Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rick Hill, University of Detroit Mercy; Jocelyn Bennett Garraway, University of Detroit Mercy

year ofcollege. Some of the positions allow the students to apply technical skills they have learned inthe program, such as computer programming, but all provide the students exposure to aprofessional work environment and help the students to develop their identity as a professional.These experiences are especially valuable for underrepresented students who have little exposureto such environments from parents and relatives, or from within their communities. Theexperience of performing a job and observing professionals who look like them and come fromsimilar backgrounds as them can help an underrepresented student build confidence leading themto envision themselves in such a role while motivating them to work through barriers to reachsuch

Conference Session

Graduate Studies Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eduardo Santillan-Jimenez, University of Kentucky; Julia E. Parker, University of Kentucky ; Keren Mabisi, University of Cincinnati; Carissa B. Schutzman, University of Cincinnati; Mark Crocker, University of Kentucky

Tagged Divisions

Graduate Studies

currently serves as an evaluator for several NSF programs including a National Science Foundation Research Traineeship (NRT) program. Dr. Schutzman has a Ph.D. in Educational Policy and Evaluation in Higher Education from the University of Kentucky, a M.A. from Northern Kentucky University, and a B.A. from Centre College. Methodologically, she is trained in both qualitative and quantitative research and evaluation designs, data collection, analyses, and results dissemination. Dr. Schutzman has extensive experience in program development, implementation, and evaluation in K-12, community college, four-year university, and non-traditional education settings. American c

Conference Session

Disability, Neurodivergence, and Sense of Belonging in STEM: Equity, Culture & Social Justice in Education Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

D. C. Beardmore, University of Colorado Boulder; Robyn Sandekian, University of Colorado Boulder; Angela Bielefeldt, University of Colorado Boulder

explore thealignment between UDL principles and the experiences of dis/abled STEM graduate students.Specifically, this manuscript has three goals: 1. Map participant experiences with barriers to relevant CAST UDL guidelines 2. Build on the CAST UDL guidelines with insights from the participants 3. Offer the academic community concrete recommendations a. on how to provide students with options in their coursework and research, and b. for creating a more accessible education that is inclusive of all college studentsThese goals are supportive of achieving equity and inclusion that supports diverse students inengineering.Research methodologyWe employed a phenomenographic methodology [64] of collective counter-narratives to

Conference Session

Mental Health of Graduate Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amanda C. Arnold, Arizona State University; Kerrie G. Wilkins-Yel, University of Massachusetts Boston; Jennifer M. Bekki, Arizona State University; Bianca L. Bernstein, Arizona State University; Madison Natarajan, University of Massachusetts Boston; Ashley K. Randall, Arizona State University ; Roxanna Francies, Arizona State University; Chinwendu Elyse Okwu, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

programs as well as programs in the Engineering Education Systems and Design PhD program. Her research interests include topics related to student persistence, STEM doctoral student experiences, faculty mentorship and development, modeling and analysis of complex manufacturing systems, and the development of new discrete event simulation methodologies. Bekki is the co-director of the interdisciplinary, National Science Foundation supported CareerWISE research program, which strives to: 1) understand the experiences of diverse women who are pursuing and leaving doctoral programs in science and engineering and 2) increase women’s persistence in science and engineering doctoral programs through the development and

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Daniels; Sophia T. Santillan, Duke University; Ann Saterbak, Duke University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, First-Year Programs

within biomedical engineering, she was elected Fellow in the Biomedical Engineering Society and the American Society of Engineering Educa- tion. c American Society for Engineering Education, 2018 Tracking Skills Development and Self-Efficacy in a New First-Year Engineering Design CourseAbstract This evidence-based practice paper describes the development and implementation ofsurveys and a focus group to understand the impact of a new first-year engineering design course.With the intent of adding a practical design experience for first-year students, the EngineeringDesign and Communication course was introduced as a pilot program in the fall of 2017 at

Conference Session

Sense of Belonging and Diversity in Engineering Programs, Courses, and Teams

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert M. O'Hara, Clemson University; Candice Bolding, Clemson University; Jennifer Harper Ogle, Clemson University; Lisa Benson, Clemson University; Rachel Lanning, Clemson University

