Wright, University of Hartford

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

the engineering college.While aspects of university-specific environments could be considered, what has been reportedin literature in various studies is that high school preparation and ranking is a factor which canhave a large impact on retention through the first year of college up to and through graduation[1-3] [4]. Such results have encompassed STEM students [1-3]; business students [3]; emphasison underrepresented minority (URM) students[4].; and more [2, 3].For example, a team out of University of North Texas (UNT), tracked cohorts of studentsthrough a seven-year continuum, in their three largest “majors”– STEM, Business, andEducation – to discern the number of students dropping out of the university, switching majors,and/or graduating

Conference Session

Developing Quality Experiences that Retain Diverse Engineering Talent

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jamie Bracey, Temple University College of Engineering; Gregory D Jones Jr, Temple University; Nadif Bracey, Morgan State University; Keyanoush Sadeghipour, Temple University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

President of the Student Government Association, and a member of the MSU chapter of the National Society of Black Engineers. Active in community outreach, he is also President of SMOOTH, an innovative student organization fostering Black male achievement and collaboration across disciplines, backgrounds and cultures.Dr. Keyanoush Sadeghipour, Temple University Keya Sadeghipour is currently a Professor of Mechanical Engineering and Bioengineering and serves as the Dean of the College of Engineering since 2003. He is a graduate of Mechanical Engineering from the University of Manchester Institute of Technology, UK which is now the University of Manchester. He has been involved in receiving over $7 M funding from various

Conference Session

Innovation in Engineering Leadership Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

Tagged Divisions

Engineering Leadership Development Division

Page 26.631.3                                                                                                                   Accreditation is one of the most distinctive features of and influential processes inundergraduate engineering education. As the ABET website describes it, “accreditation is proofthat a collegiate program has met certain standards necessary to produce [emphasis added]graduates who are ready to enter their professions. Students who graduate from accreditedprograms have access to enhanced opportunities in employment; licensure, registration andcertification; graduate education and global mobility.”8 A sympathetic reading of this descriptiontakes accreditation to be a process of quality control achieved through the

Conference Session

Multidisciplinary Design II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ryan L. Solonsky P.E., Pennsylvania State University, University Park; M K Parfitt

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

students’ priorknowledge that is applied to real projects through individual and/or team based structures [6]. As such, arevitalized approach to capstones within building engineering is logical.In response to the curricula needs on the topic of collaborative multi-disciplinary design, an industryfoundation (The Thornton Tomasetti Foundation) supported a senior design capstone course that exposedfuture project managers to work on highly collaborative teams [7]. Based on the foundation’srecommendation and an early pilot study [8], the material developed there transformed how one optionfor the capstone project within Penn State Architectural Engineering (AE) is conducted. The discussion ofthis paper reports of 9 years of implementing a multi

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Kelsey Scalaro, University of Nevada, Reno; Rebecca Holcombe

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

repeated practice. This theoretical framing is the context for thisstudy's exploration of how students experience iteration, when iteration through design andlearning is embedded as part of a problem-based, mastery-assessed program.MethodsThis study includes preliminary qualitative data collection and analysis of the experiences of fourstudents who were enrolled in a semester-long, experimental, hands-on, problem-based, andmastery-assessed engineering program. An exploratory approach was taken in this pilot phase toclarify the nature of the research, determine research priorities, and collect data to narrow downon the novel elements of this work [20], [21]. Quality was considered and upheld throughreflexive engagement in the research design as

Conference Session

The Curriculum at Two-year College's Engineering Technology and Engineering Transfer Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristin Kelly Frady, Clemson University; Christy Brown, Clemson University; Karen A. High, Clemson University; Claretha Hughes Ph.D., University of Arkansas, Fayetteville; Robert M O'Hara, Clemson University; Shuyu Huang

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

emphasis includes faculty development and mentoring, graduate student development, critical thinking and communication skills, enhancing mathematical student success in Calculus (including Impact of COVID-19), and promoting women in STEM. Her technical research focuses on sustainable chemical process design, computer aided design, and multicriteria decision making. She also has extensive experience in K-12 STEM education and program evaluation and assessment. She has held a variety of administrative positions: 1) Director of STEM Faculty Development Initiatives-Clemson, 2) Associate Dean for Undergraduate Studies in the College of Engineering, Computing and Applied Sciences-Clemson, 3) Interim Director of Student

Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kaitlyn Thomas, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Kelly Cross, University of Nevada, Reno

