Conference Session

International Division Technical Session 7

Collection

2015 ASEE Annual Conference & Exposition

Authors

Patricia R Backer, San Jose State University; Wenchiang Richard Chung, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

International

working-class families. Value isplaced on students’ leadership experience and potential as we expect the GTI fellows to sharetheir learning and influence their peers after their study-tour. So, the impact goes beyond the 21-25 GTI fellows we select each year.2. Evolution of GTISince 2004, we have sent over 180 GTI fellows to Asia through the GTI program1 2 3. The firstthree cohorts (2004-2006) visited Taiwan and China, the next three traveled to India (2008-2010), the next three visited Taiwan and China (2011-2013), and the last cohort (2014) visitedTaiwan. During this eleven-year period, we have made four programmatic shifts. First, in 2005,we extended the scope of GTI from a focus on the global economy to include environmental andenergy

Conference Session

International Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rebecca Jo Pinkelman, Technische Universität Darmstadt; Malte Awolin, Center for Educational Development at Technische Universität Darmstadt; Manfred J Hampe, Technische Universität Darmstadt

Tagged Divisions

International

theteacher and organized around defined problems. The problem is the initial and focal point of thelearning process. POL is complex problem-based in the context of a team working together toreach a project goal that is typically highly challenging and includes individual and groupactivities, discussions, and a writing process. POL additionally teaches project management andteamwork competencies4. Mills and Treagust5 summarized the main differences of PBL andPOL. Some of the major differences they observed included project tasks are closer toprofessional work and thus use a longer period of time in comparison to PBL, POL is more Page 26.154.2focused

Conference Session

Multidisciplinary Course Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

making based on initial problem articulation to address tradeoffs,performance, design requirements, and broader impacts. The challenges allow for peer teaching andclass discussions of what answers/decisions are justifiable, as well as an opportunity to clear up anymisconceptions. Table 2: Summary of In-class Activities Analysis Phase Multidisciplinary Systems for In-class PBL Activities Coffee maker, Vehicle suspension, Land use planning, Wyndor Glass Co. Define manufacturing, Radiation therapy treatment design Represent Stereo speaker, Vehicle suspension, Student motivation to study in college Stereo speaker

Conference Session

Curricular and Non-curricular Models for Diverse Learners in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gustavo B. Menezes, California State University, Los Angeles; Adel A. Sharif, California State University, Los Angeles; Arturo Pacheco-Vega, California State University, Los Angeles; Deborah Soonmee Won, California State University, Los Angeles; Tonatiuh Rodriguez-Nikl, California State University, Los Angeles; Gisele Ragusa, University of Southern California; Crist Simon Khachikian, California State University, Northridge

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

design and/or solve engineering problems using theoretical, experimental, and numerical approaches, while appreciating the applicability and limitations of these approaches. Students will be able to think critically, analyze data, and generate appropriate data if needed. They will also be able to communicate their results and findings both orally and in writing. Above all, they will be prepared to successfully complete their engineering education.These objectives were distilled down to specific student learning outcomes (SLOs) that areshown in the figure below. By focusing on the objectives and SLOs of the core program, wewere able to avoid focusing on the traditional linear progression of core content and have begundeveloping

Conference Session

Civil Engineering Division Technical Session 6

Collection

2015 ASEE Annual Conference & Exposition

Authors

Steven J. Burian, University of Utah; Defne S. Apul, University of Toledo

Tagged Divisions

Civil Engineering

specific skills were then elaborated as quantitative and qualitative skills as below:Qualitative learning objectives: 1. Explain what constitutes weak (and strong) technical writing style in a journal paper 2. List the phases of an LCA and explain what is done in each phase 3. Discuss the similarities and differences between EIOLCA and process based LCA 4. Discuss the advantages and disadvantages of process based and EIOLCA 5. Discuss the similarities and differences between ReCiPe and TRACI impact assessment methods 6. Determine the appropriate functional unit for an LCA 7. List online resources for following LCA literature 8. List names and regions (where they were developed) of major life cycle inventory databases 9. List

