Conference Session

Innovative Teaching Techniques in the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

James L. Klosky P.E., U.S. Military Academy; Scott M. Katalenich, U.S. Military Academy; Berndt Spittka P.E., U.S. Military Academy; Seamus F. Freyne, Mississippi State University

Tagged Divisions

Civil Engineering

-Minute Follies assignment is not totally autonomous; the student is not responsiblefor establishing the task or the assessment criteria. However, a key teacher/mentor task is movingour students toward being autonomous and in this assignment the students are given theflexibility to identity a topic for research, find resources, decide how best to teach others aboutthe topic in just a short time, and then reflect upon their performance once the presentation iscomplete.Mechanics of a Two-Minute Folly – Assignments and ClassroomThe Two-Minute Folly concept is simple; students are given a short, tightly enforced timewindow in which to educate their peers on a topic. For the authors, the general trend was that thetime window expanded for elective or

Conference Session

Engineering Education Research and Assessment I

Collection

2005 Annual Conference

Authors

Frederick Berry; Patricia Carlson

that notonly facilitate the accomplishment of a communication task but also help the learner tointernalize strategies for later performance of the same or similar tasks, without the presence ofthe technology. These four structured workspaces perform in tandem to create a series ofactivities that reflect modern pedagogical procedures for using writing in the learning process.Separate instructor and student interfaces provide reports on performance for individualassignments. TABLE A: FOUR STRUCTURED WORKSPACES OF CPR SEGMENT ACTIVITY 1 Writing/Thinking (Assignment and Text Entry): Students are

Conference Session

Course Assessment in ET

Collection

2002 Annual Conference

Authors

Wayne Hager; Ronald Land

across the board is career services. All of these points are important inputfor system-wide quality improvement plans and will influence plans for system improvements inthe coming year. As a scan of Table 1 illustrates, it is difficult to use the tabulated responses to theindividual survey questions to pick out important programmatic issues. A more effective methodis to recognize that certain subgroups of questions examine the same aspect of students’satisfaction. Individual questions in the subgroups simply examine issues from differentperspectives. Collectively, these subgroups define broader-based measures, or “qualityindicators.” For example, looking at Table 1, items 1, 2 and 6 reflect students’ satisfaction withinstruction in their

Conference Session

Why Industry Says that our Engineering Students Cannot Write

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan Conrad, Portland State University; Timothy James Pfeiffer P.E., Foundation Engineering, Inc.

Tagged Divisions

Liberal Education/Engineering & Society, Mechanical Engineering

Page 22.1169.2issues of rhetoric (audience, purpose) and analysis (claims, reasoning, evidence)” 9. Although itcan be helpful to think about different categories such as these when responding to writing, wewere concerned by a general sense in engineering education literature that grammar is somehowseparate from the concerns of content, analysis, purpose, and audience.Rather than assuming grammar can be separated from meaning, we decided instead to investigatewhether even sentence-level grammatical choices reflect the content and values of engineeringpractice, and whether different grammatical choices by students are likely to be one factor thatmakes them appear unprepared for writing in the workplace. For the analyses reported here, wefocused

Conference Session

Why Industry Says that our Engineering Students Cannot Write

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kathryn Mobrand, University of Washington; Jennifer A Turns, University of Washington

Tagged Divisions

Liberal Education/Engineering & Society, Mechanical Engineering

students in reflecting on experience, how to help engineering educators make effective teaching decisions, and the application of ideas from complexity science to the challenges of engineering education. Page 22.1257.1 c American Society for Engineering Education, 2011 Revisiting Communication Experiences to Prepare for Professional PracticeAbstractThe ability to communicate effectively is a critical competency for engineers. According to thefuture envisioned in the Engineer of 2020,1 in ABET criteria for accreditation,2,3 and scholarshipin the fields of

