Conference Session

Computed Simulation and Animation

Collection

2002 Annual Conference

Authors

Vivek Venkatesh; Nawwaf Kharma

Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education”simulators. However, their approach is rather limited because: a) it requires that the user be quiteproficient in spreadsheet use, and b) it “.. does not allow [users] to study timing problems.”[3]. The above examples are simulations, while MagicBlocks is a gaming environment: thefunctionality that is derived from one or any construction of blocks reflects actual performanceof underlying hardware circuitry. Further, according to the first-hand experience of Singh [4],students who use simulations place too much confidence in the precision of the results, “notrealizing that they are only

Collection

2001 Annual Conference

Authors

Ron Pigott; Bill Karr

such as expectedoutcomes, implementation strategy, assessment methods, and performance criteria. As a resultof that initial effort, six department goals were identified and adopted by the department faculty(Figure 1). The goals were then addressed by goal-based objectives to reflect the intentions of thedepartment and to coordinate the department’s goals with the then existing criteria of the TAC ofABET. The objectives were divided into two groups with problem solving, communications,technical knowledge, computer skills, business knowledge, professional attributes, and timemanagement objectives related to the development of students within the department as one set,and research and publications objectives related to the department’s

Conference Session

Project-Based, Inquiry Guided, and High Performance Learning Environments: Effective Approaches

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bernard J. Van Wie, Washington State University; Denny C. Davis, Washington State University; Paul B. Golter, Washington State University; Ashfaq Ansery, Washington State University; Baba Abdul, Washington State University

Tagged Divisions

Chemical Engineering

because in oursituation we typically had about four working DLMs so with eight teams, each could use theDLM for half of a 50 minute period. Second, the optimal DLM/person ratio is three to five per-sons because that’s how many that can comfortably sit around a DLM and still visualize the car-tridge, controls and digital read-outs. Third, there’s a pedagogical reason as this number giveseach person a task because if a team is to get operating values quickly it takes one person to ad-just flow rates on a rotameter, a second to read values from a display, and a third to record thosevalues. With four and five member teams, one can supervise while another can reflect on theprocess. Team member placements were based on convenience sampling to

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shanna R. Daly, University of Michigan; James Loren Christian, University of Michigan; Seda Yilmaz, Iowa State University; Colleen M. Seifert, University of Michigan; Richard Gonzalez, University of Michigan

Tagged Divisions

Educational Research and Methods

alternative energy for everyday jobs, such as cooking. Simple reflection and absorption of sunlight can generate adequate heat for this purpose. Your challenge is to develop products that utilize sunlight for heating and cooking food. The products should be portable and made of inexpensive materials. It should be able to be used by individual families, and should be practical for adults to set Page 22.1382.9 up in a sunny spot. Note: Specific materials for a targeted temperature can be postponed to a later stage. Do not worry about the specific quantity of heat that can be generated. Please focus on

Conference Session

Computer Science and Information Technology in K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Meltem Alemdar, Georgia Institute of Technology; Tony Docal, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

deliver it toK-12 teachers and by extension to their students all over the United States. Electronic Professional development (ePDN) courses are designed to model bestpractices in teacher PD by incorporating inquiry-based learning and promoting the types ofactive interaction and reflection by participants that normally occur in effective face-to-faceprofessional development sessions. The Technology Integration Certificate consists of fourcourses designed to help teachers become more comfortable with technology tools and integratethem in their classrooms. The courses include an introduction to podcasting for novices, thecreation and implementation of vodcasts for more advanced users, on-line teaching for educatorsseeking to develop

Conference Session

Enhancing Instructional Effectiveness in Civil Engineering: Case Studies

Collection

2011 ASEE Annual Conference & Exposition

Authors

Camilla M. Saviz, University of the Pacific; Abel A. Fernandez, University of the Pacific; Elizabeth A. Basha, University of the Pacific; Andria Patricia Ellis, University of the Pacific, School of Engineering and Computer Science ; Kristina Hammarstrom; Feliciano Leon; Jerry Bruce Hildebrand; Spencer Ton

