Collection

2023 CIEC

Authors

Vatsal Maru; Adam Lynch

alignment betweensocieties BOK and institutional learning objectives. Specifically, the professional certificationexam served as an external assessment, allowing for repetitive benchmarking via the PDCAmodel with continued re-calibration of the course effectiveness.1.5.1. Research questions. We used the FINER criteria to determine the key aspects of ourresearch question and the PICO(T) approach for the same research question [35], [36]. TheFINER criteria are an acronym representing the words “feasible,” “interesting,” “novel,”“ethical,” and “relevant.” Likewise, PICOT is an acronym for population, intervention,comparison group, outcome of interest, and time. To identify the impact of our strategy, wesought to answer the following research

Conference Session

Capstone Design II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cameron J. Turner, Colorado School of Mines

Tagged Divisions

Design in Engineering Education

interest in evaluating the progress of our program underABET criterion 3 through the Engineering Senior Design Program. ABET criterion 3 specifiesthe following outcomes: (a) An ability to apply knowledge of mathematics, science, and engineering; (b) An ability to design and conduct experiments, as well as to analyze and interpret data; (c) An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability; (d) An ability to function on multidisciplinary teams; (e) An ability to identify, formulate, and solve engineering problems; (f) An understanding of professional and

Conference Session

FPD VII: Innovative Curriculum Elements of Successful First-Year Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chris Plouff, Grand Valley State University; Deborah Morrow, Grand Valley State University

Tagged Divisions

First-Year Programs

mission andvalues, and that can be selected from for incorporation into assignments, courses, and curricularprograms explicitly and measurably[10]. For each of six Skills Goals areas, Learning Objectivesare defined at three levels: General Education and Basic Skills Courses, Major Program, andGraduate Programs. A clear path lay for defining IL instruction associated with a targetassignment in EGR 220 to include selected ILCC skills goals and Basic-level learning objectivesthat matched with desired lifelong learning skills interpreted to fulfill ABET program outcome„i‟. ABET program outcomes relating to professional responsibility and ethics („f‟) and effectivecommunication („g‟) could also be part of this intersection between the School of

Conference Session

Active and Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

John S. Lamancusa, Pennsylvania State University, University Park; Laura L. Pauley, Pennsylvania State University, University Park

Tagged Divisions

Mechanical Engineering

 Improvement Objectives for Mechanical Engineering 1) Improve Delivery ‐ To encourage deeper student learning by:  a. Integrating theory with practice  b. Integrating concepts across courses  c. Requiring fewer courses/semester to increase depth  d. Enhancing lifelong learning skills 2) Enhance Content ‐ Increased student exposure to:   a. New and emerging technologies   b. Professional skills (societal impact, ethics, team skills, project management, global  issues, economic justification)   c. Computer and numerical skills   d. Design methodologies and tools Following intensive discussions and two faculty retreats, a major revision of the MechanicalEngineering curriculum was approved in October

Conference Session

Curriculum in Telecommunications Engineering Technology

Collection

2010 Annual Conference & Exposition

Authors

Kim Nankivell, Purdue University, Calumet; Joy Colwell, Purdue University, Calumet; Jana Whittington, Purdue University, Calumet

Tagged Divisions

Engineering Technology

. Skills thatneeded additional training according to the employers included both applied skills and basicskills. Skills which were listed as high need included Creativity/Innovation, Ethics/SocialResponsibility, Professionalism/Work Ethic, Lifelong Learning/Self Direction, and CriticalThinking/Problem Solving. Responding employers were grouped into four categories or industryclusters: manufacturing, financial services, non-financial services, andeducation/government/other non-profits.10 See Table 1 below for applied skills listed byemployers.11 Table 1. Applied Skills listed by Employers in 2009 Research Report • Creativity/Innovation • Ethics/Social Responsibility • Professionalism/Work Ethic • Lifelong Learning/Self