Conference Session

Hey You: Effectively Engaging Students in the Classroom

Collection

2012 ASEE Annual Conference & Exposition

Authors

Glenn W. Ellis, Smith College

Tagged Divisions

Civil Engineering

, knowledgebuilding supports the intentional, reflective, and metacognitive engagement required for deeplearning. In a knowledge-building environment the focus of the learning community is on Page 25.351.4continually improving ideas. It begins with a question of understanding, such as, Could acomputer ever have feelings? The next step is to encourage learners to generate and post theirideas about the topic (typically in an asynchronous, online group workspace such as provided byKnowledge Forum software). In the process the community organizes itself into working groupsthat grow and change in response to the interests of learners. The workspace preserves

Conference Session

International Division (INTL) Technical Session: International Programs and Curricula II

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sigrid -- Berka, The University of Rhode Island

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

, quantitative and qualitative approach to fully comprehendwhat happens holistically during the immersion experience. The goal should be not just to collectobjective data with validated psychometric instruments such as the IDI, but rather to obtain morenuanced insights into the students’ study abroad experience and processing of their sojournsabroad through qualitative analysis of student reflections. Similarly, Cohen et al [10] argue thatsolely relying on quantitative assessment may not bring to light important nuances of thecomplex experience abroad. Likewise, Streitwieser and Light [11] call for placing emphasis onindividual student perceptions and reflections. Most recently, Mu et al [12] have shown thatimportant insights can be gained when zeroing

Conference Session

Educational Research and Methods Division (ERM) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiuhao Ding, University of Illinois at Urbana - Champaign; Meghana Gopannagari, University of Illinois at Urbana - Champaign; Kang Sun, University of Illinois at Urbana - Champaign; Alan Tao, University of Illinois at Urbana - Champaign; Delu Louis Zhao; Sujit Varadhan, University of Illinois at Urbana - Champaign; Bobbi Lee Battleson Hardy, University of Illinois at Urbana - Champaign; David Dalpiaz, University of Illinois at Urbana - Champaign; Chrysafis Vogiatzis, University of Illinois at Urbana - Champaign; Lawrence Angrave, University of Illinois at Urbana - Champaign; Hongye Liu, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

,reflection notes writing, fits the objectives of the present study of finding whether the machinelearning-based data analysis resulting in similar and usable results as compared with the analysisresults from the inductive process of the grounded theory. Raised as a theory-construction methodthat takes data as the basis for theories to emerge, grounded theory has a unique fit with themachine learning-based analysis approach in that both are inductive in nature.Machine learning (ML)-based or mixed approachesPreviously researchers have conducted ML-based analysis on the sentiment of financial newsreports or labeled information of survey questions [7]. Sentiment analysis is a classification taskthat can be handled by manual labeling of a small set of

Conference Session

Environmental Engineering Division (ENVIRON) Technical Session 2 - Engineering for One Planet (EOP)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrea T. Kwaczala, Western New England University; Devina Jaiswal, Western New England University; Lisa K. Murray, Western New England University

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering Division (ENVIRON)

processes. Students worked in groups tocreate 3D parts with cultural or historical perspective. Students searched for art forms, traditions, socialhabits, and rituals from the chosen cultural background or a significant time in history and used it asinspiration to create unique CAD designs and then 3D printed models. Students were required to incorporatethe best DfAM practices required to successfully design a part using additive manufacturing. Each studentgroup prepared a poster that was shared in a gallery walk [17]. Everyone explored the variety of culturallyand historically inspired projects during the gallery walk and self-reflected on the information in an essay.Students were encouraged to include thoughts on unconscious bias, norms, habits

Conference Session

The Global and Cultural Dimensions of Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Huiming Fan, East China University of Science and Technology; Xinru Li

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

scenarios, students are trained to apply engineering ethics knowledge to practice.Implement educational reform in the form of debate competitions, and conduct engineeringethics debate competitions in various engineering ethics course teaching classes. Practical activities not only fully leverage the leading role of teachers, but also reflect thesubjectivity of students. Student debaters can gain a deeper understanding of the basic concepts,principles, guidelines, moral values, public safety obligations, social responsibilities, and otherelements of engineering ethics from different perspectives through discussions and in-depthanalysis of the topic. This can enhance moral awareness, cultivate moral emotions, and regulatemoral behavior. Under the