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Neelam Prabhu Gaunkar, Iowa State University; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

method at the same time through reflective practice and critical evaluations.It is expected that in every reflection, the student goes through a cycle or series of personalquestions and debates attempting to learn, resolve, and create personal stories. In addition,students reflect on their personal narrative of the meaning, the connection, and the methodologythat they are experiencing [18]. During in-class reflective activities, the student is exposed to theviews of other team members. They are encouraged to think, discuss, share, and write their ownreflections. Then the student needs to critically evaluate his/her choices, and create an informeddecision. This is not a trivial process. In practice, we try to follow students development

Conference Session

ABET Accreditation, Assessment and Program Improvement in ECE.

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mark William Redekopp, University of Southern California; Gisele Ragusa, University of Southern California

Tagged Divisions

Electrical and Computer

begs further inquiry.Other modifications of the typical "flipped" classroom approach are also documented besidesvideo prelectures. Bland15 took problem-based learning (PBL) approach to a flipped classroom,where students were presented with assignments before an upcoming class meeting that usedconcepts that had not been discussed prior. Students were expected to find and utilize availableresources (textbook, web, peer-based learning, etc.) to complete the assignments. The goal forthis pedagogical approach was to develop individual learning skills that would better preparestudents for careers in industry where sparse guided assistance is available and moreresponsibility is on the learner to find, evaluate, and then integrate sources of

Conference Session

Entrepreneurship & Engineering Innovation Education Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Pune Innovation Centre

Tagged Divisions

Entrepreneurship & Engineering Innovation

verification and validation. He has headed the corporate product and technology innovations and quality and delivery innovation departments. Pradeep was on the apex senior management group before proceeding on to pursue his academic, research and social interests. Before Patni, he has worked at IIT Delhi, IIT Bombay, SGGS College of Engineering and Crompton Greaves R & D Electronics in different research and academic positions. Pradeep Waychal has also published papers in peer reviewed journals, presented keynote / invited talks in many high profile international conferences and I involved in a few copyrights / patents. His teams have won a range of awards in Six Sigma and Knowledge Management at international events

Conference Session

Multidisciplinary Engineering Courses II

Collection

2005 Annual Conference

Authors

Katie Sullivan

adifferent type of engineer. Engineering education musts be broadened to include thefollowing: team skills, communication skills, leadership, a systems perspective, anunderstanding and appreciation for diversity, a multi-disciplinary perspective”.6Engineering students in this course will not only have the opportunity to work on teamsand participate in a multi-disciplinary project with their peers, they will also receive in-depth training on communication skills; specifically, skills for communicating in a team. The engineering field has frequently recognized the need for interdisciplinary work.Katzenback and Smith note that interdisciplinary work, conducted when participants have

Conference Session

Innovation in Design Education

Collection

2003 Annual Conference

Authors

Patsy Brackin; Clark Merkel

problem,ask each member of the class to write an idea for the solution on a sheet of paper. Theninstruct the members to make a paper plane out of the sheet of paper. After each classmember makes an airplane, have them throw the airplane into the air. Each student picksup one of the thrown planes. (Students are not to pick up their own idea and should tradeif they get their own idea back.) Each class member adds an idea to the idea on the planeand throws the airplane again. This continues for about four rounds. Then each studentfinds their original idea and reads what has been added to it. Have the students formgroups and discuss the ideas that they have seen. Each group then presents their best tothe entire class.Activity 4: GoggleMaterial

Collection

2000 Annual Conference

Authors

David R. Haws

to meaninglessness.Typically, the only publications that count are those that are addressed toward our “peers,”which in some perverse taxonomy automatically excludes our students (clearly we have much tolearn here from traditional apprenticeship and social learning theory). Therefore the creation ofPSI course material (addressed to our students) is not considered as scholarly, while a journalarticle (addressed to other teachers) describing and analyzing these materials is acceptable. Inaddressing our scholarly activities so narrowly, we limit the extent to which that scholarship canhave an impact on anyone other than ourselves. Scholarly writing is the process of clarifyingand organizing our perceptions to the point where they are defendable

