Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tamara J Moore, University of Minnesota, Twin Cities; Aran W Glancy, University of Minnesota, Twin Cities; Kristina Maruyama Tank, University of Minnesota, Twin Cities; Jennifer Anna Kersten, University of Minnesota, Twin Cities; Micah S Stohlmann, University of Nevada, Las Vegas; Forster D. Ntow, University of Minnesota, Twin Cities; Karl A Smith, University of Minnesota & Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

, and Mathematics (STEM) for America’s Future5 indicates the need toproduce individuals with a strong STEM background in order to be competitive internationally.Rising Above the Gathering Storm: Energizing and Employing America for a Brighter EconomicFuture6 notes that economic growth and national security are related to well-trained people inSTEM fields.STEM integration can provide students with one of the best opportunities to experience learningin real-world situations, rather than learning STEM subjects in silos7. However, the mostprevalent methods of structuring and implementing STEM education do not “reflect the naturalinterconnectedness of the four STEM components in the real world of research and technologydevelopment”1 (p. 150). This

Conference Session

Graduate Student Experience

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janet Y Tsai, University of Colorado at Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Beverly Louie, University of Colorado, Boulder; Virginia Lea Ferguson, Mechanical Engineering; University of Colorado; Boulder, CO; Alyssa Nicole Berg, University of Colorado Boulder

Tagged Divisions

Graduate Studies, Student

. During theirparticipation in the mentoring program, undergraduates are assessed via pre- and post- surveys togauge several dimensions of their engineering identity and confidence. Additionally,undergraduates respond to biweekly reflective questions to give researchers a qualitative flavorof their experiences in the mentoring program. Graduate mentors similarly respond to severalreflective questions about their experiences during their participation in the program andcomplete pre- and post- assessments.This paper presents the qualitative data collected from graduate student mentors during the firsttwo years of program implementation. Graduate student responses have been examined in thecontext of each individual mentoring partnership to understand

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Shannon Ciston, University of New Haven; Ellen Worsdall, Northwestern University; Jessica Swenson, Northwestern University

Tagged Divisions

K-12 & Pre-College Engineering

more of*; what activity should have less time allotted*. (*Asked only during summer 2009session.) These were analyzed to reflect on the objectives of the program, and to providefeedback for modifying future programs. In 2008 post-program surveys were collected from 14of the 16 girls. In 2009 surveys were collected from all 24 of the girls who participated.In the fall of 2009, graduate and undergraduate student participants were contacted to determinetheir motivation for participating in the program, and to determine the impacts of the program ontheir career goals, etc. Student were first asked about their involvement with STEP (whatyear(s), what roles) and educational program (what major(s), what year in program). Studentswere asked to rate

Conference Session

Student Attitudes and Perceptions

Collection

2010 Annual Conference & Exposition

Authors

Justin Micomonaco, Michigan State University; Jon Sticklen, Michigan State University

Tagged Divisions

Educational Research and Methods

can be better understood by examining the studentexperience holistically.Theoretical Framework Veenstra et al. proposed a few minor changes to Tinto’s model to reflect the departuredecision of undergraduate engineers (See Figure 1).23 In their retention model, pre-collegecharacteristics affect how students experience college both academically and socially. Thestudent experience in turn impacts two broad commitments and academic success that influencea student’s decision to persist in the discipline. Thus the student experience is a critical variableand is defined by the student’s academic and social integration. Accordingly students’ academicand social integration is a key predictor of persistence in the Model of Engineering

Conference Session

Engineering Ethics Paper Session

Collection

2004 Annual Conference

Authors

Glenn Ellis; Susannah Howe; Donna Riley

real-world contexts, and supportive of critical thinking and reflective action.Ethics are woven across five required courses in the Smith curriculum: a design-basedintroductory course, a first year course in mass and energy balances, continuum mechanics,thermodynamics, and the capstone design clinic. The first-year courses motivate a well-roundedengineering education and social responsibility, encourage reflective thought and valuesarticulation, and introduce frameworks for ethical problem solving and case analysis. Coreengineering courses build on this experience, employing additional cases that integrate relevantengineering content. In the capstone design course, students apply what they have learnedpreventively to identify potential

