Conference Session

Persistence, Outcomes and Barriers for Women in Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Margaret B. Bailey Ph.D., P.E., Rochester Institute of Technology (COE); Carol Elizabeth Marchetti, Rochester Institute of Technology (COE); Jessica C Bennett, Association of Public and Land-grant Universities; Iris V. Rivero Ph.D., University of Florida; Gloria L. Blackwell, American Association of University Women (AAUW)

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

develop theuniversity’s first list of benchmark institutions for salary comparison [1, Appendix C]. RIT’sNSF ADVANCE IT-Catalyst project (081107, 2008-2011) was a key motivator to furtherprogress. After a 2008 internal climate survey [2] revealed significant differences in perceptionregarding salary equity by gender, RIT Human Resources (HR) and Institutional Research (IR)launched annual salary equity studies for faculty. After controlling variables such as department,degree earned, years in rank, and terminal degree, gender-based gaps in average salary werefound at each faculty rank [3], [4]. Similarly, the American Association of University Professorsreports lower salaries for women at every faculty rank, a finding that is persistent over time

Conference Session

ERM Technical Session: Professional Formation & Career Aspirations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kirsten Heikkinen Dodson, Lipscomb University; René Marie Rosalie Marius

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

based on a participant’s experiences in HEPs. Other papers publishedfrom this research study provide reasoning and background for this analysis. The research design is amixed methods approach including quantitative methods via a survey which informed the qualitativemethod via interviews [1]. To study the interactions among professional responsibility, HEPs, and DEI,two existing instruments were combined into a survey provided to engineering students and professionals.The Engineering Professional Responsibility Assessment (EPRA) was used to understand the perspectivesof students toward professional and social responsibility with special emphasis on recording participationin engineering service or humanitarian engineering projects (HEPs) [2

Conference Session

Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Corin L. Bowen, California State University, Los Angeles; Joseph Valle, Purdue University – West Lafayette (College of Engineering); Shannon M Clancy, Elizabethtown College; Kaylla Cantilina, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

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

diverse students. However, the study also offers insightinto potential approaches for power-building amongst marginalized students, who are the bestexperts in their own experiences.IntroductionThis study takes place at a research-intensive, highly-selective public university in theMidwestern United States. This institution, and its engineering college, serves primarily whitestudents from highly affluent financial backgrounds [1], a similar educational context to eliteinstitutions throughout the United States and the Global North. Despite its legal status as a“public” institution, a previous study of engineering undergraduate student outcomes at thisinstitution found that two-thirds of the undergraduate engineering students came fromhouseholds

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kay Wille, University of Connecticut; Connie Syharat, University of Connecticut; Arash Esmaili Zaghi P.E., University of Connecticut; Sarira Motaref P.E., University of Connecticut; Marisa Chrysochoou, University of Missouri - Columbia

Tagged Topics

Diversity, NSF Grantees Poster Session

current system [1]. Traditionalapproaches to departmental change often emphasize immediate interventions, such asintroducing new courses, adjusting syllabi, or launching short-term faculty developmentworkshops. However, in the absence of deeper shifts, such initiatives can fail to take hold,especially when unanticipated leadership transitions leave newly implemented practices withoutchampions or embedded policies. In this example, the University of Connecticut (UConn) Schoolof Civil and Environmental Engineering (SoCEE), former department of CEE, embraced atransformative vision for engineering education by cultivating a strength-based culture in whichneurodiversity is embraced as an asset [2]. Instead of seeing cognitive variations like

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Varun K Kasaraneni, Gannon University; Karinna M Vernaza, Gannon University; Lin Zhao, Gannon University

Tagged Topics

NSF Grantees Poster Session

successful collaborativeprogram that positively impacts both the community and partner organizations.IntroductionThe SEECS program has been in operation since the fall of 2009, with NSF S-STEM funding forall but one of those years. The grant activity has always had as a foundational element theuniversity mission which prominently features service to others. This service component hasbeen affected through community-based, engineering-forward projects completed by students inservice of some unmet community need [1],[2],[3]. SEECS has collaborated with variousexternal stakeholders on community-focused projects, engaging with organizations that supportindividuals with disabilities, at-risk youth, veterans, and environmental initiatives

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wei Wayne Li, Texas Southern University; Desirée Jackson Ph.D., Texas Southern University; Mahesh Vanjani, Texas Southern University; Yvette E. Pearson P.E., University of Texas at Dallas; Lila Ghemri; Shishir Shishodia, Texas Southern University; Huan Xie, Texas Southern University; Linda Michelle Gardiner, Texas Southern University

