Conference Session

The Global and Cultural Dimensions of Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rockwell Franklin Clancy III, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Polytechnic Institute and State University; Scott Streiner, University of Pittsburgh; Andrea Gammon, Delft University of Technology

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

final metric, the N2 score, concerns the prevalence of post-conventionalrelative to the absence of preconventional reasoning, not only that participants make decisionsbased on universal principles of justice, but also that they do not make decisions based on aconcern for themselves alone.The MFQ is a measure of moral intuitions that asks participants to decide on not onlyconsiderations relevant to resolving ethical questions, but also the extent to which they agreewith statements with moral content [23]. These considerations belong to one of five “moralfoundations,” understandings of right and wrong driven by intuitions, closer in nature toemotions than reflective thought [25]. These include care-harm, fairness-cheating, loyalty-betrayal

Conference Session

Broadening Perspectives in Construction Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jose Manuel Fuentes-Cid; Monica Quezada-Espinoza, Universidad Andres Bello, Chile

Tagged Divisions

Construction Engineering Division (CONST)

dropout [14]. Numerous studies have corroborated that studentswith a strong sense of belonging are more motivated, which is reflected in their activeparticipation and interaction in class, factors that significantly contribute to their academicsuccess, persistence in their studies, and reduction in the likelihood of dropping out orchanging academic programs [15-17]. Active and collaborative learning techniques fosterreflection at individual, group, and general levels and enhance feedback exchange amongpeers and faculty. These strategies promote critical thinking and problem-solving skills,increasing students' motivation and confidence and strengthening their sense of belonging [8,16].Self-efficacy is an individual's belief in their ability to

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marcus Melo de Lyra, The Ohio State University; Medha Dalal, Arizona State University; Kristen Peña, Arizona State University; Jennifer Hadley Perkins, Arizona State University

Tagged Divisions

Faculty Development Division (FDD)

.‬ ‭greater than learning what types of teaching strategies exist.‬ ‭ reate a welcoming‬ C ‭ xcerpts that refer to Faculty reflecting or changing the‬ E ‭environment.‬ ‭classroom environment toward a welcoming environment.‬ ‭ sing an entrepreneurial‬ UI‭ mpact on faculty‬ ‭mindset in the‬ ‭Participants use the Entrepreneurial Mindset in their classroom.‬ ‭teaching‬ ‭classroom

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ursula Nguyen, University of Nebraska, Lincoln; Deepika Menon, University of Nebraska, Lincoln; Minji Jeon, University of Nebraska, Lincoln; Amanda Thomas, University of Nebraska, Lincoln

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

intentionally focuses on thestudent teaching semester as elementary PSTs can readily enact their engineering design-basedlessons in an elementary classroom and reflect on these teaching experiences. Indeed, theenactment of engineering design learning opportunities in field-based experiences is also evidentin some studies where engineering is emphasized in specific methods courses [7], [9]. Thesefield-based experiences, whether they occur during student teaching or in conjunction withmethods coursework, provide future elementary teachers with the opportunity to plan, teach, andreflect on their implementation of engineering design lessons. With the exception of a few studies [15], [16], elementary PSTs overwhelminglyexperience engineering design

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Scott Schneider, University of Dayton; Erick S. Vasquez-Guardado, University of Dayton; Corinne H Mowrey, University of Dayton; Michael Moulton, University of Dayton; Homero Murzi, Virginia Polytechnic Institute and State University; Matthew A Witenstein, University of Dayton

Tagged Topics

NSF Grantees Poster Session

concept of global competence aligns with the University of Dayton's (UD)institutional definition of intercultural competence. According to UD, intercultural competenceinvolves the process of listening, learning, and reflecting to develop knowledge, skills, attitudes,and commitments for engaging across diverse groups in open, effective, and socially responsibleways. The project adheres to the three student learning outcomes outlined in the UDInternational and Intercultural Leadership Certificate, focusing on students' ability to: 1. Explain how issues of social justice, power and privilege are shaped in a variety of contexts. 2. Use language and knowledge of other cultures effectively and appropriately to communicate, connect and