Conference Session

FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kimberly C. Huett, University of West Georgia; Barbara B. Kawulich, University of West Georgia; P.K. Raju, Mechanical Engineering Dept, Auburn University,Al; Chetan S Sankar, Auburn University

Tagged Divisions

First-Year Programs

education.Dr. Barbara B. Kawulich, University of West Georgia Dr. Barbara Kawulich is Interim Director of the Evaluation Center and Associate Professor of Research in the Educational Technology and Foundations Department at the University of West Georgia. She teaches qualitative and action research, ethics, leadership, and diversity to graduate and undergraduate students. Her research focuses on research methods, research pedagogy, and issues related to indigenous women. She has authored numerous publications on these topics and has co-authored two books on research methods.Prof. P.K. Raju, Mechanical Engineering Dept, Auburn University,Al Dr. Raju is the Thomas Walter Distinguished Professor of Mechanical Engineering at

Conference Session

Mechanics Division (MECHS) Technical Session 1A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dave Kim, Washington State University-Vancouver; Charles Riley P.E., Oregon Institute of Technology

Tagged Divisions

Mechanics Division (MECHS)

both the ASCE ExCEEd New Faculty Excellence in Civil Engineering Education Award (2012) and the Beer and Johnston Outstanding New Mechanics Educator Award (2013). ©American Society for Engineering Education, 2025Exploring the Capability of Generative AI as an Engineering Lab Report AssessmentAssisting Tool AbstractSince ChatGPT’s public launch in November 2022, considerable discussion and changes haveoccurred in higher education. Active educational research related to generative artificialintelligence (GAI) has been conducted in various areas, including student learning, ethics, andassessment. Although many authors have raised concerns about the impact of GAI

Conference Session

International Division (INTL): Humanitarian Design and Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joanna G Burchfield, University of South Florida; Jamie Chilton, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

individualistic norms they associate with the United States. Public infrastructure, particularly the transitsystem, was praised for its accessibility, reliability, and environmental integration, prompting several students to reflect onthe limitations of comparable systems in the U.S. Cultural observations often centered on social restraint, rule adherence,and expectations around personal conduct in public spaces, which challenged students’ assumptions about Germanformality and perceived aloofness.Sustainability emerged as a deeply embedded societal ethic, with students noting that practices such as energyconservation, water purity, recycling, and walkability were not framed as special efforts, but as integral parts of everydaylife. This led many to

Conference Session

First-Year Programs Division (FPD) Technical Session 6: Learning by Doing - Contextual and Community-Based Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ben Campbell, Robert Morris University

Tagged Divisions

First-Year Programs Division (FPD)

ABET outcomes selected by the engineering department forthis course. The revised class was piloted in the Fall semester of 2023. For the BS in Engineering, ABET has 7 outcomes which must be achieved to attain orretain accreditation. [7] The program must have documented student outcomes that support theprogram educational objectives. [8,9] Attainment of these outcomes prepares graduates to enterthe professional practice of engineering. For Robert Morris University, the Introduction toEngineering ENGR1010 course is designated to assess outcomes 3, 4a, 4b and 7. 3. an ability to communicate effectively with a range of audiences. 4. (a) an ability to recognize ethical and professional responsibilities in engineering

Conference Session

New Approaches and Leadership Development Frameworks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bailey Kathryn McOwen, Virginia Polytechnic Institute and State University; Arsalan Ashraf, Virginia Polytechnic Institute and State University; Emad Ali, Virginia Polytechnic Institute and State University; Dayoung Kim, Virginia Polytechnic Institute and State University

Tagged Divisions

Engineering Leadership Development Division (LEAD)

Paper ID #48182Considering Personal Mastery as a Framework for Developing Students’ Affinityfor Lifelong Learning [Research]Bailey Kathryn McOwen, Virginia Polytechnic Institute and State University Bailey McOwen is a Ph.D. student in Engineering Education at Virginia Tech with an academic foundation in physics and industrial engineering. Her research focuses on workforce development, professional training for engineering practitioners, and engineering ethics, with an emphasis on how emerging technologies can enhance continued education. Through her research, service, and academic work, she aims to bridge engineering