Tagged Divisions

Educational Research and Methods

Glenn Department of Civil Engineering at Clemson University, and a 2005 graduate of the Department of Civil and Environmental Engineering at Georgia Tech. Her research portfolio focuses on transportation infrastructure design, safety, accessibility, and management. She is currently the facilitator for the NSF Revolutionizing Engineering and Computer Science Depart- ments (RED) grant at Clemson, and is leading three transformation efforts related to culture, curriculum, and community to achieve adaptability, innovation, and shared vision. Alongside her research, Dr. Ogle has been active in the development of engaged learning and has led two interdisciplinary undergraduate translational research and education courses

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Ross Tapia, New Mexico State University; Elizabeth Ann Howard, New Mexico State University; Rolfe Sassenfeld, New Mexico State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #16483Student Success through College of Engineering Freshman Year ExperienceProgramProf. John Ross Tapia, New Mexico State University John Ross Tapia has a focus on student engagement and success for all students in their coursework. John Ross is an assistant professor with the Engineering Technology Department at New Mexico State University. He teaches Civil Engineering Technology courses and is the faculty lead for the Freshman Year Experience/ENGR100 course. His research focus is engineering education. Prior to working at NMSU, John worked at New Mexico’s first Early College High school and helped develop the

Conference Session

The Challenges that Two-year College Students Face when Transferring to a Four-year College for Engineering and Engineering Technology Program

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sophia Isabela Barber, Pasadena City College; Sophia Isabella Ibargüen, Pasadena City College; Chloe Sharp, Pasadena City College ; Aaron Reedy, DataClassroom; Tanya Faltens, Purdue University, Main Campus; Yu-Chung Chang-Hou, Pasadena City College; Jared Ashcroft, Pasadena City College

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

lack offunding, proper equipment, lab space, and dedicated research faculty [3-5]. In addition, research is not akey component of community college educational master plans. Rather, the ultimate goal of communitycolleges is to prepare students for transfer or employment through certified technical educationprograms [6-8].Undergraduate research has proven to be a high impact practice that helps students increase theiracademic performance, build confidence, and develop critical thinking skills and STEM identity [9-11].These traits are necessary to become a successful scientist, engineer, or educator in these fields— thus itis imperative that research experiences are provided in the early stages of STEM students’ educationaljourneys [12, 13

Conference Session

Broadening Participation through Access, Equity, Inclusion in ECE

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yufang Jin, The University of Texas at San Antonio; Yanxia Jia, Arcadia University; Cate Wengelnik, The University of Texas at San Antonio; Frances Matos, University of Texas at San Antonio; Mason Cole Conkel, University of Texas at San Antonio; Yan Tang, Embry-Riddle Aeronautical University - Daytona Beach; Jessica Gonzales, The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

is an associate professor of mechanical engineering at Embry-Riddle Aeronautical Uni- versity in Daytona Beach, Fla. Her current research in engineering education focuses on cognitive load theory, deliberate practice, and effective pedagogicalJessica Gonzales, The University of Texas at San Antonio Jessica Gonzales received her MA in Learning, Design, and Technology from the University of Texas at San Antonio (UTSA). She currently works as a Learning Experience Designer with Academic Innovation at UTSA focusing on culture, identity, emergent technologies, and multimodal learning. ©American Society for Engineering Education, 2023Identify Challenges of Inclusive Practices at the Course Level1

Conference Session

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

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

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

Tagged Topics

CoNECD Paper Sessions, Diversity

joining NCWIT in 2017, Dr. Sanders served as a senior administrator at The University of Texas at Austin for twenty-nine years, most recently as the associate vice president for inclusion and equity. While at UT-Austin, Dr. Sanders also served as a clinical associate professor in the Department of Educational Leadership and Policy and taught graduate-level classes on college student development theory. She earned her Ph.D. in Higher Education Administration from The University of Texas at Austin; her M.A. in College Student Personnel from Bowling Green State University; and her B.S. in Psychology from Louisiana State University.Dr. Melissa C Stange, Laurel Ridge Community College Dr. Melissa C. Stange is a Professor of