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stacey Forsyth, University of Colorado Boulder; Tim Ogino, University of Colorado Boulder; Angelina Ong M.A., J. Sickler Consulting; Jessica Sickler, J. Sickler Consulting

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

; andindividual and team mentorship. The current project aims to impact teens’ perceptions ofengineering, their engineering identity, and their confidence and competence in engineering and21st century workplace skills. These outcomes were measured through a combination ofquantitative and qualitative methods, including pre-/post- surveys and audio reflections bystudents, interviews with site leaders, and culminating focus group discussions. Early findingssuggest positive changes in the intended outcomes, across sites, including broader perceptionsabout engineering and a growing overlap in identity between participants and engineers,increased confidence and competency in engineering and technical skills, and gains related tointerpersonal skills and other

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abdulrahman Alsharif, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Yi Cao, Virginia Polytechnic Institute and State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

within a group and assess the overall success ofa collaborative project. Performance-based type of assessment measures not only the final outcome but also theprocess, teamwork, and individual skills and contributions. Performance-based assessment islikely a suitable approach if a course uses a broader range of methods, such as projects,portfolios, simulations, presentations, observations, and real-world tasks. These assessmentsevaluate how well individuals or groups can perform tasks or solve problems in authenticcontexts, reflecting their ability to apply their knowledge and skills. Portfolios, performanceappraisals, reflection, and behavioral observations offer the most comprehensive information forassessing performance and professional

Conference Session

ML and Generative AI Tools and Policies

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lucas J. Wiese, Purdue University at West Lafayette; Alejandra J. Magana, Purdue University at West Lafayette

Tagged Divisions

Computers in Education Division (COED)

. For instance: as a personal tutor, aSocratic opponent, a reflective study buddy and idea generator, or an explorer [9]. Moreover,Stanford’s Center for Human-centered Artificial Intelligence (HAI) purports benefits of ChatGPTsuch as allowing teachers and instructors to scale their learning, adapt to individual interests, andimprove learning accessibility—all without fear of peer judgment [10]. Of course, though,students can use ChatGPT to cheat. Whether writing essays or answering homework questions,students may be passing off generated text as their own [2], [8]. This requires caution, but thisdisruption can lead to an exciting foray into new skills, new domains, and new meaning behindlife, work, and education [11].3. Conceptual FrameworkThis

Conference Session

Design in Engineering Education Division (DEED) - Student-Centered Approaches in Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hadear Ibrahim Hassan, Texas A&M University; Luis Angel Rodriguez, Texas A&M University; Astrid Layton, Texas A&M University; David Christopher Seets, Texas A&M University; M. Cynthia Hipwell, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

ofbreakthrough innovation. This paper delves into the course’s framework, which draws inspirationfrom the vast reservoir of innovation literature and two decades of the instructor’s industryexperience applying and improving innovation business processes with her teams in a fast-paced,high-tech industry. The core hypothesis of this paper is that innovation is fundamentally a learningprocess, that personal innovativeness can be cultivated and elevated through the teaching ofestablished principles derived from the realm of learning science. These principles encompass theelevation of metacognition, the deliberate integration of intentionality into the learning process,and the embedding of reflective practices into the students' educational journeys

Conference Session

Industrial Engineering Division (IND) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Parsley, University of Kentucky

Tagged Divisions

Industrial Engineering Division (IND)

identified inteaching CI strategies using VR is the ability to customize and adapt the learning scenarios to (1)suit diverse learning styles, skills levels, and areas of interest to meet the needs of our studentpopulation and (2) to reflect changes in industry practices or emerging technologies, ensuringthat students receive relevant and up-to-date experiences that is applicable across variousengineering disciplines and industries.Overall, these advantages of using VR in the classroom led to the creation of an interactivesimulation that was designed to support the teaching of CI strategies in two undergraduateengineering courses offered at the University of Kentucky during Fall 2023 and Spring 2024semesters. The next section of this paper will