Tagged Topics

Diversity, NSF Grantees Poster Session

. Leveraging data from a National Science Foundation(NSF) Alliance for Graduate Education and the Professoriate (AGEP) project, we analyzepatterns in graduate student success, retention, and postdoctoral career trajectories in STEMdisciplines at TSU. Our findings reveal differences in faculty development participation,financial support, and degree completion rates, highlighting systemic challenges andopportunities for improvement. This study provides data-driven recommendations for TSUspecifically and for similar institutions, aiming to strengthen research capacity and enhancegraduate student outcomes1. IntroductionThe goal of the NSF’s AGEP program is to “increase the number of historically underrepresentedminority faculty in STEM” [1]. TSU partnered

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lisa A. Giacumo, George Mason University; Arvin Farid, Boise State University; Mojtaba Sadegh, Boise State University; Rafael Leonardo da Silva, Boise State University

Tagged Topics

Diversity, NSF Grantees Poster Session

Department,George Mason UniversityArvin Farid, Ph.D., P.E., Professor, Civil Engineering, Boise State UniversityMojtaba Sadegh, Ph.D., Associate Professor, Civil Engineering, Boise State UniversityRafael da Silva, Ph.D., Assistant Professor, Organizational Performance and Workplace LearningDepartment, Boise State UniversityScott Lowe, Ph.D., Dean, Graduate College, Boise State UniversityKeywords: Graduate degrees, Engineering, Stakeholders, Support system, Higher Education 1 S-STEM: Challenges Stakeholders Face in Supporting Low-Income, First-Generation, and/or Rural Graduate Students There is a growing need to train

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 9: Collaboration and Community

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jacqueline Rose Tawney, California Institute of Technology; Morgan L Hooper, University of Toronto; Harly Ramsey, University of Southern California; Maria Jose Azcona Baez, California Institute of Technology; Meredith Hooper, California Institute of Technology; Matthew Alexander Langley; Nina Mohebbi, California Institute of Technology; Micah Kalaihi Kushi Nishimoto, California Institute of Technology; Kay T Xia, California Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

- dered if there was a way to validate and promote these discussions at the intersection of engineering, community, and identity as an integral part of STEM education and practice, when in their experience, they had often remained at the fringe or relegated to courses outside of the technical curriculum.Background and motivationScenario #0 above marks a turning point in the development of a course titled Effective andEnduring Advocacy: Leading with Compassion in STEM, catalyzing its transition from an earlyconcept into a fully supported Pilot Course [1]. We now offer the present work, a CollaborativeAutoethnography (CAE), which explores the impacts of the course on both students andfacilitators.Development of the Pilot Course

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yunus Doğan Telliel, Worcester Polytechnic Institute; Sarah E. Stanlick, Worcester Polytechnic Institute; Shamsnaz Virani Bhada, Worcester Polytechnic Institute; Gillian Smith; Ruth McKeogh, Worcester Polytechnic Institute; Sarah Riddick, Worcester Polytechnic Institute

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

students’needs and aspirations as well as to explore experiential learning approaches to ethics trainingacross the curriculum. As part of our collaborative work, we developed a pedagogicalframework that approaches the IRB as a learning opportunity that is meaningful andtransformative. This framework addresses two major challenges each of us has encountered in ourundergraduate project advising: cultivating researcher identity and human impacts of research: 1. The first challenge is the tendency among students to shy away from building a strong sense of researcher identity in student projects that have research components. Whether involving ‘human subjects’ or not, most of our students often assume that research is a discovery of

Conference Session

Advancing Robotics Education: Frameworks, Platforms, and Teacher Preparation for K-12 Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Jill Kidd, Old Dominion University; Kristie Gutierrez, Old Dominion University; Min Jung Lee, University of North Dakota; Danielle Marie Rhemer, Old Dominion University; Krishnanand Kaipa, Old Dominion University; Pilar Pazos, Old Dominion University; Stacie I Ringleb, Old Dominion University; Orlando M Ayala, Old Dominion University; Francisco Cima; Isaac Koduah Kumi, Old Dominion University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

students bolsteredhers. Kayla, in contrast, developed self-efficacy over time through a productive partnership witha supportive engineering student. These cases highlight the complex relationship between partnerdynamics, teaching roles, perceived success, and self-efficacy development. Implications forsupporting PSTs in engineering-integrated experiences are discussed. Introduction Nationwide engineering and coding standards in K-6 curriculum [1], [2] make instructionin these subjects essential for elementary teacher preparation. Along with content andpedagogical knowledge, preservice teachers (PSTs) need a belief in their ability to teach, alsoknown as teaching self-efficacy [3], [4]. Accordingly