Conference Session

Assessment

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; Michael S. Thompson, Bucknell University

Tagged Divisions

Design in Engineering Education

. Week Milestone 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 160: Team Formation / Project Selection 0-T1: Problem Definition / Project Scoping 1-T2: Team Research: Project 2-T3: Project Decomposition 3-T4: Individual Research: Subsystems 4-I5: Develop Mock-Up 5-I6: Report / Reflect

Conference Session

Research On Student Teams

Collection

2005 Annual Conference

Authors

Edward Evans; Sandra Spickard Prettyman; Helen Qammar

problems completing the tasks becauseof teamwork issues are assigned the most attentive mentors.Meeting minutes and progress memos are submitted by the teams. Students are asked to submit Page 10.1039.3individual work logs describing their weekly activities as well as reflective journals. A final “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright 2005, American Society for Engineering Education”design report, a poster presentation, and/or a 15-20 minute oral presentation are graded by theproject instructors.Research Methodology and Theoretical FrameworkThis

Conference Session

K-8 Engineering & Access

Collection

2005 Annual Conference

Authors

Glenn Ellis; Catherine Lewis; Susan Etheredge; Thomas Gralinski

pedagogical strategies and project-based curriculum design of the institute reflect “best practices” as informed by the currentcognitive science literature on teaching and learning. For example, the theoretical grounding forthe instructional approach is rooted in inquiry-based teaching and learning models that foster andsupport the kind of discourse community essential for knowledge construction to take place. Thepaper illustrates how the social-collaborative context created during the summer institute guidedand supported the teachers’ developing understandings and skills in engineering education.Teachers report how the exploration and engineering of pop-up books teaches them aboutengineering principles and design processes and further inspires them

Conference Session

Learning and Teaching Issues

Collection

2003 Annual Conference

Authors

Glenn Ellis; Alan Rudnitsky; Borjana Mikic

object.• Labeling the nature of the connections between concepts.• Identifying locations on the map where concepts are quantified.Several weeks into the course, this initial map was revised. The need for revision becameapparent when students were assigned a project to analyze the structural safety and efficiency ofthe Washington Monument. Their questions and the ways they were putting concepts togetherrequired a map that more accurately reflects how an engineer uses the concepts (see Figure 2).The revised map more effectively shows how loading and geometry are combined to calculateinternal forces and stresses. The emphasis on grouping concepts as internal and external to theobject was replaced with an emphasis on how the concepts are combined in

Conference Session

Intro to Engineering: Not Just 1st Year Engineers

Collection

2003 Annual Conference

Authors

Todd A. Watkins; Drew Snyder; John Ochs

entrepreneurial, multi-disciplinary productdevelopment projects from the first year, students not only become multi-functional, self-directed and team-oriented, but better understand the context of the latter courses in theircurricula. The program emphasizes higher-order skill development, including: problem and taskidentification in ill-defined problems; decision making under uncertainty and lack ofinformation; integrating, connecting, and reflecting on diverse areas of knowledge; and writtenand oral communication. We also evaluate our progress based on several related sources ofqualitative and quantitative assessment information. The paper concludes by exploring the majorissues and lessons learned in program implementation.Overview of collaborative

Collection

2000 Annual Conference

Authors

Thomas Stanford; R.J. Bennett; R. Jacoby; M.I. Mendelson; D.A. Keating

the most part, this is not the population that graduateeducation in the United States has served historically. Yet it is increasingly the population upon which business,industry, education, government, and our health care systems depend for expertise and leadership.” 10Recommendation 2: New Model Development and Vision to Supportthe Mission and Purpose of the Creative Engineering Profession in Industry.The second direction for new model development reflects upon the need to address the specific aims ofprofessionally oriented graduate education to support the mission and purpose of the engineering profession inindustry and to support what engineering leaders are responsible for doing in creative professional practice. Mostof the nation’s