Conference Session

Industrial Engineering Division (IND) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Enas Aref, Western Michigan University

Tagged Divisions

Industrial Engineering Division (IND)

It has been well established that for adult learning to occur, motivation and reflection must be present[19]. To achieve intrinsic motivation, the learner must have a sense of autonomy, competence, and afeeling of belonging [20]. Educators play a multifaceted role in promoting those needs by activelyfacilitating inclusive and engaging learning experience while tailoring their approach to meet the diverseneeds of adult learning, thereby promoting autonomy and competence[21]. When learners collaborate ona PBL assignment, intrinsic motivation can either be enhanced or disturbed. The determinant factors ofintrinsic motivation level in this case are self-evaluation, attitude of the learning about education, and theimportance of goals [19]. When

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Candice Stefanou, Bucknell University; Michael J. Prince, Bucknell University; John Chen, California Polytechnic State University; Jonathan D. Stolk, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

of mechanical engineering at Cal Poly, which he joined in 2008. Prior to that he was on the faculty at Rowan University.Jonathan D. Stolk, Franklin W. Olin College of Engineering Page 22.1334.1 c American Society for Engineering Education, 2011 Student Lifelong Learning Outcomes For Different Learning EnvironmentsAbstractCalls for educational reform emphasize the need for students to develop a capacity for lifelonglearning. Lifelong learners may be characterized as curious, motivated, reflective, analytical,persistent, flexible, and

Collection

2024 South East Section Meeting

Authors

Tim Ransom, Clemson University; Randi Sims, Clemson University; Jessica Allison Manning, Clemson University

Tagged Topics

Diversity

member’s pre-existing social capital. The cultivation of these relationships in L&L is also reflected inthe culture of the space, as described by participant 5 . ”[L&L] is kind of a very open, inclusive culture. It’s very similar to the ESED culture. [...] Everyone seems to like, get along. They’re happy to see one another and talk.” - Participant 5Participant 5 describes the culture of L&L as inclusive and open. Their statement shows how social capital is facilitated throughL&L, as it promotes an environment where individuals feel welcomed while they join together to discuss education research.L&L provides a semi-formal space to develop graduate student relationships. The semi-formal register of the space is intendedto

Conference Session

Engineering, Ethics, and Community Engagement

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emma Sophie Stine, University of Colorado Boulder; Amy Javernick-Will, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

countries.‬‭ his student underscores a motivation for a more equitable world due to the perceived harm‬T‭caused by their high-income country, particularly in terms of the environmental degradation that‬ ‭will affect low-resource communities.‬I‭ n summary, while the motivations varied among students, this study identified all students at‬ ‭one point expressing a motivation for social justice, often using vocabularies such as justice and‬ ‭equality. While this exploration was not exhaustive in capturing the entirety of students'‬ ‭experiences, we found that students reflected on a spectrum of emotions. These include a sense‬ ‭of solidarity with marginalized populations they once lived with, drawing inspiration from the‬ ‭resilience and

Conference Session

DSA Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ahmad Slim, The University of Arizona; Gregory L. Heileman, The University of Arizona; Melika Akbarsharifi, The University of Arizona; Kristina A Manasil, The University of Arizona; Ameer Slim, University of New Mexico

Tagged Topics

Data Science & Analytics Constituent Committee (DSA), Diversity

valuable guidance forfuture educational strategies and policies.keywords: curricular complexity, causal inference, student success, graduation rates, educationaldata mining1 IntroductionCurriculum complexity, an intrinsic characteristic of educational programs, has increasingly be-come a focal point of academic research due to its presumed impact on student performance. Thearchitecture of a curriculum – encompassing the breadth and depth of content, the sequencingof subjects, and the interplay of various pedagogical approaches – directly influences the learningenvironment. This influence is often reflected in key educational outcomes such as student engage-ment, comprehension, retention, and graduation rates. The complexity of a curriculum