Conference Session

First-Year Programs Division (FPD) Technical Session 3: Session 3: Curriculum in Motion - Redesigning the First-Year Experience

Collection

2025 ASEE Annual Conference & Exposition

Authors

Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University; Cassie Wallwey, Virginia Polytechnic Institute and State University; Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Daniel Newcomb, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs Division (FPD)

discussionsremained focused and relevant, and intentionally anchored conversations around the GE learningoutcomes. Based on the number of learning outcomes and the time allocated for this portion, theUGC organized discussions around six guiding topics, each one to be discussed within 15 minuterotating table discussions: 1.​ Engineering design skills (e.g., problem scoping and solving, data analysis, decision making) 2.​ Engineering tools (e.g., programming, CAD, prototyping) 3.​ Holistic issues (e.g., stakeholders, ethics in engineering) 4.​ Teamwork (e.g., equitable teaming, conflict resolution) 5.​ Communication (e.g., reports, presentations, citations) 6.​ Academic success (e.g., major choice, transitions to college and majors, self

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joseph Valle, University of Michigan, Ann Arbor; Corin L. Bowen, California State University, Los Angeles; Donna M. Riley, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

method being influenced by learning method. According toHassan, an assessment should be “something that affects the students’ learning, confidence inthemselves and their skills,” where “the assessment method can enrich the learning method andthey are coupled together by an appropriate methodology of learning and assessment” [55, p.327].Riley and Lambrinidou’s Canons against CannonsRiley and Lambrinidou explored the addition of six principles to the values and principlescurrently expressed in engineering ethics canon, namely the ethical principles: ● Engineers’ primary goal is to help people in need and to address social problems ● Engineers challenge social injustice ● Engineers practice cultural and epistemic humility

Conference Session

Active Learning Methods in Action

Collection

2018 ASEE Annual Conference & Exposition

Authors

John Ray Morelock, Virginia Tech; Holly M. Matusovich, Virginia Tech

Tagged Divisions

Educational Research and Methods

the building collapsed similar enough that useful and the team had to come to an agreement comparisons are drawn. whose fault the collapse was. Followed Necessitates some form of debrief by a debrief on the social difficulties or reflection. associated with ethics-related engineering disasters (Lloyd & van de Poel, 2008). Feedback-practice Students practice the application of A digital game that gave students skeleton loop concepts or skills, get feedback code, asked students fill in the rest of the

Conference Session

Socio-cultural Elements of Learning through Service

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jon A. Leydens, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Community Engagement Division

intersections between professional communication research and social justice—at the 2012 International Professional Communication Conference.Dr. Juan C. Lucena, Colorado School of Mines Professor Lucena is Director of Humanitarian Engineering at Colorado School of Mines and teaches Engineering & Sustainable Community Development and Engineering & Social Justice. Juan obtained a Ph.D. in STS (Virginia Tech) and two engineering degrees (Rensselaer). His books include Engineering and Sustainable Community Development (Morgan &Claypool, 2010) and Engineering Education for Social Justice (Springer, 2013). He has researched under grants like Enhancing Engineering Education through Humanitarian Ethics, and Invisible

Conference Session

The Impact of Curriculum on the Retention of Women Students

Collection

2007 Annual Conference & Exposition

Authors

Lisa Romkey, University of Toronto

Tagged Divisions

Women in Engineering

science; historical, philosophical, cultural, sociological, political and ethical. The STSEeducational approach typically includes the following features: • An understanding of the environmental threats, including those of a global nature, to our quality of life • The economic and industrial aspects of technology • An understanding of the fallible nature of science • Discussion of personal opinion and values, as well as democratic action • The multi-cultural dimension of scienceThis paper, through an extensive literature review and qualitative data from interviews withseveral female engineering students and recent graduates, demonstrates why female studentsrespond well to this form of education, drawing from theories on