Conference Session

Freshman Success/Retention Strategies

Collection

2002 Annual Conference

Authors

Paul Blowers

Conference & Exposition Copyright 2002, American Society for Engineering Educationago4-5 However, there are some things about our entering students that have not changed overtime, mainly having to do with their preparation for college. Even though we have seen an upward trend in student SAT scores4, many of our enteringstudents are still not able to do simple algebra. Despite having taken advanced high schoolmathematics, students just are not able to do math once they reach college, which has been along standing problem6. Other students may not be able to write a complete sentence or have anappropriate science background to begin engineering7. Other students may be unable to copewith daily stresses8 or to plan for

Conference Session

Graduate Studies Division (GSD) Technical Session 5: Skill Development in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yiqi Liang, Iowa State University of Science and Technology; Qing Li, Iowa State University of Science and Technology; Gül E. Kremer, University of Dayton; Nigel Forest Reuel, Iowa State University of Science and Technology; Ann M Gansemer-Topf, Iowa State University of Science and Technology; Shan Jiang, Iowa State University of Science and Technology

Tagged Divisions

Graduate Studies Division (GSD)

achieve a given goal in an efficient and expeditious manner” [1, p.7]- are criticallyimportant for any STEM career. These skills frequently are expected of those who seek careersin industry. Undergraduate students may be introduced to these skills if they major inengineering or have internship experiences in industry; however, these skills are rarely taught atthe graduate level. Graduate education primarily focuses on developing skills required for theacademy (i.e., research, grant writing) and often overlook other skills that are more critical tosuccess in professions in the industry. Over the past decades, students have increasingly beenseeking positions outside the academy, opting, instead, to work in the industry [2]. STEMemployers seek

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Scott R Hamilton P.E., York College of Pennsylvania; Camilla M. Saviz P.E., University of the Pacific; David A Saftner, University of Minnesota Duluth; Tanya Kunberger P.E., University of Pittsburgh at Johnstown

Tagged Divisions

Civil Engineering Division (CIVIL)

questions on homework assignmentsFigure 4: Weight of each type of question used in a typical homework assignment, based onaveragesProjects and reportsAs shown in Table 2, 50% of faculty indicated they used group projects or papers and 27%individual projects or papers in their courses. Faculty reported that roughly a quarter of the gradefor these deliverables was based on writing, formatting, mechanics, style, etc. The other threequarters of the grade was based on the technical content. There was no significant difference inthis breakdown between individual vs. group assignments.Exams and quizzesThe survey asked several questions about exams and quizzes. Among respondents, 5% reportednot using any exams or quizzes and instead used alternative

Conference Session

Engineering Collaboration: Faculty & Student in K-12 Programs

Collection

2010 Annual Conference & Exposition

Authors

Vikram Kapila, Polytechnic University; Magued Iskander, Polytechnic University; Noel Kriftcher, Polytechnic University

Tagged Divisions

K-12 & Pre-College Engineering

his research in middle school robotics and computer classes to promoteseveral disciplines within mechatronics. He teaches computer programming concepts using theNXT Mindstorms graphical programming language. He emphasizes the logic behind computerprograms through flow diagrams—a tool that has allowed 6th and 7th grade robotics students tobetter grasp programming fundamentals and write more flexible programs for the FLLcompetition. He also uses programming languages such as PBasic12 and MATLAB13 in computerclasses. For example, when introducing the binary number system, he engages the students inprogramming and testing a Morse code generator using the Basic Stamp microcontroller.12 In asimilar vain, through the interactive use of MATLAB

Collection

2014 ASEE Zone 4 Conference

Authors

Gino Galvez; Eric Marinez; Alvaro Monge

increase academic performanceand retention of Latino students. While the grant has several components, this paper will presentthe two programs that engage Latino students in research: the Winter Research Experience andthe Summer Bridge to the Beach.BackgroundThe two programs described in this paper place students in an active research project with afaculty mentor and ideally other peers. Such strategy is one that has been shown to be effectivein improving students’ sense of belonging and in increasing the relevance of the knowledgeacquired in STEM courses. Hurtado et al.1 report on the significant impact that the relevance ofsuch knowledge has on a student’s life on campus. Both programs provide such relevance byimmersing the students in a