Conference Session

Thinking Outside the STEM Box: Equity, Culture & Social Justice in Education Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stephen Fernandez, University of Massachusetts Amherst; Ankita Kumar; Mariam Alkattan

launch speed is 6.1 km/s, how fast is it moving at the peak of its trajectory? - Problem from one of the authors’ first year engineering student’s Physics homework [1]If your background is engineering, you are also likely to have seen problems like the one abovein classes that you have taken.If you are unsettled by problems that engineering studentsencounter that lack any reflection on the inherent moral implications, such as the one above, weencourage you to read on as we relate our efforts to contribute to the struggle for social justice inengineering. If you are not troubled with problems like the one above, then you may not findvalue in reading any further. Then again, perhaps you could benefit from learning aboutSolidarity

Conference Session

Stories, Communication, and Convergence in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; Rider W. Foley, California State University, Channel Islands; Andrew Li; Rebecca Jun, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

organize the divisionsare not exclusive. The reflect differences in emphasis rather than the existence of separateknowledge domains.1 The number of divisions vs. constituent committees and interest groups seems to fluctuate based on the context inwhich the list is generated (ASEE website vs. PEER). By some counts, there are 55 divisions. In any case, theproportion of “Engineering and. . .” divisions remains essentially the same. 2 This paper focuses on four “Engineering and. . .”divisions that explicitly connectengineering with expertise that is relevant to engineers but not typically required in engineeringeducation

Conference Session

Educational Issues in Civil Engineering

Collection

2009 Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; HuiRu Shih, Jackson State University; Yi-Lung Mo, University of Houston

Tagged Divisions

Civil Engineering

experience. The implementation outcomes suggest that theproposed Pedagogical Model can be suitable for involving students in self-directed learning andcreativity processes and promoting effective inquiry and use of strategies for development ofstudents’ metacognitive skills in creative thinking and self-directed learning. Futureimprovement on the implementation of the proposed Pedagogical Model is also discussed. Page 14.1229.2IntroductionMetacognition is often simply defined as "thinking about thinking", and refers to the awarenessof and reflection upon how one learn knowledge and how one use information to achieve a goal,and the ability to judge

Conference Session

Understanding Students' Narratives of Grand Challenges Scholars Program as a Nexus Between Liberal and STEM Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Abigail M Fry, Olin College of Engineering; Holly Nguyen; Gretchen Rice, Olin College; Sydney Ross, Lawrence Technological University; Sebastien Zenzo Selarque, Rochester Institute of Technology (CET); Bridgit Spies; Margarite Vaccaro; Jason Barrett, Lawrence Technological University; Sarah Aileen Brownell, Rochester Institute of Technology; Matthew Marshall, Rochester Institute of Technology (COE); Karen Kashmanian Oates, Worcester Polytechnic Institute; David I. Spanagel, Worcester Polytechnic Institute; James J. Winebrake, Rochester Institute of Technology; Alison Wood, Franklin W. Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

- cation with specific emphasis on innovative pedagogical and curricular practices at the intersection with the issues of gender and diversity. With the goal of improving learning opportunities for all students and equipping faculty with the knowledge and skills necessary to create such opportunities, Dr. Zastavker’s re- cent work involves questions pertaining to students’ motivational attitudes and their learning journeys in a variety of educational environments. One of the founding faculty at Olin College, Dr. Zastavker has been engaged in development and implementation of project-based experiences in fields ranging from science to engineering and design to social sciences (e.g., Critical Reflective Writing; Teaching and

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University; Seda McKIlligan, Iowa State University; Kelly Guerin, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

-level electrical and computer engineering course. The primary source ofdata was 21 transcribed audio recordings of design meetings and is supplemented withinterviews, reflections, and course artifacts. Thematic analysis revealed 10 themes that representconnections and disconnections between the process used and a common five-stage designthinking process (empathize, define, ideate, prototype, and test). These themes demonstrate someof the opportunities and challenges related to design thinking within an engineering coursedesign setting. In particular, they suggest that engineering course design is a relevant context fordesign thinking, but one to which design thinking methods do not always naturally translated.Future work should focus on better