Conference Session

Creative and Cross-disciplinary Methods Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Jessica Erin Sprowl; Rui Pan, Purdue University, West Lafayette; Melissa Dyehouse, Purdue University; Carrie A. Wachter Morris, Purdue University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

responsibleinnovations that embrace ethical and ecological contexts. Traditionally, engineering as aprofession has focused primarily on a set of technical skills, such as problem solving, design, andmodeling. It is undeniable that these skills are core and important. However, the target attributesfor future engineering graduates, such as featured in the National Academy of Engineering’s(NAE) “Engineer of 2020”, include specific character qualities and affective dispositions as well, Page 25.520.2wherein promoting traits such as empathy and care is sometimes referenced as holisticengineering education.6The NAE now emphasizes the need to promote engineering

Conference Session

CIT Division Technical Session #6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sharon Ferguson, University of Toronto; James Magarian, Massachusetts Institute of Technology; Alison Olechowski, University of Toronto; Katherine Mao, University of Toronto

Paper ID #37975Advancing a Model of Students' Intentional Persistence inMachine Learning and Artificial IntelligenceSharon Ferguson Sharon is a PhD student in the department of Mechanical and Industrial Engineering at the University of Toronto. She previously completed her Bachelors in Industrial Engineering also at the University of Toronto. She is passionate about supporting women in Engineering and STEM more broadly, both within and outside of her research. She has held fellowships in Ethics of AI and Technology & Society organizations.James Magarian James Magarian, PhD, is a Senior Lecturer at the

Conference Session

Civil Engineering Division (CIVIL) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Mario Bonilla, USFQ; Miguel Santiago Valarezo, USFQ; Brandon Danilo Villacrés , Universidad San Francisco de Quito; Miguel Andres Guerra, Universidad San Francisco de Quito USFQ

Tagged Divisions

Civil Engineering Division (CIVIL)

Paper ID #39820Board 44A: Work in Progress: Unannounced Frequent Examinations tocontribute student learning and building academic integrityMr. John Mario Bonilla, USFQ John Bonilla is an undergraduate student in the Polytechnic College of Science and Engineering at Univer- sidad San Francisco de Quito USFQ. John’s interests, in civil engineering include infrastructure develop- ment and transportation. Furthermore, John is interested in supporting the development of engineers who not only have strong technical and practical knowledge but also a strong ethical set of values. Currently John is working on his application to

Conference Session

Teaching Tools: Communication (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alexis P. Nordin, Mississippi State University; John Aaron Louis Grimes, Mississippi State University; Amy K. Barton, Mississippi State University; Shelly Sanders, Mississippi State University

Tagged Divisions

New Engineering Educators Division (NEE)

engineering ethics, writing in the disciplines, and the development of professional skills.Shelly Sanders, Mississippi State University Shelly is currently an instructor in the Shackouls Technical Communication Program in Mississippi State University’s James Worth Bagley College of Engineering and has taught technical writing as well as various English composition and literature courses at MSU since 2005. She also tutored writing with the English department’s Writing Center from its inception in the early 2000’s until 2015. She holds a bachelor’s degree in English from The University of Alabama and a master’s degree in English from Mississippi State University. ©American Society for Engineering

Conference Session

Formation and Development of Engineers

Collection

2023 ASEE Annual Conference & Exposition

Authors

Russell Korte, The George Washington University; Saniya Leblanc, The George Washington University

Tagged Divisions

Educational Research and Methods Division (ERM)

attributes of, “The ability to learn a new skillfairly quickly.” (Student-05). Being organized as in “staying on top of your tasks” (Student-03),along with having “a positive, upbeat attitude” (Student-03), and being empathetic, patient,collaborative, self-aware and ethical were also important attributes mentioned by students.Learning to manage one’s education. Students responded to the question about what they woulddo differently if they could start over in their engineering education. Most emphasized theimportance of joining organizations, clubs, and making better use of the resources offered by theschool and university (e.g., Career Services and advising). Some described the importance ofhaving an open mind and being more proactive about having a