Conference Session

FPD 5: Transitions and Student Success, Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

S. Patrick Walton, Michigan State University; Daina Briedis, Michigan State University; Mark Urban-Lurain, Michigan State University; Timothy J Hinds, Michigan State University; Carmellia Davis-King, Michigan State University; Thomas F. Wolff P.E., Michigan State University

Tagged Divisions

First-Year Programs

, and perform at thehighest levels in an increasingly global and demanding world. Educating graduates that meetthese standards is critical to retaining America’s worldwide technical leadership. The MichiganState University College of Engineering has responded to this need through a large-scaleinitiative, the CoRe Experience, that integrates the first-year engineering academic program andan engineering living-learning community to support the academic, personal, and professionalgrowth of early engineering students during this important transition year. Instructors, peers,advisors, staff, and faculty all play a role in “building the whole engineer.” The CoRe Experiencename captures the two primary program components, the Cornerstone Engineering

Conference Session

Two-year College Potpourri

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicholas Langhoff, Skyline College; Jenny Ngoc Le, Skyline College

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

STEM, and the development of novel instructional equipment and curricula for enhancing academic suc- cess in science and engineering.Ms. Jenny Ngoc Le, Skyline College Jenny Le serves as a Retention Specialist at Skyline College in San Bruno, California. She received her B.A. in Public Health at UC Berkeley, and her Master’s in Social Work at San Jose State University. In the past five years, she has specialized in coordinating learning communities and mentorship programs, where adolescents and college students can thrive. c American Society for Engineering Education, 2018 A Cohort-Based Program to Strengthen Retention of Underrepresented Community College

Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Lanci, Colorado Mesa University; Louis Nadelson, Colorado Mesa University; Idalis Villanueva, Utah State University; Jana Bouwma-Gearhart, Oregon State University; Katherine L. Youmans, Utah State University; Adam Lenz, Oregon State University

Tagged Divisions

Educational Research and Methods

charter school in Salt Lake City. In her role as STEM Director Kate developed the schools programs in Computer Science, Robotics and Design Thinking.Dr. Adam Lenz, Oregon State University c American Society for Engineering Education, 2018 Developing a Measure of Engineering Students’ Makerspace Learning, Perceptions, and InteractionsAbstractMakerspaces have become a rather common structure within engineering education programs. Thespaces are used in a wide range of configurations but are typically intended to facilitate studentcollaboration, communication, creativity, and critical thinking, essentially giving students the opportunityto learn 21st century skills and develop

Conference Session

CPDD Technical Session 1 - Design of Professional Development Curricula

Collection

2022 ASEE Annual Conference & Exposition

Authors

Wei Lu, Texas A&M University; Scott Tingey, Texas A&M University; Denise Preusser; Behbood Zoghi, Texas A&M University

the requirement of having effective communication skills is on arising trend in today’s job market.As engineers transitioning to managerial positions, professional communications are not limitedto linearly passing information to another. Leadership skills, such as active listening, mentoring,critical thinking with the intention of problem-solving, team-building, giving feedback,motivating, or persuading others in order to achieve organizational goals, have become necessaryskills as well [9].Although communication and leadership trainings have been offered through degree-grantingprograms [4], [5], [6], such as full-time undergraduate and graduate Communication majors, andMBA Business programs, not many options that cover both topics are there

Conference Session

The Best in DEED

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gina M Quan, University of Maryland, College Park; Chandra Anne Turpen, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Emilia Dewi Tanu, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

undergraduate STEM education. Core values of thenetwork include promoting student leadership, developing supportive learning communities, and engaging studentsin authentic STEM practices. areas for growth and supporting students along that growth process. Adopting a growth mindset has also been shown to improve persistence through challenges.​24 2. Valuing a broad set of metrics of success from day one - often, engineering design courses overtly reward the building of a successful end product. Instead, we wanted LAs to have an expansive notion of what counts as “success” in the Design Course, including aspects such as engaging in authentic design thinking, pursuing a creative but risky idea, and having a

Conference Session

Pre-College Engineering Education Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Perkins Coppola, Purdue University Fort Wayne