Conference Session

Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Lari Garrison, University of Washington; Reed Stevens, University of Washington; Portia Sabin, University of Washington; Andrew Jocuns, University of Washington

Tagged Divisions

Women in Engineering

and technical writing, oh wait, wait, and English 131. And after that, you can apply to aerospace engineering program. …Uh, the process, I believe you have to pick up an application, write an essay, send in a transcript and, I’m not quite sure what else, probably recommendations from teachers. (Jane freshman year)Students were familiar with the stated “nuts and bolts” of the admission. They would have tosubmit to apply to their majors, an application, an essay, their transcripts and possibly letters ofrecommendation. Knowing what they had to submit however was different from knowing howthese submitted documents would be used to judge them. Furthermore, knowing what to submitwas not enough to alleviate the uncertainty

Conference Session

Tree-huggers, Diggers, and Queers--Oh my!

Collection

2009 Annual Conference & Exposition

Authors

Erin Cech, University of California, San Diego; Tom Waidzunas, University of California, San Diego

Tagged Divisions

Liberal Education

racial/ethnic minority students inengineering education, the experiences of lesbian, gay, and bisexual (LGB) identifying studentsremain unstudied. This paper breaks this silence with a study of the ways LGB students at amajor research university in the Western US both experience and navigate the climate of theirengineering college. We find that, because of pervasive anti-gay sentiments and dualisticthinking that often conflates homosexuality with technical incompetence, these students do nothave access to the same opportunities of success as their heterosexual peers. Nevertheless,through coping strategies which require immense amounts of additional effort, LGB studentsbravely navigate this climate with tactics that include “passing” as

Conference Session

Building Success in the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jiehong Liao, Florida Gulf Coast University; Galen I. Papkov, Florida Gulf Coast University; Ashraf Badir P.E., Florida Gulf Coast University; Robert O'Neill P.E., Florida Gulf Coast University

Tagged Divisions

Mechanics

variety of ways that they are or couldbe engaged in the course [6]. And finally, after a year-long experiment, it was concluded thatrequiring students to submit homework for a grade did not improve exam performance overstudents who were not required to submit homework for a grade [7].The course is a four-credit course taken by students in their second-year. It is taught in a combinedlecture/lab environment with three meetings a week for a total of five contact hours. Although thecourse has been taught by seven different instructors over the years, it is essentially a team-taughtcourse. Instructors use the same textbook and syllabus, they collaborate on writing and gradingquizzes and exams, and they use common grading rubrics. Over the years

Conference Session

Engineering Education Research Practices and Community

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; Brooke Charae Coley, Arizona State University; Nadia N. Kellam, Arizona State University

Tagged Divisions

Educational Research and Methods

performance are shownbelow in Table 2 (this is directly taken from [8-9]). Referring to Table 1, it would be interesting touse the parameters from ‘measures of performance’ column as a measure to know what is the aimof the research that the faculty members are involved in. Knowing these measures, would behelpful in determining which type of scholarship is being associated with the research process. Table 1. Boyer’s model of scholarship [8-9] Type of Purpose Measures of PerformanceScholarshipDiscovery Build new knowledge - Publishing in peer-reviewed forums through traditional - Producing and/or performing creative work within established

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hector Enrique Rodriguez-Simmonds, Purdue University - Engineering Education; Nelson S. Pearson, University of Nevada, Reno; Jacqueline Ann Rohde, Clemson University; Kyle Patrick Vealey, West Chester University of Pennsylvania; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

positions with the social hierarchy and theirengineering teams. However, these identities were only accessible to majority students andunderrepresented students were often left out of the team dynamics. This study emphasized thebest practices of promoting teamwork with diverse students including: (1) teaching aboutdiversity, especially teaching how to respect one’s teammates and the client’s needs; (2)organizing teams to reduce conflict, balance gender composition (or have all-men or all-womenteams), and improve trust; (3) incorporating peer feedback throughout the duration of the teamand using it to mediate disrespectful interactions and unacceptable practices; (4) including a widerange of teamwork expectations in grading practices; and (5) better