Conference Session

Pedagogy in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Laura Ford, The University of Tulsa; Janie Brennan, Washington University in St. Louis; Kevin Dahm, Rowan University; David Silverstein, University of Kentucky; Lucas Landherr, Northeastern University; Christy West, University of South Alabama; Jennifer Cole, Northwestern University; Stephen Thiel, University of Cincinnati; Bruce Vaughen, American Institute of Chemical Engineers; Marnie Jamieson, University of Alberta

studies from bothcategories. Specific resources listed for case studies included West Virginia University [3],SACHE [4], University of Michigan [5], LearnChemE [6], and textbook online resources [7].Faculty also use the literature, personal experience, and alumni as resources. Case studies areused in discussions, in-class activities, homework, and/or projects for a variety of reasons: • to motivate the material, • for ending examples to show the student how much they’ve learned, • to include ethics, sustainability, health, and safety concerns, • as a context for design and analysis, • to expose students to the broad field of chemical engineering; real-world applications, and • for process flowsheets.Of the 95 courses

Conference Session

Minorities in Engineering Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo, The State University of New York; Monica Farmer Cox, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

actively engages with powersystems and dialogue, honoring lived experiences and committing to an ethic of care andaccountability. This provocation provides a sample case for understanding accomplicerelationships and suggests heuristic for potential accomplices to use in establishing enduringcoalitions between Black and white women.IntroductionIn 1979, Audre Lorde [1] published a letter she’d written to Mary Daly, author of Gyn/Ecology.In it, Lorde, a Black queer woman poet and theorist, praised Daly for her work and yet shared thereality facing Lorde as she read it: To imply, however, that all women suffer the same oppression simply because we are women is to lose sight of the many varied tools of the patriarchy. It is to ignore

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John D. Stevens, The Pennsylvania State University ; Dena Lang, Pennsylvania State University; Meg Handley, Pennsylvania State University; John Jongho Park; Paul Mittan, Penn State Engineering Leadership Development

Tagged Divisions

Engineering Leadership Development

) prepared them for their professional career with respect to a number of leadershipcompetencies: 1) leading teams (lead meetings, identify personality preferences and adjustenvironment/style) 2) think strategically by applying mission, vision, and values statements to ateam or organization 3) work effectively in teams 4) apply project management processes toprojects 5) give and receive feedback 6) self-reflection on leadership skills and how to improve7) recognize ethical issues & practice ethical decision making 8) develop a culture that promotescreativity and innovation 9) cross cultural/ global competencies (appreciation of other cultures,understanding bias, working in a culturally diverse team) 10) emotional intelligence (regulateemotions

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

George James Lamont, University of Waterloo; Stephanie Mutch, University of Waterloo; Chimdindu Ohaegbu, University of Waterloo ; Hamza Z. Butt, University of Waterloo; Kate Mercer, University of Waterloo; Kari D. Weaver, University of Waterloo

Tagged Divisions

First-Year Programs

skills, such as findingand using reliable information, conducting their work ethically, and locating standards and codes[3], [4]. As such, engineering students need comprehensive and effectively designedinformation-seeking instruction.Traditionally, information-seeking behavior instruction is formally delivered in person, followedby in-class activities that give students opportunities to practice their skills. In this setting,instructors, librarians, and teaching assistants can directly observe and guide student behavior,while students can ask questions and receive real-time feedback. These interactions have beenshown to improve learning outcomes by facilitating student engagement [5]. With classes movedonline, educators are left to determine

Conference Session

2-Year College Division: Students and the Pipeline

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Leo Salgado, University of California, Irvine; Sharnnia Artis, University of California, Irvine; Hye Rin Lee, University of California, Irvine; Lorenzo Valdevit, University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

domain area was developed (see Table 3). Table 3: Domain Areas (EVT, EI, & Sense of Belonging) Model 1st Domain Area (Initial code) 2nd Domain Area Expectancy-Value Theory Competence Belief Intellectual Development Engineering Identity Attainment Value Social Persuasion Sense of Belonging Interest (EVT) Mastery Experience Utility Value Attention to Human Ethical values Recognition Personal Integrity