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

implement the SSDS and illustrate the findings when usingthis survey pre- and post- course with students who participated in WPSI across threeuniversities during the Fall of 2014. Results from these components are triangulated withstudents’ end-of-semester written reflections and participating instructors’ course experiences.This qualitative component allowed us to consider how WPSI might be improved in future Page 26.508.3iterations, as well as broader implications of the SSDS and WPSI for engineering educationcourses and curriculum.For anonymity, throughout this paper we will refer to course offerings as Course 1, 2, and 3. Thisframing puts the

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; David Reeping, Ohio Northern University

Tagged Divisions

First-Year Programs

on a four-stage cycle shown in Figure 1 that, while it can beentered into at any stage, is explained as follows. Concrete Experience (Facts) Active Reflective Experimentation Observation (Futures) (Feelings) Abstract Conceptualization (Findings) FIGURE 1. KOLB’S CYCLE OF EXPERIENTIAL LEARNING.First

Conference Session

Design Cognition III

Collection

2012 ASEE Annual Conference & Exposition

Authors

David R. Wright, North Carolina State University

Tagged Divisions

Design in Engineering Education

graduate skills highlight a number of deficiencies in the preparation ofstudents for professional careers. Among the most commonly noted gaps between expectations andactual skills are • the ability to understand software systems as different than single-user programs; 6,51 • the ability to visualize different perspectives or views on a software system; 10,11 • the ability to think critically and reflectively; 31,38 • systems analysis and design skills; 6,31,51 and • problem-solving and investigative skills. 6,10,11,31 As more and more of our world becomes dependent upon computer-based systems, futuresoftware developers and designers must develop effective decision-making skills and strategies inaddition to the technical knowledge they

Conference Session

Graduate Ethics Education & Professional Codes

Collection

2014 ASEE Annual Conference & Exposition

Authors

Yanna Lambrinidou, Virginia Tech; William Joseph Rhoads, Virginia Tech; Siddhartha Roy, Virginia Tech; Erin Heaney, Clean Air: Organizing for Health and Justice; Glenn Andrew Ratajczak, Clean Air Coalition of Western New York; Jennifer Holly Ratajczak, Clean Air Coalition of Western New York

Tagged Divisions

Engineering Ethics

critiques, however, the choice of selected challenges is narrowlytechnological; reflects some of the committee members’ own research or institutionalinterests; and places little emphasis on simple, low-tech solutions and problems ofequity and social justice.21,22,23 Moreover, it does not seem to represent “people’s” ownviews on what engineering challenges compromise their ability to “thrive” and howengineers can help address these challenges.In her discussion of the Grand Challenges, Cech aptly evokes the “god trick,” a termcoined by science and technology studies scholar Donna Haraway.11 The “god trick”refers to the mythic ability of officially sanctioned technical experts to see “everythingfrom nowhere” – that is, from a position of complete

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

Marcelo Caplan, Columbia College

Tagged Divisions

K-12 & Pre-College Engineering

examination.Research questionAs presented in the literature review, the use of alternative assessment is limited because it isdifficult to design and implement an instrument that will ensure that the results of the assessmentwill reflect in an objective way what the students know about the assessed topic. It is commonknowledge that written exams prepared following the protocols are valid and reliable. In thisresearch, a procedure to produce a self-directed final project assessment will be tested and thegrade of the projects produced following the procedure will be compared with the products ofother conventional assessment tools used previously in this course. These tools have beendesigned following the scope and sequence of the course and tested by external

Conference Session

First-Year Programs Division (FYP) - Technical Session 3: Evaluation & Assessment

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marko V. Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Maziar Ghazinejad, University of California, San Diego; Nathan Delson, eGrove Education; Saharnaz Baghdadchi, University of California, San Diego; Curt Schurgers, University of California, San Diego; Minju Kim, University of California, San Diego; Josephine Relaford-Doyle, University of California, San Diego; Carolyn L. Sandoval, University of California, San Diego; Huihui Qi, University of California, San Diego