Conference Session

K-12 Teacher Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kristin Sargianis, Museum of Science, Boston; Sharlene Yang, Museum of Science, Boston; Christine M. Cunningham, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

at a Field of Engineering 12:30-1:15pm Lunch 1:15-2:00pm EiE Unit Lesson 3—Scientific Data Informs Engineering Design 2:00-2:45pm EiE Unit Lesson 4—Engineering Design Challenge 2:45-3:15pm Overview of EiE Teacher Guide and Online Educator Resources; Time for Participants to Review Teacher Guide and Plan 3:15-3:30pm Wrap-Up, Reflection, Post-Workshop SurveyWe begin each workshop by reviewing the goals for participants, asking them if they have anygoals they would like to add, and then giving an overview of the day’s agenda. Becauseengineering and technology are new subjects for many, if not most, elementary school teachers,we always begin our workshops with two hand

Conference Session

FPD VII: Research on First-year Programs Part II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Doug Bullock, Boise State University; Seung Youn Chyung, Boise State University

Tagged Divisions

First-Year Programs

Both Sides of the Equation: Learner and TeacherAbstractAn engineering professor decided to retake a first-semester calculus course under thetutelage of the chair of mathematics at Boise State University. While completing thecourse with 37 other students, she had in-depth experiences as a student of a calculusclass as well as an experienced educator with a strong background on STEM retention.During the course, she recorded her observations and experiences in the classroom. Themath professor also shared reflections on his teaching, observations of his students, andperspectives on the influence of her presence in his class.The two professors’ reflections enabled us to identify a set of student assumptions andlearning

Conference Session

Teams and Teamwork in Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Julia Ellen Melkers, Geogia Institute of Technology; Agrita Kiopa, Georgia Institute of Technology; Randal T. Abler, Georgia Institute of Technology; Edward J. Coyle, Georgia Institute of Technology; Joseph M. Ernst, Purdue University; James V. Krogmeier, Purdue University, West Lafayette; Amos Johnson, Morehouse College

Tagged Divisions

Design in Engineering Education

will report%"#"! " # $ "%higher levels of learning outcomes. Therefore we hypothesize:H2: Those students who actively seek out advice and problem-solving help from their peers will reporthigher learning on a range of learning outcomes than those who do not.Yet, within a student group, there may be variations in confidence and intellectual maturity. For example,junior students are likely to believe in the certainty of knowledge and omniscience of authority, whereasmore senior students have learned to recognize the contextual nature of knowledge and to gather and useappropriate evidence to support their judgments, as well to question their judgments in the light of theavailable evidence [15]. This variation reflects, for example, empirically

Conference Session

Aerospace Division (AERO) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mollie Johnson, Massachusetts Institute of Technology; Rea Lavi, Massachusetts Institute of Technology; Olivier Ladislas de Weck, Massachusetts Institute of Technology; Prabhat Hajela, Rensselaer Polytechnic Institute; Luca Carlone, Massachusetts Institute of Technology; Siyi Hu, Massachusetts Institute of Technology; Marcus Abate, Massachusetts Institute of Technology; Zeyad Awwad, Massachusetts Institute of Technology; Yun Chang, Massachusetts Institute of Technology

Tagged Divisions

Aerospace Division (AERO)

Group Week Module F Humans in Space Both GroupCourse DesignAeroverse was offered as a for-credit, pass/fail course that focused on introductory fundamentaltopics and therefore had no pre-requisite requirement. As such, students were expected to attendevery class and submit assignments for grades. The assignments included pre-readings beforeevery class, a pre-reading quiz, a pre-class reflection, an in-lab worksheet, a post-class quiz, and apost-class reflection. The post-class reflection recorded how enjoyable students found the class andhow confident they were that the class allowed them to meet certain learning objectives. The latterresults were compared to the pre-class reflection that

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Teirra K Holloman, Virginia Tech Department of Engineering Education; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Natali Huggins; Walter C. Lee, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University