Architecture and Engineering Students Conceptualize Design Creation: Report of a Pilot Study,” 2019.[16] J. O. Perez, “Understanding the Experience of Women in Undergraduate Engineering Programs at Public Universities,” 2018.[17] S. Fagan, “A Phenomenological Exploration of Women’s Lived Experiences and Factors That Influence Their Choice and Persistence in Engineering,” ASEE Annu. Conf. Expo. Conf. Proc., 2020.[18] L. D. Thomas et al., “As Purple is to Lavender: Exploring Womanism as a Theoretical Framework in Engineering Education,” in ASEE Annual Conference Proceedings, 2016, pp. 1–16.[19] J. Rossmann and M. Armstrong, “”A New Way of Seeing”: Engagement With Women’s and Gender Studies Fosters Engineering Identity

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather Dillon, University of Washington Tacoma; Tammy VanDeGrift, University of Portland

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

the type of intervention. The study is not longitudinal, not all interventions wereimplemented for the same group of students.The first-year intervention occurred in the introduction to engineering course. All engineeringand computer science majors take an introduction to engineering course during their first fallsemester. In fall 2015, all sections of the course included a one-lecture workshop on diversity inSTEM. The workshop was designed and led by an academic advisor who works with at-riskengineering students. Goals of the first-year intervention: • Increase awareness of the lack of diversity among students and professionals in engineering. • Increase awareness of privilege as it relates to identity, majority and

Conference Session

ERM: Diversity, Equity, and Inclusion

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Loweth, University of Michigan; Sara Hoffman, University of Michigan; Shanna Daly, University of Michigan; Leah Paborsky; Steve Skerlos, University of Michigan

’ perspectives related to engineering merit and/or meritocracy. However, several studieshave explored engineering students’ beliefs about the typical qualities of engineers, which maybe linked to students’ beliefs about engineering merit. For example, Meyers et al. [29] surveyedengineering students at a Midwestern, private institution about the qualities that they considerednecessary to be an engineer. Common factors identified by their participants included the abilityto use technical terminology, being able to work with others, and completing an undergraduateengineering degree. Other studies have shown that engineering students consider a willingness towork hard to be a core part of their professional identities as well [30], [31]. Rohde et al. [32

Conference Session

Multidisciplinary Courses and Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

M. Brian Thomas, Trine University; Andrea Mitofsky, Trine University; Vukica M. Jovanovic, Old Dominion University; John Eiler

Tagged Divisions

Multidisciplinary Engineering

New Multidisciplinary Course in Sustainability using a Combination of Traditional Lecture and Self-Directed Study Modules, Proc. 120th ASEE Ann. Conf., Atlanta, GA, June 23-26, 2013.16. Y. Liao, L. Holloway, P. A. Dolloff, Development of a New Multidisciplinary Course: Smart Grid, Proc. 119th ASEE Ann. Conf., San Antonio, TX, June 10-13, 2012.17. M. J. Rust, S. G. Northup, Implementation of an International Health Assessment with a Multidisciplinary Team of Undergraduate Engineering and Science Students, Proc. 119th ASEE Ann. Conf., San Antonio, TX, June 10-13, 2012.18. R. E. Gerlick, Development and Testing of Assessment Instruments for Multidisciplinary Engineering Capstone Design Courses, 2010, ProQuest LLC

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chelsea Haines Lyles, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Michigan

Tagged Divisions

Culture & Social Justice in Education, Equity

, “Increasing learner engagement in online learning through use of interactive feedback: Results of a pilot study,” in Proceedings of the American Society for Engineering Education Conference, New Orleans, LA, USA, 2016.[21] S. Fatehiboroujeni, A. Qattaw, and S. Goyal, “Assessing and improving student engagement and motivation in mechanical engineering online courses,” in Proceedings of the American Society for Engineering Education Conference, Tampa, FL, USA, 2019.[22] J. M. Little-Wiles, P. Fox, C. Feldhaus, S. Hundley, and B. Sorge, “Student engagement strategies in one online engineering and technology course,” in Proceedings of the American Society for Engineering Education Conference, Atlanta, GA, USA