Tagged Divisions

Pre-College Engineering Education

Paper ID #34586Learning Through Doing: Preservice Elementary Teacher Reflections on theEngineering Design Process (Fundamental)Dr. Matthew Perkins Coppola, Purdue University Fort Wayne Dr. Perkins Coppola is an Assistant Professor of Science Education in the School of Education at Purdue University Fort Wayne. His research agenda centers on elementary and secondary preservice teacher preparation. While a lecturer at Towson University in 2014, he was inspired to research engineering design pedagogy in elementary schools after attending a talk by Dr. Pamela Lottero-Perdue. He began his career as a high school physics teacher

Collection

2015 Pacific Southwest Section Meeting

Authors

Tania Martinez; Amado Flores-Renteria; Jasmine Flores; Jolani Chun; Cheng Chen; Hezareigh Ryan; Wenshen Pong; Nilgun Ozer; Hamid Shahnasser; Hamid Mahmoodi; Amelito G. Enriquez; Albert Cheng; Kwok-Siong Teh; Xiaorong Zhang

. This research project was a learning experience in enhancingcollaboration, organization, time management, and technical writing skills.The CIPAIR program was very successful in creating opportunities for community collegestudents to engage in advanced academic work that develops research skills and applies conceptsand theories learned from their coursework to real-world problems. The program has also helpedstudents in solidifying their choice of major, improving preparation for transfer, enhancingstudent self-efficacy in pursuing careers and advanced degrees in engineering, and acquiringknowledge and skills needed to succeed in a four-year engineering program. The program hasalso provided context to their study of engineering – a strategy that

Conference Session

Cooperative and Experiential Education Division Technical Session 1 - Skill and Competency Development through the Co-op Experience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine M. Ehlert, Clemson University; Marisa K. Orr, Clemson University

Tagged Divisions

Cooperative and Experiential Education

Engineering Education, 2020 Understanding How Co-op Students View their LearningAbstractThis research paper discusses student perspectives on learning while on co-op and suggests waysto improve co-op experiences for students. Successful outcomes of co-op, like graduating withhigher GPAs [1], [2], having an easier time transitioning into full-time work [3], or beginningwith higher starting salaries [2], [4] have been discussed in the past, however, little is formallydocumented on the ways in which co-op provides these benefits. These benefits could be realizedthrough many different pathways which may include students improving technical and/orprofessional skills, refining their identity, and increasing their self-efficacy, among

Conference Session

Motivation and Self-Efficacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Philip Reid Brown, Virginia Tech; Holly M Matusovich, Virginia Tech

Tagged Divisions

Educational Research and Methods

c American Society for Engineering Education, 2013 Unlocking Student Motivation: Development of an Engineering Motivation SurveyAbstract Student motivation is an important part of a student’s engagement in learning.Researchers and educators across broad educational contexts have identified and investigated avariety of specific motivation-related constructs related to learning. However, few studies havedeveloped and tested survey instruments for measuring motivation constructs within engineeringeducation in a valid and reliable way. This study describes the development and piloting of sucha survey, situated in expectancy-value theory, through numerous steps of validity and reliabilitytesting. The

Conference Session

Research, Innovation and Careers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carl Whitesel, South Mountain Community College; Nicholas Langhoff, Skyline College; Marco Wehrfritz, Skyline Community College

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

knowledge, concept inventories and self-efficacy.Prof. Nicholas Langhoff, Skyline College Nicholas Langhoff is an associate professor of engineering and computer science at Skyline College in San Bruno, California. He received his M.S. degree from San Francisco State University in embedded elec- trical engineering and computer systems. His educational research interests include technology-enhanced instruction, online education, metacognitive teaching and learning strategies, reading apprenticeship in STEM, and the development of novel instructional equipment and curricula for enhancing academic suc- cess in science and engineering.Mr. Marco Wehrfritz, Skyline Community College Marco received his B.S. and M.S. in