Conference Session

Educational Research and Methods Division (ERM) Technical Session 18

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alfred C. H. Tan, Singapore Institute of Technology; Christian Della, University of Glasgow; Jamil Jasin, Singapore Institute of Technology; Li Hong Idris Lim, National University of Singapore; Victor Wang; Chee Ming Ong; Yun Mei Elisa Ang; Arturo Molina-Cristobal, University of Glasgow

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

) Reflection section on linking existing information – Students had to reflect on what sortof existing KSAs they had used to solve the task given in (1). They then orally presented thisreflection.The students are evaluated before and after the M&S module to ascertain the effectiveness ofthe intervention in an online survey and hence, determine their needs for transferringlearning.(a) A 14 item Transfer of Learning Questionnaire (TLQ) adapted from [18], provided pre-and post-intervention, measures student perception of the importance, ease, and potentialobstacles to transfer. This questionnaire is composed of three constructs – attitudes totransfer, barriers to transfer, and learning retention. All 14 items are rated on a standardLikert scale from

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hameed Shaheed Abdul-Rashid, University of Illinois Urbana-Champaign; Lara Hebert, University of Illinois Urbana-Champaign; Luisa-Maria Rosu, University of Illinois Urbana-Champaign; Lynford Goddard, University of Illinois at Urbana-Champaign

Tagged Topics

NSF Grantees Poster Session

content was covered in isolation from the engineeringprojects with one week of equitable and inclusive STEM environment content followed by aweek of technical experiences with the project-based engineering curriculum. In each subsequentyear, the leadership team adjusted the content planning to better reflect the need for equity workto be embedded in STEM pedagogy, and not as something separate. The most consistentcomponent of the CISTEME365 professional development model was the Action Research forEquity Project (AREP). Participants designed, implemented, and then presented their findingsfrom an action research project where they investigated the impact of implementing one or moretargeted equity and inclusion strategies in their STEM Clubs or

Conference Session

MECH - Technical Session 10: Special Topics and Innovative Methods in Mechanical Engineering

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bo Yu, Utah Valley University; Anne-marie A Lerner, University of Wisconsin, Platteville; Mike Zampaloni, University of Wisconsin, Platteville

Tagged Divisions

Mechanical Engineering Division (MECH)

experiences: one group prototyped a wristband to relieve anxiety, and anothergroup designed a damper system to prevent bolt bounce in firearms. Throughout the process,students were tasked with generating ideas both individually and in groups, interviewingstakeholders, and reflecting on the value added for their proposed projects. To prepare forprototyping, students were assigned safety and machine shop equipment training early in thesemester.Mechanical Vibrations utilizing the new project structure was taught across three differentsemesters with three different faculty members, using a variety of delivery methods. Facultycollaborated closely, both during the course's developmental phase and throughout the semester,to ensure a common entrepreneurially

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alaine M Allen, Carnegie Mellon University; Darlene Saporu, The Johns Hopkins University; Elisa Riedo, New York University; Shelley L Anna, Carnegie Mellon University; Linda DeAngelo, University of Pittsburgh; Andrew Douglas, The Johns Hopkins University; Nathalie Florence Felciai, New York University; Neetha Khan, Carnegie Mellon University; Jelena Kovacevic, New York University; Stacey J Marks, The Johns Hopkins University; William Harry Sanders, Carnegie Mellon University; Tuviah E. Schlesinger, The Johns Hopkins University; Yao Wang; Nelson O. O. Zounlomè, Carnegie Mellon University; Charlie Díaz, University of Pittsburgh

Tagged Topics

Diversity, NSF Grantees Poster Session

Professional Framework (IPF) [1]. During the 2023 summer, the team also participatedin the Aspire Summer Institute (ASI), sponsored by the NSF Eddie Bernice Johnson INCLUDESAspire Alliance to start developing the content for sessions in inclusive communication. The ASIwas a week-long virtual workshop that gave the team an opportunity to retreat, reflect and act tobetter support the Project ELEVATE professional development pillar. Through the ASPIREsummer institute, the team developed the following long-term goal: “Implement inclusive professional development that equips all engineering faculty and institutional leaders with skills to implement inclusive practices and to support career advancement of faculty from AGEP populations