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shannon Clancy, University of Michigan; Shanna Daly, University of Michigan; Laura Murphy, University of Michigan; Colleen Seifert, University of Michigan

included limited time and lack of resources availableor known to the students to engage in exploration of alternatives.Some limitations of this process included limited diversity in the pilot sample, includingmechanical engineering students from a single university. The convenience sampling of studentsthrough research team contacts may have resulted in students more interested in reflecting onengineering work. Next steps within the larger research study include plans to intentionallyrecruit a more diverse student sample through program listservs, student organizations, andmultiple universities to ensure diversity across gender, race and ethnicity, experiences, andselected projects. The larger research study will be expanded to include high school

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Venubabu Vulasa; David Grieve; Chetan Sankar; Bob Bulfin; Paul Swamidass

of about 170 pages. Auburn team was graded by Auburn teacher and vice versa.The University of Plymouth’s interest in the project Students from Mechanical Engineering and related fields at the University of Plymouth(UP), UK, have for many years done team-based design projects in their final stage (years 3-4)design module in order to: • Develop group working skills ( team sizes are normally 6-8 students) • Gain an understanding of how graduate engineers work and to gain this experience; team chairperson and secretary are elected • Enable students integrate different fields of their undergraduate studies e.g., fluids, manufacturing, business etc. This is a requirement of the British accrediting professional

Conference Session

ERM: Persistence and Attrition in Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kyeonghun Jwa, Pennsylvania State University; Catherine Berdanier, Pennsylvania State University

%). All of them, domestic students who are citizens or residents accounted for57% and international students were 41%.Given the budgets available to us at the time of the writing; the incentives suggested to us by ourpilot study graduate student participants; and the cost required for a year of surveys at our desiredfrequency, we decided a strong initial sample would be 200 engineering doctoral students fromresearch-intensive universities in the United States representing frequency of departureconsiderations (150 US domestic students, 50 international students), diversity in engineeringdisciplinary backgrounds, gender and racial identities, and current stage in graduate school. Withan increased budget, we would recommend a higher sample size to

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gustavo B. Menezes, California State University, Los Angeles; Paul S. Nerenberg, California State University, Los Angeles; Ni Li, Northwestern Polytechnical University; Emily L. Allen, California State University, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

at the college of engineering, computer science and technology (ECST).Prof. Paul S Nerenberg, California State University, Los Angeles Dr. Paul S. Nerenberg is currently an Assistant Professor of Physics and Biology at California State University, Los Angeles. He received his PhD in Physics from MIT and has a strong interest in improving the quality of introductory physics education, particularly for students who enter college with little or no previous physics coursework.Ni Li, Northwestern Polytechnial University Ni Li, Ph.D., was an Assistant Professor of the Department of Mechanical Engineering at California State University, Los Angeles. Now, she is working in the school of Aeronautics at Northwestern

Conference Session

Assessment of Engineering Leadership Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Doug Reeve P.Eng., University of Toronto; Cindy Rottmann, University of Toronto, ILead; Robin Sacks, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

educational opportunities into the curriculum through capstone design courses, realistic case studies facilitated by professional engineers, mentorship experiences, and interviews with engineering leaders across the career trajectory. Each of these activities can be used to help engineering students value and develop organizational skills before they secure their first job. 4) While the relatively recent introduction of accreditation bodies (ABET, CEAB) to engineering education may feel like a constraint to many professors, the graduate attributes generated by these bodies can be used creatively as a pedagogical framework. When used as a regulatory checklist, the

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Catherine Mcgough Spence, Minnesota State University, Mankato; Lisa Benson, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Future Careers Over Time,” in Frontiers in Education Conference, 2018.[17] C. D. McGough, “A Mixed Methods Study on Mid-Year Engineering Students’ Perceptions of their Future Possible Careers,” 2019.[18] C. McGough, A. Kirn, and L. Benson, “Different Perceptions of Future Careers for Mid- Year Engineering Students,” J. Eng. Educ.[19] C. McGough, A. Kirn, and L. Benson, “Work in Progress : Developing a Quantitative Instrument for Measuring Undergraduate Engineering Students ’ Future Time Perspectives,” in American Society for Engineering Education, 2016.[20] A. Kirn and L. C. Benson, “Engineering Students’ Perceptions of Problem Solving and their Future,” J. Eng. Educ., 2018.[21] H.-F. Hsieh and S. E

Conference Session

Industrial Engineering Division (IND) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Arunkumar Pennathur, The University of Texas at El Paso; Priyadarshini Pennathur, University of Texas at El Paso; Emily Blosser, University of Louisiana Lafayette; Nicholas A Bowman, University of Iowa