Tagged Divisions

Civil Engineering

15-17. In addition, although not often formally linked to academic programs,globally-focused engineering student organizations, such as Engineers Without Borders andEngineers for a Sustainable World, reflect students’ growing interest in internationaldevelopment, eradication of poverty, environmental action, and application of technology forsocial benefit 18-19.However, the issue of sustainability of such efforts in terms of faculty time and universityresources is not yet resolved 20. Perpetuating these socially focused initiatives is an importantissue in smaller schools where limited resources constrain new initiatives, but, in an era ofshrinking resources, also affects larger institutions. The issue of sustainability of such effortsmay be

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dianne Raubenheimer, North Carolina State University; Jerome P. Lavelle, North Carolina State University; Monica Terrell Leach, North Carolina State University; Steven L. White, North Carolina State University ; Philip Albert Moses, North Carolina State University

Tagged Divisions

First-Year Programs

of the institution. Formore than four decades researchers and practitioners have created an extensive body of literatureexploring retention. But while the field possesses infinite theoretical schemas, Tinto 7 suggeststhat complex theoretical principles are unbeneficial for practitioners who have to translateresearch into effective practice.In previous years retention was simply viewed as a reflection of a student’s lack of individualattributes, skills, and motivation. With this view students were expected to assimilate and “riseto the task” at their institutions. This view prohibited institutions from recognizing their intricaterole in providing a successful platform for students. Since then our institutions and theoristshave begun to

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2010 Annual Conference & Exposition

Authors

James Pembridge, Virginia Tech; Marie Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

participation. Novice teachersoften ignore or fail to recognize student misconceptions. Most of their actions are rationalizedand they view this time in their development as means to gain real world experience.The second phase, advanced beginner, is closely related to novice. It typically occurs during the2nd to 3rd years. In this phase verbal, episodic, and case knowledge are added to the knowledgegained during the novice stage.3 As a result, the use of reflection is important: teachers in thisphase frequently reflect on their experiences and how those experiences contribute to theirknowledge; based on these reflections, they then begin to make alterations to their teachingpractices. Moreover, their experiences, particularly in powerful or memorable

Conference Session

Classroom Engagement

Collection

2010 Annual Conference & Exposition

Authors

Sarah Parikh, Stanford University; Helen Chen, Stanford University; Kenneth Goodson, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

?” Answering this question wouldallow educators to make more informed decisions about how to encourage learning.There is an extensive history of pedagogical research on student engagement, much of which hasmade progress on defining the concept of engagement. There are many different aspects ofstudent engagement in university courses as engagement stands at the crossroads of interest,involvement, excitement, choice, attitude, behavior, and opportunity. Pace used the term qualityof effort and, in his view, “quality of effort describes voluntary behavior. It reflects initiative. Itdescribes the strength and the scope of personal investment that students are making for theirown higher education.”[3] Astin used the term involvement and considered the

Conference Session

Research On Student Teams

Collection

2005 Annual Conference

Authors

Steven Zemke; Donald Elger

by the type of reinforcement selected,but also by the scheduling or frequency of reinforcement. One of the most difficult skills forteachers, or anyone, to master is to be consistent, immediate, and frequent in rewarding thedesired responses when they occur.” Mentor provided feedback would similarly need to becarefully structured to be effective.To summarize, SI programs, business literature, cognitive sciences, and behavioral teachingmodels provide options for mentor roles and practices. The SI model suggests that mentors caneffectively foster collaboration by guiding student teams, rather than being experts. Techniquessuch as reflecting questions back to the students are useful. Business literature defines severalrequirements for effective