Conference Session

Women in Engineering Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kristin E. Sherwood, Stony Brook University; Angela M Kelly, Stony Brook University; Monica Bugallo, Stony Brook University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

status,” Journal of Science Education and Technology, vol. 18, pp. 163-172, 2009.[3] C. Adelman. Women and Men of the Engineering Path: A Model for Analyses of Undergraduate Careers. Washington, DC: US Government Printing Office, 1998.[4] S. Bhatia and J. P. Amati, “’If these women can do it, I can do it, too’: Building women engineering leaders through graduate peer mentoring,” Leadership and Management in Engineering, vol. 4, pp. 174-184, 2010.[5] C. Poor and S. Brown, “Increasing retention of women in engineering at WSU: A model for a women's mentoring program,” College Student Journal, vol. 3, 421-428, 2013.[6] B. Sattler, A. Carberry, and L. D. Thomas, “Peer mentoring: Linking the value of a

Conference Session

Faculty Development I: Attitudes Towards Teaching

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kristen Bethke Wendell, Tufts University; Jessica E. S. Swenson, Tufts Center for Engineering Education and Outreach; Tejaswini S. Dalvi, University of Massachusetts, Boston

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

experience. This institute was a part of our researchprogram on new elementary teacher development in engineering education 18. The overall goal ofthe CBE Institute was to prepare these new urban teachers to incorporate student-centeredengineering design experiences into their future elementary classrooms, and to do so in a waythat reinforced science learning opportunities. All engineering learning experiences during theinstitute followed the community-based engineering approach 19, which involves finding andsolving engineering problems in students’ neighborhoods, community centers, or schools. Afocus on the local community provides a common lens through which teachers and students cansee the cultural and linguistic diversity of urban environments

Conference Session

AERO 1: Rocketry and Space Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Juhyun Kim, University of Illinois at Urbana-Champaign; Timothy Plomin, University of Illinois Urbana-Champaign; Heather Ruth Arnett, University of Illinois at Urbana-Champaign; Luisa-Maria Rosu, I-STEM, (Illinois Science Technology Engineering and Mathematics) Education Initiative; Joshua Rovey, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Aerospace Division (AERO)

minorityand female students. According to National Center for Education Statistics [2], [3] of the share ofUS Citizens who graduated with a bachelor’s degree in aerospace engineering in 2019 and 2020,56% were white males and only 14% were female. There is a need for more diversity in thespace industry and overall, more degrees in aerospace and related fields. SpaceLab* (SLI) wascreated to address these issues. The hope is that by creating accessible and interestingcoursework, students who would not otherwise be interested, learn about the opportunities andbenefits that exist in space-related careers. Literature suggests that engaging students in design-based science learning activities can help them develop problem-solving and science inquiryskills

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Patricia Dee Zobel, Rowan University

Tagged Divisions

First-Year Programs

close relationships with peers and faculty.Students pointed to living near each other as an important factor in developing peer relationships.They were neighbors, friends, and peers all connected through the engineering major.ELC student took two ELC-linked courses each semester. They attended class, worked onlaboratories and homework, and studied together. These in and out of class peer collaborationshelped to foster, build, and maintain close friendships amongst the ELC community members.The social programming that was implemented for the ELC community throughout the year alsohelped to spark and sustain friendships within the community. Students in the focus groupindicated this helped build their peer-to-peer relationships, perseverance to

Conference Session

Engineering Leadership Skills Development Across the Undergraduate-to-Workforce Transition

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tahsin Mahmud Chowdhury, Virginia Polytechnic Institute and State University; Daniel Knight, University of Colorado, Boulder; Daria A. Kotys-Schwartz, University of Colorado, Boulder; Julie Dyke Ford, New Mexico Institute of Mining and Technology; Homero Murzi, Virginia Polytechnic Institute and State University

Tagged Divisions

Engineering Leadership Development

development within the context of engineering design. She is currently investigating the impact of cultural norms in an engineering classroom context, performing comparative studies between engineering education and professional design practices, examining holistic approaches to student retention, and exploring informal learning in engineering education.Prof. Julie Dyke Ford, New Mexico Institute of Mining and Technology Dr. Julie Ford is Professor of Technical Communication (housed in the Mechanical Engineering depart- ment) at New Mexico Tech where she coordinates and teaches in the junior/senior design clinic as well as teaches graduate-level engineering communication courses. Her research involves engineering commu