Conference Session

DEED Postcard Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Peter Rogers, The Ohio State University; Denny C. Davis, The Ohio State University; Sarah Winfree, The Ohio State University ; Kaycee Ash, The Ohio State University; Lin Ding, The Ohio State University

Tagged Divisions

Design in Engineering Education

ability to apply knowledge of mathematics, science and engineering b. An ability to design and conduct experiment, as well as to analyze and interpret data An ability to design a system, component, or process to meet desired needs within realistic c. constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability d. An ability to function on multidisciplinary teams e. An ability to identify, formulate, and solve engineering problems f. An understanding of professional and ethical responsibility g. An ability to communicate effectively The broad education necessary to understand the impact of engineering solutions in a

Conference Session

Social Responsibility and Social Justice I: Pedagogical Perspectives

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ricky T. Castles, East Carolina University

Tagged Divisions

Liberal Education/Engineering & Society

and business. Each team had to research policiesor regulations that relate to their topic, determine the stakeholders for the problem, and develop astudy to investigate the issue. Given the limited time of one semester to develop and completetheir study, all groups conducted survey-based research or observational studies. Each grouplearned about ethics in research and was required to complete human subjects based researchtraining and to submit their study to the university institutional review board.A total of six research projects were completed with each requiring a problem statement and/orresearch questions, literature review, development of data collection procedures, experimentaldesign, data analytics, oral presentations, and a final

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sam Kelly-Quattrocchi, University of Washington; Denise Wilson, University of Washington; Rachel Roberts, University of Washington School of Environmental and Forest Sciences; Rachel Yonemura, The University of Washington

Tagged Topics

Diversity, NSF Grantees Poster Session

-emphasizing social and economicpillars. Furthermore, most instruction on sustainability, as reported in the literature, appears tofocus on teaching the engineering student to be an engineer who practices sustainabledevelopment rather than a consumer who has a role in sustainable practice. In part, thisemphasis on the engineer's role in sustainability is a result of the Accreditation Board forEngineering and Technology (ABET)'s mandate that engineering undergraduates complete theirdegrees having achieved student outcome (c): “...an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability

Conference Session

Cooperative & Experiential Education Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bhavna Hariharan, Stanford University; Sneha Ayyagari, Stanford University; Jonathan Edward Pang, Stanford University; Paul Dwight Watkins II, Stanford University; Aravind Arun, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

engineering skills to addressglobal societal problems. Also, the ABET criteria requires engineering programs toprovide “the broad education necessary to understand the impact of engineering solutionsin a global, economic, environmental, and societal context.” These two factors haveraised fundamental questions about how to effectively prepare engineering students toengage with underserved communities globally. This paper uses a case study approachto document the experiences of students of a global engineering course. This courseoffered students the unique opportunity to address sanitation and hygiene issues byworking with a community rather than for it. The paper highlights curricular innovationsthat ensured ethical, sustainable collaboration with the

Collection

2021 Fall ASEE Middle Atlantic Section Meeting

Authors

Kofi Nyarko, Morgan State University; Sacharia Albin, Norfolk State University; John Okyere Attia P.E., Prairie View A&M University

Tagged Topics

Diversity

daily meetings with mentors, the frequency for which 100% of participants report was “just right.” Likewise, the weekly program- wide lunch sessions were successful at creating a sense of community. ● Women report greater gains in confidence than men, who also had positive gains. ● The 2020 cohort had greater gains in knowledge concerning presenting research and ethics in research, yet lower gains in knowledge related to career options and graduate school awareness and preparing research proposals as compared to 2019. ● Participants report increasing their sense of belonging as scientists, but not feeling like members of a scientific community. 2020 participants were much more likely to report