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karen M. Bursic, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

done using student reflections recorded after completing MEAs. Students insections of the courses that used MEAs rated their knowledge and understanding of theseprofessional skills significantly higher than students in sections that did not use the MEAs. As aresult we suggest that engineering faculty seriously consider using MEAs as a tool to improveboth student learning and the attainment of a number of ABET outcomes in addition to providinga process for assessing that attainment. By combining pre- and post-concept inventories with theMEA implementation, faculty can better document learning gains, and thus have acomprehensive tool for ABET assessment. This should prove especially helpful in those areaswhere previous assessments may have shown

Conference Session

FPD III: Innovation in Design in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan K. Donohue, University of Virginia

Tagged Divisions

First-Year Programs

following objective common to all sectionsof ENGR 1620, Introduction to Engineering, be achieved? Objective #1: Introduce students to the real world of engineering and design Outcome #1: Understand and apply the structured approach used by engineers to solve open-ended design problems11Assessment and evaluation of student abilities to internalize and eventually “own” theengineering design process is done with a mixed methods approach. Improvement in definingproblems and designing solutions is tracked through performance on appropriate sections ofdocumentation deliverables and exam questions; qualitative evaluation of reflections on thechallenge and process in student engineering notebooks is used to validate

Conference Session

STS Perspectives on Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Harold R. Underwood, Messiah College

Tagged Divisions

Liberal Education/Engineering & Society

Appropriate Technology, Biotechnology, History of Modern Science, Religion &Science in Modern America, Scientific Revolution, Plants & People, Eco-UrbanFootprints and Exploring Electrical Technology (EET). Such variety is afforded by thefreedom instructors have to plan courses reflecting their own interests and expertise,while satisfying a common set of STW objectives. Over the years this author hasdeveloped and taught EET, a typical distribution of student disciplines has emerged asshown in Table 1. The classroom presence of students with certain major disciplines has Page 25.1255.3naturally led to developing particular illustrations, emphases and

Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aimee S. Navickis-Brasch, University of Idaho, Moscow; Anne Liu Kern, University of Idaho, CDA; Fritz Fiedler, University of Idaho, Moscow; Jillian Rae Cadwell, University of Idaho; Laura Laumatia, Coeur d'Alene Tribe; Kathy C. Haynie, Haynie Research and Evaluation; Christine Meyer, Coeur d’Alene Tribe Department of Education

Tagged Divisions

Community Engagement Division

conducting summer camps at places of tribal significance. This provides tribal youthwith an opportunity to learn about the relevance of STEM in their community by engaging themin the development of engineering solutions to local environmental problems.This case study focuses on the first half of the grant, specifically the curriculum development andimplementation for the first-year summer camp, and the post-camp reflections. The followingobjectives guided this study, specifically to describe: 1) how the CBPR methodology is appliedto develop and implement a culturally relevant STEM curriculum that emphasizes engineering,2) the impact of the summer camp experience on student's knowledge and attitudes about STEMcontent, and 3) how the CBPR methodology

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Diane L. Zemke, Independent Researcher; Steven C. Zemke, Gonzaga University

Tagged Divisions

Continuing Professional Development

Paper ID #8443Using a Community of Practice to Diffuse Instructional Improvements intothe ClassroomDr. Diane L Zemke, Independent Researcher Diane Zemke is an independent researcher and consultant. She holds a PhD in Leadership Studies from Gonzaga University. Her research interests include teamwork, small group dynamics, dissent, organiza- tional change, and reflective practice. Dr. Zemke has published in the International Journal of Engineering Education, the Journal of Religious Leadership, and various ASEE conference proceedings. She is the author of ”Being Smart about Congregational Change.”Dr. Steven C. Zemke

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado Boulder; Kurt Paterson P.E., Michigan Technological University; Chris Swan, Tufts University; Olga Pierrakos, James Madison University; David O Kazmer, University of Massachusetts, Lowell; Annie Soisson, Tufts University