Tagged Topics

Diversity

Tagged Divisions

Industrial Engineering Division (IND)

in the Public Policy Center, and director of the Center for Research on Undergraduate Education at the University of Iowa. His research uses a social psychological lens to explore key issues in higher education, including student success, diversity and equity, admissions, rankings, and quantitative research methodology. ©American Society for Engineering Education, 2023 Systems Engineering Initiative for Student Success (SEISS) Framework for Transforming Organizational Designs Arunkumar Pennathur1*, Priyadarshini Pennathur1, Emily Blosser2, Nicholas Bowman3 1 Department of Industrial, Manufacturing and Systems Engineering, University of Texas at El Paso

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joanne Kay Beckwith, University of Michigan; Laura Hirshfield, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

work is part of a larger study exploring the experiences of rural engineering students. Inaddition to investigating the motivations behind rural students’ decisions to pursue engineering,the study explored the formation of engineering identity and barriers rural students face whileentering an engineering community of practice [20]. A sample of the questions developed tospecifically probe the research question of this paper is as follows: • Why did you choose to attend college? • Why did you choose this university? • Why did you choose an engineering major? • What motivates you? • After graduation, do you plan to return to your rural community? Why or why not?Data AnalysisInterviews were recorded and transcribed by a

Conference Session

The Nature of Innovation and Entrepreneurship Session 4

Collection

2014 ASEE Annual Conference & Exposition

Authors

William A. Kline, Rose-Hulman Institute of Technology; William D. Schindel, ICTT System Sciences

Tagged Divisions

Entrepreneurship & Engineering Innovation

types of educational interactions and processes we believe are mostappropriate to achieving those outcomes within an overall reference framework. The educationof engineering graduates occurs through a series of experiences ranging from attending classes,working in laboratories, participating in co-curricular activities, being part of industry-sourcedpre-professional or professional experiences, to experiencing residence life on campus. It isproposed that the Innovation Competencies are best taught to and learned (by students andpracticing professionals) through a new and rebalanced combination of the teaching of contentand an expanded and defined set of experiences.A model-based systems engineering framework has been developed to explore the

Conference Session

First-Year Programs Division Technical Session 10: Curricular & Program Design

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noe Vargas Hernandez, The University of Texas Rio Grande Valley; Arturo A Fuentes, The University of Texas Rio Grande Valley; Javier Ortega, The University of Texas Rio Grande Valley; Laura Benitez, The University of Texas Rio Grande Valley; Edna orozco-leonhardt, The University of Texas Rio Grande Valley

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

authors made a list of freshmen lost opportunities that included: • Students may have some friends, but not a peer support network, study circle, or community of learning. • Students see faculty as distant entities, if a faculty talks to you is because you are in trouble. • Students don’t see themselves as part of research labs. • Students don’t understand the benefits of joining an organization. • It takes various semesters to create a strong identity as an engineer. • Students feel that accessing resources implies that they cannot solve problems on their own. • Students think that it is enough to take the necessary courses and not engage in extracurricular activities. • Family is a strong

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mayra S. Artiles Ph.D., Arizona State University; Juan M. Cruz, Rowan University; Sarah Anne Blackowski, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Stephanie G. Adams, University of Texas at Dallas; Gwen Lee-Thomas, Quality Measures LLC

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

media forums to elicit narratives of graduate engineering student attrition. Journal of Engineering Education, 109(1), 125–147. https://doi.org/10.1002/jee.20299Berdanier, C. G., & Zerbe, E. (2018). Quantitative Investigation of Engineering Graduate Student Conceptions and Processes of Academic Writing. 2018 IEEE International Professional Communication Conference (ProComm), 138–145.Council of Graduate Schools. (2007). Ph.D. Completion and Attrition: Analysis of Baseline Program Data from the Ph.D. Completion Project.Cruz, J. M., Artiles, M. S., Lee-Tomas, G., Matusovich, H. M., & Adams, S. G. (2018). The Dissertation Institute: Evaluation of a Doctoral Student Writing Workshop. 2018 IEEE

Conference Session

Student Learning, Problem Solving, and Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Natasa S. Vidic, University of Pittsburgh; Nur Ozge Ozaltin; Mary E. Besterfield-Sacre, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

results in a written report in the form of an engineering memorandum to a fictitious client.As part of a larger study on models and modeling, one of our objectives was to assess theeffectiveness of MEAs across various dimensions including improving conceptual learning andproblem solving abilities2,4,5. We have implemented and assessed MEAs in the classroom tostudy students’ problem solving, modeling and teamwork processes. When assessing theeffectiveness of MEAs in improving conceptual learning and problem solving we have usedthree assessment methods: pre and post concept inventories (CIs) to assess learning gain, anonline reflection tool to assess the problem solving process, and a rubric to assess the resultinggeneral model and specific