Tagged Divisions

First-Year Programs Division (FYP)

classesAbstractIn this evidence-based practice paper, we report on peer oral exams, a cross between oral examsand peer assessment, as implemented in a high-enrollment undergraduate computerprogramming course for engineers. The idea was to leverage the educational andimplementational advantages of both evidence-based approaches simultaneously. Oral exams,for instance, have been argued to promote conceptual understanding, self-reflection,communication competency, and professional identity formation in students – but theirdeployment in large classes is resource-demanding and nontrivial, stifling their broader adoption.Peer assessment, on the other hand, is highly scalable and affords students many potentialeducational benefits of its own, including the

Conference Session

First-Year Programs Division (FYP) - Technical Session 6: Mentors & Teams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew B. James, Virginia Polytechnic Institute and State University; Tahsin Mahmud Chowdhury, Virginia Polytechnic Institute and State University; Juan David Ortega-Alvarez, Virginia Polytechnic Institute and State University / Universidad EAFIT; Jennifer Lyn Benning, Virginia Polytechnic Institute and State University; Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Jenny L Lo, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

participated in the aforementionedsummer program are granted a degree of autonomy in how they approach teamwork in theircourses and chose to implement the equitable teaming tools from the Summer 2022 workshop tovarious degrees in their classes in the Fall 2022 semester. The full list of available teaming toolsincluded: 1) pre-readings related to the importance of diversity on teams, 2) individual assetmaps encouraging students to explore how their own backgrounds could be valuable and appliedin the course, 3) team asset charts designed to facilitate a breakdown of work for teamassignments in a way that draws upon the diverse backgrounds of all team members, and 4) teamprocessing documents guiding students through reflective questions regarding their

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sara Al Humidi; Alena Sloan; Andrea Atkins, University of Waterloo; Rania Al-Hammoud, University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

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

teammembers’ expertise as well as their high level of social perceptiveness, resulting in an increase ofparticipation and a decrease in biases amongst team members [4]. Women working in teams alsodemonstrate higher interactive and co-operative work styles that improve a team’s overallprocesses and management skills. Garcia et al. [5]and Ostergaard et al. [6] found an increase indiverse knowledge and perspectives that originated from different career paths due to thecomposition of gender-diverse teams.Some studies also consider that diversity could create discomfort in teams because social identitypredicts that the difference in knowledge, and experience can make communication difficult andincrease competitiveness [6]. This may be reflected in

Conference Session

Work-in-Progress Session: Understanding Issues Faced by Graduate Students and Faculty

Collection

2023 ASEE Annual Conference & Exposition

Authors

Herman Ronald Clements III, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

, I feel it is valuable to disclose my position as an author, including the identities I hold,the privileges I am afforded, and the perspective I bring to understanding engineering researchculture. I am a Black, cisgender man, and a Ph.D. student studying engineering education. I amalso a recipient of a stipend from the National Science Foundation (NSF), so I am a directbeneficiary of the engineering research “culture,” or system as it stands. This work-in-progresspaper is directly tied to my own experience and the experiences of colleagues that are alsoengaging in engineering research culture. Through rich conversations and reflection about thespaces in which engineering researchers operate, I began to question the underlying valuesystems

Conference Session

Engineering Design Graphics Division (EDGD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jan Edwards, College of Lake County; Rob Twardock, College of Lake County

Tagged Divisions

Engineering Design Graphics Division (EDGD)

that welcomes any studentto use it for project work, studying, collaborating, or meeting with fellow students. It is staffedmostly by student interns; between 8 and 12 students each semester get experience in a workatmosphere that resembles a small prototype shop. They maintain and troubleshoot equipment,work with “clients”, enforce safety, run workshops, develop equipment expertise, and assist withthe long-term development of the lab mission and goal fulfillment.Need for Change in Engineering Design GraphicsEngineering Design Graphics has many concepts that can be dry and discourage freshmanengineering students from persisting when taught with a theoretical focus. This is reflected inthe historically high attrition rate observed for this