Tagged Divisions

Community Engagement Division

Service (LTS) is an umbrella term that encompasses service-learning (SL) andextracurricular activities such as Engineers Without Borders (EWB) that teach students valuableskills while also benefitting community partners. Although EWB is primarily an extra-curricularactivity for students, some projects are designed and structured to teach specific skills andinclude reflective writing assignments for student participants. Research has shown that LTSactivities can successfully meet a variety of learning outcomes for engineering students andprovide benefits to community partners.6,14 This paper will present a summary of LTS activitiesbased on a literature search and recent activities associated with the NSF-grant on EngineeringFaculty Engagement in

Conference Session

Electrical and Computer Engineering (ECE) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nizami Z Vagidov, University at Buffalo, The State University of New York; Vladimir Mitin, University at Buffalo, SUNY; Athos Chariton Petrou; Joseph L Zawicki Zawicki

Tagged Divisions

Electrical and Computer

a function ofφ. Then, they will analyze the data and verify Malus’s law: I = I0 cos2φ. Finally, the studentswill verify that a wire grid can act as a polarizer or an analyzer for microwaves.(b) Standing waves. The setup of Fig.2 will be used. The transmitter sends a wave along the rail on which the various components are mounted. At the other end of the rail a reflector is placed with its plane perpendicular to the emitted wave. The emitted and reflected waves form

Conference Session

Innovative Pedagogy in Civil Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Steven J. Burian, University of Utah; Jeffery S Horsburgh, Utah State University; David E Rosenberg, Utah State University; Daniel P. Ames, Brigham Young University; Laura G Hunter, Utah Education Network; Courtenay Strong, University of Utah

Tagged Divisions

Civil Engineering

universities. The assessmentof the course sought to determine if these anticipated challenges occurred and then solicit studentsuggestions for improvement.AssessmentMethodsThe assessment of the initial course offering involved (i) administering mid-semester and end ofclass surveys to the students, and (ii) instructor reflections. The midterm and final surveys wereboth anonymous and similar (words were changed slightly to improve meaning of questions anda couple of additional questions were added to the final assessment survey). The open-endedquestions were: What went well in class? What contributed most to your learning? What could have been improved? How could this course be more effective to help you learn?Surveys also requested students to

Conference Session

Track 5: Technical Session 1: Peru in State College

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Lauren A Griggs Griggs, Pennsylvania State University ; Julio Urbina, Pennsylvania State University

Tagged Topics

CoNECD Paper Sessions, Diversity

majority males. The international experience, in combination withother interventions, proved to be a transformational factor for the participants.for Asentamientos Humanos (informal settlements) wasQualitative Evaluation Methodologydesigned with this learning technique. This engineeringIn order to evaluate the outcomes of the program, multiple sources of data were collected. Thesesources included quantitative data on student retention, annual student surveys, focus groups atthe end of the program, and student reflective essays. For this paper, summaries of the focusproject also showed students from Penn State thegroups and reflective essays are discussed. In addition, quantitative data on student retention andother outcomes are provided. The

Conference Session

Values in Engineering: Ethics and Justice-Oriented Engineering

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kassandra Fernandez, University of Florida; Sindia M. Rivera-Jiménez, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

thinking and reflection on their work's impact. This study emphasizes the needfor comprehensive education and training tailored to scientists and engineers to address complexsocietal challenges effectively and responsibly in their professional roles.Keywords: social responsibility, engineering ethics, engineering formation, undergraduateresearch, Research Experiences for Undergraduates (REU)1. IntroductionSociety is facing challenging problems that threaten both the present and future of justice, peace,sustainability, and the overall well-being of humanity. Given that the responsibility of scientistsand engineers implies a duty to address those challenges for society [1], how could research-intensive universities prioritize transformative