Tagged Divisions

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

organizational change at the graduate level within one university’s College ofEngineering (COE). As members of this center strive to make equity-focused changes within theCOE, we must ensure our thinking considers the decentralized nature of graduate educationwithin the institution. Moreover, we must also grapple with faculty resistance to change,regardless of reason. The purpose of this work-in-progress research study is to report on thedevelopment of a reflection instrument that can be used to assist change leaders in determiningtheir unit’s readiness for change. In particular, we will report on instrument development,piloting results, and the current instrument iteration. We leverage the Competing Values CultureFramework (CVCF) to better understand

Conference Session

Empowering Students and Strengthening Community Relationships

Collection

2024 ASEE Annual Conference & Exposition

Authors

Samuel A Acuña, George Mason University; Nathalia Peixoto, George Mason University; Holly Matto, George Mason University; Siddhartha Sikdar, George Mason University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

approaches to • Student reflections community-engaged research • New programs and curricula • Disseminate community-engaged STEM • Research products graduate traineeship model. • Publications and conference presentations • Trainees publish papers with authors from • Collaborative grant proposals multiple disciplines; • Student placement statistics • New transdisciplinary collaborations. • Community of diversity recruitment • Trainees articulate and analyze the advocates

Conference Session

Information Literacy Programs for First-Year Engineering Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michelle Baratta, University of Toronto; Alan Chong, University of Toronto; Jason A. Foster, University of Toronto

Tagged Divisions

Engineering Libraries

website of the Confederation Bridge (http://confederationbridge.com/en)2, aWikipedia article on the Confederation Bridge(http://en.wikipedia.org/wiki/Confederation_Bridge)3 and a personal website for theConfederation Bridge (http://www.tourcanada.com/cbridge.htm)4. Students were asked toassess the accuracy, authority, bias, audience level, and currency of each of the web sites.Students were then asked reflection questions, to help them transfer the critical thinking skillsused in this exercise to their assignments and everyday life.Selected learning objectives for this station, as stated in the handout, were to: • Reflect on the quality of habitually used online resources; • Use the criteria of accuracy, authority, bias, audience, and

Conference Session

Educational Research and Methods Division (ERM) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

, social constructions and hierarchies, historical background, andsocioeconomic status among other social constructs. As Anzaldúa explored her ownupbringing and lived reality, she deconstructed those spaces she inhabited where she faceddiscrimination and ambiguity to imagine and (re)shape a third space where new realitiescould exist [16]. Through a process of self-reflexivity, Anzaldúa explains, Nepantla becomesa (re)imagined space rather than a dichotomy of worlds [16]. Anzaldúa claims that Nepantlasoften emerge through writing – the writing that comes from deep and critical reflection thateventually leads to a process that catalyzes transformation.Nepantla is also a way to explore the world through lived experience and engage indecolonial

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Corey T Schimpf, University at Buffalo, The State University of New York; Shanna R. Daly, University of Michigan; Leslie Bondaryk, The Concord Consortium; Jutshi Agarwal, University at Buffalo, The State University of New York; Carolyn S Giroux; Stephanie L. Harmon, PIMSER, Eastern Kentucky University; Enqiao (Annie) Fan, University at Buffalo, The State University of New York; Jacqueline Handley, Purdue University, West Lafayette; A Lynn Stephens, The Concord Consortium

Tagged Topics

NSF Grantees Poster Session

toengage students in the practices of front-end design [4] supporting students throughout each lesson todevelop a strong understanding of stakeholder need while exploring the ill-structured, real-world issue ofwater conservation. Another central purpose of the curriculum was to help students draw connectionsbetween and leverage science, engineering, and social or community knowledge. The curriculumsupported students to explore this problem locally, understanding water conservation issues andchallenges in their own communities, to allow students to leverage funds of knowledge [12], [13] andtheir local expertise as they engaged in the process of front-end design. The summative assessment at theend of our series of lessons is an extended reflection

Conference Session

Women in Engineering Division (WIED) Technical Session 4 - Hands-on Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claudia Paz Gwynn, Universidad Andres Bello, Chile; Maria Elena Truyol, Universidad Andres Bello, Chile; Carolina Elizabeth Jerez, Universidad de Chile