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Connie Syharat, University of Connecticut; Alexandra Hain, University of Connecticut; Arash Esmaili Zaghi P.E., University of Connecticut

Tagged Topics

NSF Grantees Poster Session

contested traditionalgrammatical norms to align our language with our emphasis on diversity and inclusion.Specifically, we have preferred the term “neurodiverse” over “neurodivergent” to emphasizediversity rather than deviation from a norm, despite debates over grammatical correctness. Ourlinguistic choices have evolved in response to the rising prominence of “neurodivergence” andour engagement with the peer review process, which plays a crucial role in normalizing languagewithin the academic community. Through this discussion, we aim to clarify our stance onneurodiversity language, reflecting on its implications for higher education and research.The Neurodiversity vs. Neurodivergent Dilemma: Challenging the Concept of NormalThe introduction of the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Daniel Knight, University of Colorado Boulder; Angela R Bielefeldt P.E., University of Colorado Boulder; Joseph Polman Polman; Michael Hannigan

Tagged Topics

NSF Grantees Poster Session

preparation includes practice with thecurriculum and Pods including troubleshooting skills necessary for non-commercial laboratoryequipment (2b and 2c in Figure 1).During the spring semester, high school projects begin with a week-long launch in high schoolclassrooms. Mentors receive logistical support to complete their monthly trips. Mentors alsoengage in weekly teaching reflections in a variety of forms [11] and receive instructor and peerfeedback (2d in Figure 1).Component 3 is focused on the adaptation and integration of the Pod platforms and is the rightbox in Figure 1. To support the implementation of high school student environmental monitoringprojects, Pods include a flexible multi-sensor package for gathering a variety of environmentaldata

Conference Session

ELOS Technical Session 2 - Beliefs, Motivation, and Pedagogy

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michael Robinson, Saint Vincent College; Brian E. Faulkner, Milwaukee School of Engineering

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

preferencing personal experience or expertknowledge but suggesting that the knowledge in the textbook may imperfectly reflect theexperiment being performed.The quantitative results with the highest scores are questions 1 and 12. Students agree that theyconsider as many different solutions as possible and that they like to use their intuition to solveproblems. Most students strongly agreed that they consider as many different solutions aspossible to problems with a common response being “There are always multiple ways to get toan answer in engineering, you just have to be creative enough to find that route.” A student whoagreed with this question showed more reflection in the response “I feel like I am getting betterat trying to diversify my thoughts

Conference Session

First-Year Programs Division GIFTS: Great Ideas For Teaching Students

Collection

2024 ASEE Annual Conference & Exposition

Authors

Danielle Grimes, Cornell College; Niloofar Kamran, Cornell College

Tagged Divisions

First-Year Programs Division (FYP)

, acceptance of responsibilities, level of participation, time commitment, and work load. 2. Work Contribution: Below, write how much (by percentage) yourself and each group member contributed to the overall project 3. Group atmosphere: How would you assess yourself and each member of your groups in terms of your ability to work together effectively and create a functional atmosphere from 1-5? Please explain your answer. 4. Self-Reflection. What areas of the project do you feel like you could have improved upon/supported your group better? 5. How would you rate your groups' use of time? (Keep in mind your Gantt Chart and if it was followed) 1- Procrastinated heavily to 5 - Met every deadline 6. How would you

Conference Session

MECH - Technical Session 4: Innovation in Engineering Education Methods

Collection

2024 ASEE Annual Conference & Exposition

Authors

Breigh Nonte Roszelle, University of Denver

Tagged Divisions

Mechanical Engineering Division (MECH)

additional assignments. The goal of these assignments wasthat students could either learn a new skill or improve upon what they had previously learned.The additional assignments included the following options: • SOLIDWORKS Tutorials – 3% each (up to 15%) • Build your own item – 5% each (up to 10%) • Build your own assembly – 15 % • Make your own tutorial – 10% • Learn to use a different CAD tool – 5%Each assignment required deliverables such as proof of completion, for example an engineeringdrawing of the item they built, and a written reflection on what they learned from completing theassignment. Students could earn up to 35% towards their CAD grade from any combination ofthe assignments they chose.Starting in week three of the