Conference Session

Career Development for Engineering Professionals

Collection

2018 ASEE Annual Conference & Exposition

Authors

Wayne P. Pferdehirt, University of Wisconsin, Madison; Jeffrey S. Russell, University of Wisconsin, Madison; John S. Nelson P.E., University of Wisconsin, Madison

Tagged Divisions

Continuing Professional Development

allworking professionals, most with considerable to extensive project management experience.These, like nearly all adult learners, want education that is authentic, relevant, immediatelyapplicable to their work, and substantiated by experiences of their own or credible peers [10],[11], [12], [13]. As the authors have taught this course over the past eight years, a shared,consistent goal and commitment to our students has been to make the course “authentically real,”speaking directly to the experiences and learning goals of these project-experiencedprofessionals. Following is a brief description of a few key ways in which our teaching ofeffective, real project management has evolved.An Emphasis on Living Order“Living order” is a concept that the

Conference Session

Research, Innovation and Careers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jorge E Loyo Rosales, Rice University; Armineh Noravian, Arizona State University; Alison Cook-Davis, Arizona State University; Carrie A. Obenland, Rice University; Carolyn Nichol, Rice University

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

and how theseactivities helped them improve their research skills. Several students reported improvedcommunication skills in the context of the research they participated in, particularly throughreading, writing, and vetting of ideas through discussion.Seven of the nine participants mentioned reading peer reviewed journals. Since the journal was ascientific journal and they read it within the context of a research project, they saw this activityas a research activity. They read journals to learn about the topic that they were working on, to 11learn what others had done, and to apply what they had learned in their own experiments.Reading, however

Conference Session

Materials Science and Engineering of 2020

Collection

2006 Annual Conference & Exposition

Authors

Jonathan Stolk, Franklin W. Olin College of Engineering; Alexander Dillon, Franklin W. Olin College of Engineering

Tagged Divisions

Materials

, prediction of the effects of materials processes, and designof experiments to determine the feasibility of engineering tasks. To attain success on theindividual examinations, students must demonstrate that they can synthesize fundamental contentknowledge and critical thinking skills, and apply these to unfamiliar situations based on real-world problems.Peer-assessment, self-assessment, and self-reflection on learning processes are emphasizedthroughout the semester. Teaming skills are assessed through peer- and self-evaluations at theend of each project. In the teaming evaluations, students provide a numerical rating forthemselves and their teammates, and they write self-reflective comments on teaming-relatedlessons learned during their project

Conference Session

Flipping ECE Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jia-Ling Lin, University of Minnesota, Twin Cities; Paul Imbertson, University of Minnesota, Twin Cities; Tamara J. Moore, Purdue University

Tagged Divisions

Electrical and Computer

mid-western university.7 To flip lectures, we utilizedproblem-centered learning combined with group discussions and contextualized lecturing duringregular in-class sessions. Students were instructed to know theories and content by watchingonline video modules before coming to the class, and solve problems with peers inside theclassroom. The design of the instructional model drew on an established framework for activelearning, which includes the Four Practices: (1) anticipating, (2) monitoring, (3) connecting andcontrasting, and (4) contextualized lecturing. The model has been implemented, and willcontinue to be modified through iterative cycles.8In our previous report, we used design-based-research (DBR) methods to study how the

Conference Session

NEE Technical Session 1 - Educator's Tools

Collection

2024 ASEE Annual Conference & Exposition

Authors

Toluwalase Opanuga, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Logan Andrew Perry, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln

Tagged Divisions

New Engineering Educators Division (NEE)