Conference Session

AERO 1: Rocketry and Space Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Megan Ennis, University of Michigan; Elizabeth Ann Strehl, University of Michigan; Aaron W. Johnson, University of Michigan; Corin L. Bowen, California State University, Los Angeles; Oliver Jia-Richards, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Aerospace Division (AERO)

program at theUniversity of Michigan. The lesson introduced students to one macroethics topic, orbital debris,that directly connects to the “technical” topics of the course. We believe this socio-technicalintegration stressed to students that engineering cannot be separated from its societal impact.This paper reviews previous macroethics work, context about the course, the content andstructure of the lesson, a distributed post-lesson survey and its results, and author reflections ofthe lesson.Previous workHekert offers a formal definition of macroethics after reviewing and combining severalengineering ethics frameworks: “‘macroethics’ applies to the collective social responsibility ofthe [engineering] profession and to social decisions about

Conference Session

Interdisciplinary Integration and Sociotechnical Thinking: The Big Picture

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kari Zacharias, University of Manitoba; Jillian Seniuk Cicek, University of Manitoba; Lydia Wilkinson, University of Toronto; Chantal Rodier; Laura M. Patterson, University of British Columbia, Okanagan campus; Renato B. Rodrigues, University of Manitoba; Ken Tallman, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

annual conference. The Engineering and Humanities Special Interest Group(SIG) is one of approximately twelve SIGs operating as communities of practice within CEEA-ACÉG that bring together individuals working and researching within a particular area. TheEngineering and Humanities SIG in particular aims to create space for those who study theintersections of engineering and humanities, those who teach at these intersections, and non-engineers who bring their perspectives to engineering environments. As in most large academicorganizations, the SIG’s membership and engagement is not necessarily representative of thewider landscape of Canadian engineering education. While our SIG aims to reflect the work ofscholars, teachers and practitioners at the

Conference Session

Teaching Mechanics: Modes and Methods

Collection

2023 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez

Tagged Divisions

Mechanics Division (MECHS)

engagement on a scale that I have not achieved before, andalso rewards other kinds of learning and metacognition that enhance the context of the corecontent. Sure, some students still arrive unprepared and do not adequately participate (in whichcase a penalty or direct failure can occur), but on the whole, no one can hide from me, the tutors,or their teammates, and this level of engagement drives attention to task, which appears to driveimproved performance. All of this is to say that the new grade weighting is merited.As a final reflection, I find the class is more enjoyable to conduct, I feel that I am getting toknow the students much better, and I can do deeper grading but in less total quantity. Rather thangrading 100’s of test questions per

Conference Session

First-Year Programs Division Technical Session 10: Best of First-Year Programs Division

Collection

2022 ASEE Annual Conference & Exposition

Authors

Victor Garcia; Peter Golding, University of Texas at El Paso; Diane Golding, University of Texas at El Paso; Irma Torres-Catanach; Nora Cuvelier, University of Texas at El Paso; Crystal Cholewa; Karla Ayala Mendoza

of 53 first-year students during the fallsemester of 2020. Virtual teaching and learning environments were required across this institutionto comply with the social distancing and lockdown requirements enacted by the federalgovernment in response to the Covid-19 pandemic. . As part of the coaching platform, students inthese two classes had access to an online mentoring community of 32 members from academiaand industry. The professional development workshops were also provided in a virtual format yetsynchronous format to support engagement with the facilitators and among peers. Students wereasked to complete an online pre-semester survey, develop feedback essays, and respond to self-reflecting open-ended questions to gather substantial data

Conference Session

LEAD Tech Session #2: Assessing and Evaluating Engineering Leadership Development.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Elizabeth Volpe; Madeline Polmear, University of Florida; Denise Simmons, University of Florida; Danielle Weisenfeld, University of Florida; Jackson Carcaba, University of Florida

interviews were conducted via Zoom, each lasting approximately an hour. Thesemi-structured style interviews were designed to gauge the students' reflection on theirexperiences inside and outside the classroom and how those experiences influenced theirprofessional development. The interviews were recorded with participants’ consent, transcribed,and deidentified through the use of participant pseudonyms. Data AnalysisAn initial base of familiarity was established with the transcripts of interviews through theprocess of memoing [23]. An inductive analysis approach was used while writing these memos,emphasizing how students spoke about their involvement and what factors influenced their initialinvolvement, persistence, and benefits. There were