Conference Session

Engineering Leadership Development Division (LEAD) Technical Session: Innovative Approaches to Teaching & Developing Engineering Leadership

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kim Graves Wolfinbarger, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Divisions

Engineering Leadership Development Division (LEAD)

least once.Course description. Experiential Leadership is a “field-study” course, which at our universitymeans that students follow a common syllabus and structure but do not meet regularly as a class.Students individualize the syllabus to meet their own learning objectives. In consultation withcourse instructors and their mentor, they select readings, podcasts and videos; identify andpursue activities that promote capability development; and track their progress. The assignmentsincorporate elements of reflection, narrative exploration, learning with others through teamwork,and learning from industry professionals [2]. The course is graded.To create the Leadership Development Plan, each student reviews the descriptions of the JHLPleadership

Conference Session

Educational Research and Methods Division (ERM) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bruce Frederick Carroll, University of Florida; Janice Mejía, Northwestern University; Kent J. Crippen, University of Florida; Sheila Castro, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

perspectives. This work-in-progress paper describes the mixed-methods researchdesign considerations in formulating the study with emphasis on the quantitative portion.Detailed development of the qualitative portions of the study are still in progress and will bereported at future date.Positionality Statement The authors openly acknowledge and reflect on their subjective stance and potentialbiases by providing a positionality statement that encompasses our backgrounds and experiencesas they may relate to this work. We begin with this statement to assist readers in understandingpossible influences this bias may have in our process. Bruce Carroll is a white male engineeringeducator with a tendency toward an emic account from the institutional

Conference Session

Innovative Strategies for Enhancing Engineering Education Across Diverse Learning Environments

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aya Mouallem, Stanford University; Trisha Kulkarni, Stanford University; Sheri D. Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

analysisof the autoethnographic account of the first blind student to complete the introductory ECEcourse at our institution, Stanford University. This work also expands the role of the blindstudent to become a co-researcher, actively guiding the direction of this work while receivingmentorship from research team members on qualitative research methods.In this work, we begin with the analysis of seven reflection journal entries written by the blindstudent and relevant discussion session notes recorded by the lead researcher. These data weregenerated and collected via the autoethnography method and analyzed by applying the CAREmethodology, using a grounded theory approach, during which we completed open and focusedcoding. We then identify

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Roshina Babu, University of Utah; Praveen A, APJ Abdul Kalam Technological University Kerala

Tagged Divisions

Civil Engineering Division (CIVIL)

transferable skills are incorporated directly intoexisting courses. Whereas “bolting-on” focuses on the explicit development of transferable skillsas separate modules along with the core curriculum. The “integration” approach weavestransferable skill development throughout the entire curriculum in a systematic manner [9,10].Pedagogical approaches like project-based learning, experiential learning, active learning, andinterdisciplinary collaboration have been used for transferable skill development [11].Additionally, many engineering courses rely on engineering design problems to develop skilltransferability in students [12,13]. Assessment methods employed to evaluate skill transferabilityare surveys and reflections [14], standardized tests [15], and

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kurt M. Degoede, Elizabethtown College; Brenda Read-Daily, Elizabethtown College; Rachel Koh, Smith College

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

of studentresponses and prompting the AI to summarize the the responses. After a few passes, similargroupings were combined, and we asked the AI to identify specific quotes that reflected thistheme.Only students 18 years and older participated. All procedures were approved by our IRB, and allparticipants completed a Statement of Informed Consent form before taking each of the surveys.Thirty-three to 40 students participated in each of the PHY120 surveys and 33 to 38 participatedin the EGR360 surveys.We also surveyed two additional populations at the mid-term and end of term. A parallel group offirst-year students not enrolled in PHY120, but taking a Calculus course instead (non-PHY120),and a group of four second-year students participating