]. Likewise, through the use of course modulescovering topics on self-directed learning [9]-[10]; problem-based curricula [11]-[12];engineering projects [13]; journaling [14]; and reflective writing [15], instructors have monitoredand assessed changes in students’ SDL skills. These approaches were described in studies suchas Fellows et al. [3] that entailed a range of classroom and project activities designed accordingto the Hersey and Blanchard’s Situational Leadership Model [16]. During the activities, students’SDL ability was assessed in Four stages - Dependent (stage 1), Involved, Interested, and Self-Directed (stage 4). Ulseth [17] explored the experiences of students taught using Problem-BasedLearning (PBL) to gain in-depth understanding of the

Conference Session

Pay It Forward: Critical Thinking, Reflection and Faculty Engagement Promote Success in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mary R Goldberg, University of Pittsburgh, Department of Rehabilitation Science and Technology; Rory A. Cooper, University of Pittsburgh; Dan Ding, University of Pittsburgh, Department of Rehabilitation Science and Technology; Alicia Koontz, Human Engineering Research Laboratories

Tagged Divisions

Cooperative & Experiential Education

inAssistive Technology and Engineering (ELeVATE).Students are active participants and innovators in projects which address real-world problemswith systems-level engineering efforts, serving as a natural attractor to the discipline. Facilitatingthe programs collaboratively is in itself a best practice; it allows for an enhanced cohort, peer-to-peer mentoring, and maximization of resources for a sustainable training program designed toincrease the retention and promotion of underrepresented undergraduates in STEM disciplines.Though ELeVATE will only begin in the summer of 2011, its foundations are deep rooted in thesuccess of QoLT’s REU program which has advanced underrepresented students through theSTEM pipeline and delivered a promising model

Conference Session

Student Beliefs, Motivation and Self Efficacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Micah Stickel, University of Toronto; Siddarth Hari, University of Toronto; Qin Liu, University of Toronto

Tagged Divisions

Educational Research and Methods

be used forindividual, group, or full-class learning experiences. If the students come well-prepared and theexercises are well-designed, then it is hoped that students will leave the face-to-face time with adeeper understanding of the core concepts, one which they have worked to develop through theirown efforts with the support of their peers and the instructor.The inverted classroom approach has a basis in three well-known principles of the science oflearning: (a) Vygotsky’s Zone of Proximal Development 1, (b) Bloom’s Taxonomy of Learning 2,and (c) “How the Brain Learns” and the retention of core material 3. Lev Vygotsky introducedthe concept of a zone of proximal development (ZPD) to describe the intermediary state betweenthe things a

Conference Session

Track 6: Technical Session 5: Student-based Recommendations to Increase Accessibility in Undergraduate Engineering Programs

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Emily Violet Landgren, University of Texas at Austin; Maura Borrego, University of Texas at Austin

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

accommodations, and others were very different. Both groups faced difficultyconversing with instructors and getting critical needs met, like access to recorded lectures.Students also witnessed and experienced ableism regularly [8], which often discouraged themfrom asking for support, a finding that was similarly supported by Goodwin [9]. Someaccommodations frequently failed, like the peer note-taker accommodation, which preventedregistered disabled students from utilizing resources that the university agreed they need tosucceed. This supported the data that there is a measurably lower chance of disabled engineeringstudents using their accommodations compared to their non-STEM peers [10]. Students withoutaccommodations had to decide which supports were

Conference Session

Women in Engineering Division (WIED) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Grace J. Liang; Rick Evans, Cornell University; Mojdeh Asadollahipajouh; Stacey E. Kulesza, P.E., Kansas State University; Anna Glushko Evans, Kansas State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

    Figure 1. Graphical model of emerging experience themes identified from the life history interview Theme 1: All of the women participants were aware of gendered ways of being anddoing. For some, their earlier familial/parental influences on non-gender defined ways of beingand doing allowed them to explore what they were interested in and comfortable with who theywere while they were exploring. For others, it was the positive experiences and influences fromother people or peers that helped them to develop a sense of self and ignore or reject theessentialization that gendered roles and expectations typically prompt. However, the mostimportant contributing factor was their own “I want and I can