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gillian Roehrig, University of Minnesota - Twin Cities; Ngawang Gonsar; Alison Haugh Nowariak, University of Minnesota

the lack of diversity within the engineering profession; female students and students of colorremain underrepresented in STEM majors and STEM careers [2]. The population of studentswho major in the STEM fields and who enter STEM careers do not reflect current demographicsof the United States population. Despite progress in gender and racial equity in STEM careers,STEM fields have historically been and continue to be dominated by white men, particularly inengineering, computer sciences, and physics [2]. For example, although women and men receiveundergraduate degrees at about the same rate, women account for only 30% of all STEM degreeholders and have particularly low representation in engineering [3], holding just 12 percent ofengineering

Conference Session

First-Year Programs Division Technical Session 9: Decision Making, Problem-Based Projects, Role-Play, and a Nontraditional Project Theme

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Olewnik, University at Buffalo, The State University of New York; Vanessa Svihla, University of New Mexico; William Wild, University at Buffalo, The State University of New York

? Figure 1. Requirements as the Pivot Point Between Problem Framing and Solving in DesignFrameworkWe agree with Dorst [4] that engineering design is a concurrent and iterative process of bothframing and solving problems. Problem framing, especially early in design problems, oftenrequires translating between qualitative and quantitative frames. This move from qualitative toquantitative representations is reflected in the descriptions of the design process found innumerous design texts [5]–[8] and in the research literature on designing [1], [9]–[11]. Intranslating from qualitative to quantitative representations, the ability to develop and setrequirements is essential to the framing of problems.Further, we contend that the technically-focused work

Conference Session

Disciplinary Engineering Education Research – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mackinley Love, University of Calgary; Philip Egberts, University of Calgary; Joanna Wong, University of Calgary; Miriam Nightingale, University of Calgary

Tagged Divisions

Educational Research and Methods Division (ERM)

Calgary report no link between their laboratories and coursecontent or future career development. Therefore the goal of this research endeavour is to identifyactions that can be taken to improve the students’ learning experience in undergraduateengineering laboratories.Critically reflective surveys were developed using Ash and Clayton’s Describe, Examine,Articulate Learning (DEAL) model and the revised Bloom’s taxonomy and released to currentengineering students in a third-year materials science course at the University of Calgary’sMechanical and Manufacturing Engineering program. The purpose of these surveys was toevaluate where students feel their laboratories do not connect to their classes or careers, and whatsteps can be taken to improve

Conference Session

Making in Design Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Wettergreen, Rice University; Joshua Brandel

Tagged Divisions

Design in Engineering Education

Table 1. The course is intended toadvance student proficiency level beyond their starting state; because students come to theclass with a variety of starting skill levels, each assignment has been written to accommodatefor this. To provide context for how different proficiency levels are accommodated in thehomework, an example homework assignment utilizing the laser cutter has been included inAppendix C. Apprenticeship is again mirrored in the grading schema, which is proficiency-based. Thismeans that grades reflect the overall knowledge gained by students throughout course activitiesrather than points earned for correct answers [8]. Each assignment is rubric is mapped to athree-tiered proficiency scale. Key characteristics of work

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dina Verdin, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

have toldme in the past that it is hard for them to listen to a woman because ... ‘it’s like ... in my mind it’sstill set that I know what I’m doing because I’m the guy ...’” [10, p. 281]. While she successfullygraduated with a mechanical engineering degree, Sandra reflected, “I can understand where theyare coming from ‘cause maybe that’s the culture in his family and where he’s from” [10, p. 281].Put simply, Sandra’s friend had deeply held beliefs that women were less knowledgeable thanmen; nevertheless, her male friend’s beliefs were his issues alone and not a reflection of her orwomen as engineers. The idea that to belong in engineering is to be male is embedded in the fielddue to the historical traditions of being a masculine-oriented