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

specific goals were twofold: a) to providea reflective perspective on participants' institutional experiences related to gender, equality, androles within the School of Engineering, and b) to shed light on the challenges and barriersencountered in institutional life. Data was collected using the LEGO® Serious Play®methodology as an innovative and dialogic facilitation method. Twenty students and professorsparticipated. A phenomenological and qualitative analysis was conducted on the workshoprecordings to discern emerging perspectives. The results of the initial pilot workshops highlightthe significance that gender equality holds for both students and faculty within the realm ofuniversity education, as it is seen as the heart of institutional life

Conference Session

Artificial Intelligence (AI) and Case Studies in Construction Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Carmen Paz Munoz, Universidad Andres Bello, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Chile

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering Division (CONST)

real-world problem analysis into science-relatedsubjects using case study approaches. These approaches engage students with practicalissues, fostering sophisticated thinking, promoting reflection, integrating, applying priorknowledge, and developing self-management learning skills. In our university's ConstructionEngineering program, introducing case studies addressing real-world problems in thesisprojects in the first semester of 2017 significantly improved the graduation rate, rising from10% in 2016 to 25.9% by 2022. These enhancements across various performance metricsdemonstrate the efficacy of this methodology. This research employs a non-experimentalmixed-methods approach, utilizing surveys and interviews as primary data collection

Conference Session

Design in Engineering Education Division (DEED) - Use of Technology in Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Burcu Ozden, Pennsylvania State University; Muge Olgun Baytas, The Ministry of Education, Turkey

Tagged Divisions

Design in Engineering Education Division (DEED)

to comprehensively assess students'knowledge and attitudes about sustainability in engineering design, we employed three distinctmethods: self-developed questions and assignments. The survey, initiated with a statementsecuring participants' consent, focused on demographic details before delving into six open-ended questions gauging perspectives on sustainability, life cycle assessment (LCA), andsustainable design. Furthermore, the LCA reflection assignment served as a valuable component, providingdirect evidence of students' understanding of the significance of Life Cycle Assessment (LCA) inengineering designs. The thorough assessment of assignments focused on aspects such as theproduct's lifespan and its broader impacts, encompassing

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Reynolds, Embry-Riddle Aeronautical University; Omar Ochoa, Embry-Riddle Aeronautical University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

promising nature of job shadowing techniques and the familiarity of jobshadowing as an experiential learning technique makes it a good candidate for introducing studentsto academic careers.The National Society for Experiential Education has established eight guidelines for allexperiential learning activities [2]. These guidelines are as follows: 1. All participants shall be clear on the intentions and educational outcomes of the experience. 2. All participants shall be prepared and plan to follow program intentions. 3. The program shall be authentic to the real-world scenario. 4. Participants shall reflect on their experience in order to create a learning experience. 5. Orientation and training shall be provided to give context about

Conference Session

Community Engagement Division 1 - Empowering Students and Strengthening Community Relationships

Collection

2023 ASEE Annual Conference & Exposition

Authors

Khalid Oladeji Bello, University of Louisville; Faisal Aqlan, University of Louisville; Danielle Wood, University of Notre Dame; Jay B. Brockman, University of Notre Dame; Hazel Marie, Youngstown State University ; Kerry Meyers, University of Notre Dame; Daniel Lapsley, University of Notre Dame

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

achievingcommunity engagement long-term goals. To use TOC, the long-term change needs to beidentified and the conditions necessary to achieve the change should be established. The TOCapproach has been used in a wide range of CBR projects, including those focused on healthpromotion and environmental sustainability. However, the difficulty of measuring intangibleoutcomes and the power dynamics between university and community partners can make theevaluation of community engagement challenging (Stoecker et al., 2010).An effective community-university partnership positively impacts students and CBR projectquality. Students involved in CBR engage in active learning. They engage in some activity thatforces them to reflect and think about what they are doing

Conference Session

Power Engineering & Curriculum Innovations

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bijan G Mobasseri, Villanova Univeristy; Liesl Klein, Purdue University at West Lafayette (PPI); Edward Stephen Char Jr., Villanova University