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Natasha Lagoudas Wilkerson, Texas A&M University; Joanne K Olson, Texas A&M University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

Engineering: Perspectives of Engineering Faculty (Work in Progress)IntroductionDespite a growing emphasis on engineering in grades K-12, persistently high dropout ratesplague undergraduate engineering programs [1],[2]. Prior studies indicate that engineeringactivities have the potential to increase interest in engineering pathways [3] or develop anengineering identity [4]. Less clear is whether pre-college engineering instruction alsocontributes to students' success in engineering career pathways by adequately preparing studentsfor undergraduate engineering. One concern is that K-12 engineering lessons "may mislead orunder prepare [students] by providing activities that they enjoy but which have little relation toengineering

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nikhith Kalkunte, University of Texas at Austin; Maura Borrego, University of Texas at Austin; Lindsey McGowen, North Carolina State University at Raleigh; Madiha Qasim, North Carolina State University at Raleigh

. In his study of 10 toppublic institutions, it was found that institutions overwhelmingly focus on compositionaldiversity of engineering programs at the expense of positive racial climates. This approachsimplifies the experiences and development of traditionally marginalized groups in STEM downto enrollment and graduation rates and ignores the quality of climate. This focus does little toaddress the systemic racism present within engineering spaces, essentially putting a band-aidover a broken bone. When DEI evaluations in STEM environments do go beyond quantitativemeasures of diversity, student outcomes are often used as proxy measures of programperformance [4]. So there is a need for evaluation tools that measure experiences and

Collection

2017 Gulf Southwest Section Conference

Authors

Benjamin Kelley

2017 ASEE Gulf-Southwest Section Annual Conference Impact of Entrepreneurial Mindset Integration in a First- Semester Engineering Course Benjamin S. Kelley Baylor University School of Engineering and Computer ScienceAbstractDuring the fall semester offering of EGR 1301: Introduction to Engineering, EntrepreneurialMindset (EM) topics were introduced as class topics on three separate occasions in two differentcourse sections. To measure if exposure to and practice of the specific EM topic of Create Valueimpacted student EM awareness two different self-assessment instruments were administered tothese and several other EGR

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Paige E. Smith, University of Maryland, College Park; Elizabeth R. Kurban, University of Maryland, College Park; Catherine T. Amelink, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, Virginia Tech Dr. Amelink is Director of Graduate Programs and Assessment in the College of Engineering, Virginia Tech. She is also an affiliate faculty member in the Departments of Engineering Education and Educa- tional Leadership and Policy Studies at Virginia Tech. c American Society for Engineering Education, 2017 A Multi-Program Approach to Student Retention and SuccessAbstractPrograms that address the needs of first year engineering students have traditionally beendesigned to create community and facilitate inclusion. Students are more likely to be retainedinto their second year when guided by structures of engagement and support throughpurposefully-designed programs (Soldner, Rowan-Keyon

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nathan Mentzer, Purdue University, West Lafayette; Kyungsuk Park, Utah State University

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

engineering and technology education teachers to help create anunderstanding of what the overarching goals of the study were and their role providingresearchers with access to the school facilities and students. Once the teacher was familiar withthe study, a member of the research team made classroom visits to begin the recruitment process.The researcher explained the purpose of the study and the student’s role within the study.The target student for the pilot study was one who had completed several engineering basedcourses at the high school level. Senior students were targeted for the pilot study because theywere most likely to demonstrate design thinking after having studied multiple courses, thusallowing researchers to pilot the methodology. The

Conference Session

Assessment in Large and Small Programs

Collection

2002 Annual Conference

Authors

Ronald Terry

Competency Exam to be administeredduring the senior year. One of the observed benefits of the exam is its role in focusing theattention of both students and faculty members on the core elements of our program. Theexam also provides a quality check for graduating students, and feedback for programimprovement. Our experience to date indicates that the Core Competency Exam, alongwith other elements of our assessment plan, will have a significant positive impact on theeducation of our students.IntroductionAs part of our assessment plan, the Chemical Engineering Department faculty at BrighamYoung University have defined a set of core competencies that we have designated formastery by all of our graduating students1. The intent of these core competencies