Conference Session

Strategies and/or Approaches to Engage Students in Agricultural, Biological, or Similarly Named Programs

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lucie Guertault, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Biological and Agricultural Engineering Division (BAE)

course in Fall 2023. In addition to the survey questions,students were invited to answer open-ended questions about the positive aspects of the courseand to write a reflection after the meet and greet event. The survey questions are presented inTable 1. The sense of belonging questions were adapted from the Sense of Belonging to MathScale by Good et al. [16], and the motivation question was taken from the MUSIC model byJones [6]. Table 1. Survey items related to students’ interests, motivation and sense of belongingMeasurement Survey Questions Answers Time of CollectionInterests How much are you currently Likert scale • FALL 22 END interested in

Conference Session

MECH - Technical Session 4: Innovation in Engineering Education Methods

Collection

2024 ASEE Annual Conference & Exposition

Authors

Karen Supan, Norwich University

Tagged Divisions

Mechanical Engineering Division (MECH)

learn about the case. Bywriting about the experience, they could reflect on their use of problem-solving and criticalthinking skills. In the case study report, the students also reflected on how much their perceptionof AI changed from the beginning of the module to the end of it.The assignment was introduced immediately following a unit on vapor power plants. Theassignment, as given to students, is included below:Each group will be given a real-world case study that involves nuclear energy and artificialintelligence. With your group, you will review the case study using a “Case Study Analysis” and“Independent Research” Worksheet. Your group will make a presentation on the case study tothe class. The presentation should include the following

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Milana Hayley Grozic, University of Calgary; The University of British Columbia; Emily Ann Marasco, University of Calgary

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

) ways to practice and promotetechnology-life balance; and 5) a reflective assignment. Each section was chosen based on itsapplicability to first-year engineering students and designed to contain examples from popularculture to appeal to students' interests, such as the mobile application TikTok.The first module, Digitalization and Technology in Our Modern World, focuses primarily onproviding students with the appropriate background information and context to situatethemselves within the modules. Furthermore, it promotes the exploration of student positionalitywithin a highly digital environment. A group activity in which students are asked to share whatthey already know about digitalization, digital technology usage, and technology-life balance

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brean Elizabeth Prefontaine, Duke University; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Brianna Blaser, University of Washington; Joanna Goode, University of Oregon; Valerie B. Barr, Union College

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

within department curricula. PD.2 Examination of disparities related to identityPP.3 Expand the definition and balance of scholarly (racism, sexism, xenophobia, classism, work that is valued in computing departments. ableism, homophobia, transphobia, and more)PP.4 Recognize and address the oppressive nature (e.g., and how they’re reflected in CS education and ableism, elitism, misogyny, and racism) of the the tech industry. hiring, promotion, and tenure processes. PD.3 Reflection on the current state of identity-PP.5 Provide comprehensive, IIC-informed professional inclusive computing in schools, departments, development for faculty, staff

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

For the assignment this week, take some time to reflect on your experiences in college so far. You may choose to read some of the resources provided (or not). Discuss elements among the following that are of interest to you – you do not need to discuss all of these elements. • What has been your mental health / wellness status this semester? Describe times you have felt happy, excited, confident, successful, stressed, anxious, disappointed, and/or tired. Discuss sources of these feelings: physical health / illness, homework, exams, family issues, financial issues, etc. • Describe a situation where you reached out for help and received support – from friends, family, on-campus resources. • Describe positive actions you are taking to

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Embry-Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

provocative lens toprovoke thoughts from the students by having them reflect and juxtapose their current learningexperience in engineering classrooms with hypothetical environments envisioned by hook. Theoutcome of such reflection and juxtaposition can provide foundational knowledge to assist in theefforts to identify “features” in engineering classrooms and pedagogies that perpetuate cisgenderand heteronormative elements in engineering education. It must be noted that this is a pilotresearch study that strives to produce knowledge to help contribute to future efforts to reimagineengineering classrooms and pedagogies. Thus, no direct engagement with faculty andadministrators is expected in this pilot study.Literature review In engineering