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

1. Alsodiscussed is the pedagogical background required for designing realistic engineering problems.Finally, an example project for sophomore-level electrical and computer engineers is explained indetail, with the author’s own experiences in assigning this project explored. The project is anopen-ended problem with multiple solution options. Students have scaffold-ed experiences withinthe course to guide them towards several possible techniques. Students follow a fullproblem-solving structure through defining their problem, exploring options, planning a method,implementing said method, and then reflecting upon the success of their design.IntroductionThe first of the seven ABET outcomes is stated as “an ability to identify, formulate, and

Conference Session

Engineering Ethics Division (ETHICS) Technical Session_Monday June 26, 3:15 - 4:45

Collection

2023 ASEE Annual Conference & Exposition

Authors

Madeline Polmear, Vrije Universiteit Brussels

Tagged Divisions

Engineering Ethics Division (ETHICS)

responsibilities ofengineers to the public and environment [6]. Both domains are reflected in the accreditationcriteria for engineering programs in the United States [3]. Accreditation can be a significantexternal influence in shaping engineering ethics instruction [7] [8]. However, there are multiplefactors that can affect an educator’s decision to teach ethics in the context of engineering. Thesefactors can be personal, such as their intrinsic motivation and professional background [9].Within the academic environment, factors such as course type and discipline can affect facultymembers’ views of engineering ethics education [10] [11].CultureThe study of culture is rooted in anthropology, sociology, and social psychology [12]. Comingfrom different

Conference Session

Graduate Studies Division (GSD) Technical Session 6: Challenges and Coping Strategies of Engineering Graduate Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Darby Rose Riley, Rowan University; Kaitlin Mallouk, Rowan University

Tagged Divisions

Graduate Studies Division (GSD)

overarchingthemes identified across all responses include a struggle to keep track of responsibilities in manyareas (typically classes, research, and personal needs), transitioning from student life toadulthood or feeling “stuck” between student life and adulthood, problematic cultures of stress indepartments or in engineering as a field, and a need to dissociate/disconnect from academicresponsibilities in order to feel relaxed (referencing anything from time with friends to alcohol).These trends were additionally examined by stress level (low/moderate/high). Results indicatethat graduate students with low levels of stress tend to practice self-reflection and disconnectionfrom their academic responsibilities to relax, while students with higher stress

Conference Session

Technical Session 1 - Paper 2: Challenging the Hegemonic Culture of Engineering: Curricular and Co-Curricular Methodologies

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Bailey Bond-Trittipo, Florida International University; Joseph Valle, University of Michigan - Ann Arbor; Stephen Secules, Florida International University; Andrew Green, Florida International University

Tagged Topics

CoNECD Paper Sessions, Diversity

, and to take action against the oppressiveelements of reality” [12, p. 38]. Expanding on Freire’s idea of conscientização, Mejia et al. [13]explain that one develops critical consciousness when they understand theories of change, takeaction, and engage in reflection that aims to liberate oppressed groups. Therefore, we argue thatit is critical for engineering education to promote critical consciousness and “change aspects ofboth the forces and the relations of knowledge production” [6, p. 22] within engineering. Oneaspect hindering such life-affirming critical consciousness development is the promotion ofneutrality and technicality as cultural norms of the discipline [14]. Engineering educationperpetuates the unsubstantiated claim that

Conference Session

Engineering Economy Division (EED) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robert P. Leland, Oral Roberts University

Tagged Topics

Diversity

Tagged Divisions

Engineering Economy Division (EED)

in the School of Engineering since 2005. His research interests include control systems, MEMS, engineering education, stochastic processes, and additive manufacturing. ©American Society for Engineering Education, 2023 Microfinance in an Engineering Economics CourseMicrofinance involves the making of small loans to borrowers who otherwise would not haveaccess to credit, to help them build successful businesses. Many borrowers are women. In Fall2022, students in EGR 461 Engineering Management and Economy at Oral Roberts Universitywere introduced to microfinance through several background assignments, selecting andfinancing a loan through Kiva and writing a reflection paper.Microfinance was