Collection

2024 ASEE PSW Conference

Authors

Matthew J Haslam, Embry-Riddle Aeronautical University - Prescott

. Vancouver, BC, Canada, May 2022.² Donnell, J. A., Aller, B. M., Alley, M., & Kedrowicz, A. A. (2011). Why industry says that engineering graduates have poor communication skills: What the literature says. Proceedings of the 2011 ASEE Annual Conference.³ Bodnar, C. A., & Clark, R. M. (2017). Can game-based learning enhance engineering communication skills?. IEEE transactions on professional communication, 60(1), 24-41.⁴ Harichandran, R. S., Nocito-Gobel, J., Brisart, E., Erdil, N. O., Collura, M. A., Daniels, S. B., Harding, W.D. & Adams, D. J. (2014). A comprehensive engineering college-wide program for developing technical communication skills in students. Proceedings of the 2014 IEEE Frontiers in Education Conference.

Conference Session

Designing and Implementing Leadership Development Experiences for Engineering Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Blake Everett Johnson, University of Illinois at Urbana-Champaign; Molly H. Goldstein, University of Illinois at Urbana-Champaign; Joe Bradley, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

learning, inquiry-based laboratory instruction, and any ini- tiative that empowers students to do hands-on learning. Additional service interests include teaching and leadership training for graduate students, enhancing communication education for undergraduate en- gineering students, developing evidence-based design project team formation strategies, and improving engineering design curricula.Dr. Molly H Goldstein, University of Illinois at Urbana - Champaign Molly H. Goldstein is an engineering design educator and researcher at University of Illinois, Urbana- Champaign. She previously worked as an environmental engineer specializing in air quality influencing her focus in engineering design with environmental

Conference Session

ERM: Systematic Reviews!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ethan Geheb, University of Maine; Asli Sezen-Barrie, University of Maine; Karissa Tilbury

Paper ID #37253Research on Engineering Education at K-12 Settings acrossCommunities of Practice: A Systematic Literature Review(2009-2018)Ethan Geheb (Doctoral Candidate) Ethan Geheb is a doctoral candidate in the STEM Education program at the University of Maine, with a concentration in engineering education. His research focuses on exploring departmental culture/norms and their relation to undergraduate engineering identity development. Ethan began the doctoral program after earning his Master of Science in Teaching degree through the Maine Center for Research in STEM Education (RiSE Center). Ethan also graduated

Conference Session

Design Mental Frameworks

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kaylee A Dunnigan, NYU’s Tandon School of Engineering; Amy Dunford, New York University Tandon School of Engineering; Jack Bringardner, NYU’s Tandon School of Engineering

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

curricula tend to lack engineering design education overall. Students’development of competencies related to the engineering design ideation phase tends to be limitedin their typical degree required courses.Vertically Integrated Projects (VIP) Model of Experiential LearningOne curricular solution to integrate PBL in the middle years and extend the timescale ofengineering design education is through the Vertically Integrated Projects (VIP) Model. The VIPModel has been implemented at over 37 institutions around the world with varying institutionalstructures and student populations. The VIP Consortium was recognized by ABET with the 2019Innovation Award for implementation of and community-building around the VIP Model [17].“VIP teams” comprise faculty

Conference Session

Engineering Student Involvement in K12 Programs

Collection

2008 Annual Conference & Exposition

Authors

Jill Andrews, University of Michigan; Lorelle Meadows, University of Michigan; Joy Oguntebi, University of Michigan

Tagged Divisions

K-12 & Pre-College Engineering

following term.Page 13.510.13To help support the ongoing partnership between fellows and teachers, the College seeksongoing funding from a variety of sources, including various corporate and private foundationsand the NSF Graduate Teaching Fellows in K-12 Education (GK-12) Program. Managed byNSF's Division of Graduate Education (DGE), GK-12 provides funding to graduate students inscience, technology, engineering and mathematics (STEM) disciplines to acquire additionalskills that will broadly prepare them for professional and scientific careers in the 21st century.NSF developed the GK-12 program recognizing that, in addition to being competent researchers,STEM graduate students must be able to communicate science and research to a variety