Conference Session

Engineering Identity and Student Support (Features 2 papers of STDT)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katharine Sarah Getz, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

). Each measure used a seven-point Likert scale 6from (1) strongly agree to (7) strongly disagree. Questions throughout the scales wereappropriately reversed. Demographic information was collected.PositionalityKatharine Getz is a white lesbian who believes in the expansiveness of self, gender, andsexuality. Her motivation to research the experiences of belonging and identity for LGBTQ+undergraduate engineering students comes from her own experiences and observations of herpeers. Her academic background is in chemical engineering, sexuality and gender studies, andengineering education, and her mentor for this project comes from an experienced

Conference Session

ERM Technical Session: Examining Identity

Collection

2025 ASEE Annual Conference & Exposition

Authors

Muhammad Asghar, University of Cincinnati; David Reeping, University of Cincinnati; Gregory Warren Bucks, University of Cincinnati; Jeff Kastner, University of Cincinnati; Teri J Murphy, University of Cincinnati; Sheryl A. Sorby, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

significant disadvantage. Many face challenges catching up or may never evenbegin. Research highlights that institutional barriers like these contribute to lower completion ratesamong students from underrepresented gender, racial, and ethnic groups [1]. Similarly, the subjectsof this study i.e., first-generation college students (FGCS) [2] and non-traditional students (NTS)[3] also experience lower rates of degree completion compared to their peers due to the similarreasons. First-generation college students (FGCS) are the first in their immediate families to pursuecollege education (neither of their parents has a bachelor’s degree) [2]. The National Center forEducation Statistics (NCES) identifies seven key traits that distinguish NTS from

Conference Session

Diversity in Community Engagement Implementation I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Keilin Jahnke, University of Illinois, Urbana-Champaign; Ann-Perry Witmer P.E., University of Illinois; Matthew Tan, University of Illinois at Urbana-Champaign; Grace Frances Witmer, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

knowledgeinto new frameworks.Flexibility in topic, discussion, structure and partners is key to providing a meaningful classroomexperience for students, while also teaching engineers to remain nimble, contextual and criticalin thought as they evaluate solutions to a design problem.Incorporation of multiple professional and peer viewpoints, in the form of professional advisorsand alumni mentors, gives students diverse perspectives as well as comfortable resources toconsult outside of the classroom, and demonstrates that many approaches can exist in tackling adesign challenge.Bibliography 1. Atman, C. J.; Adams, R. S.; Cardella, M. E.; Turns, J.; Mosborg, S.; Saleem, J. Engineering Design Processes: A Comparison of Students and Expert

Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Natasa S. Vidic, University of Pittsburgh; Renee M. Clark, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

survey, which we distributed to the students nearthe end of the semester. We also compared the results to those of other flipped classrooms in ourschool of engineering, which have been implemented as part of our school-wide initiative to flipengineering courses.1. Introduction and Literature ReviewOngoing research in engineering education suggests that teachers who aim to achieve increasedstudent learning should adopt active learning approaches. Students who are taught in the “activelearning” environment are likely to demonstrate higher academic achievement, better high-levelreasoning and critical thinking skills, deeper understanding of learned material, greatermotivation to learn and achieve, more positive and supportive relationships with

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 10

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rolfe J. Sassenfeld, New Mexico State University; Luke Nogales, New Mexico State University; Barbara Andrea Gamillo, New Mexico State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

forentrepreneurial courses and to study its effect in depth.Relation to previous workIn today’s competitive world, engineering firms have become leaner than ever. Besides technicalroles, engineers now have to fulfill project management and team leadership roles to complywith the now complex and multidisciplinary culture in the workplace. Engineering education hasevolved in the last decades with the intent of fulfilling this demand of teamwork skills ingraduates. Among the five major breakthroughs in engineering education discussed by Froyd et [1]al. are the outcomes-based accreditation guidelines introduced by ABET (Accreditation Boardof Engineering and Technology)in the late 1990s, a major emphasis on design, a greaterapplication of education, learning

Conference Session

Using Laboratories for Instruction in Mechanical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amanie N. Abdelmessih, California Baptist University

Tagged Divisions

Mechanical Engineering

lights off to save energy andmoney for the university. Consequently, asking for a budget for equipment was not an option.This background led the author to think of alternative methods for funding equipment.Need for a Thermal Engineering Laboratory“The laboratory is the means of teaching the experimental method. It should give the student theopportunity to observe phenomena and seek explanations, to test theories and notecontradictions, to devise experiments which will yield essential data, and to interpret results.1”Cirenza et al2 studied the effectiveness of hands-on, challenge-based workshops to improvejunior-level heat transfer students’ conceptual understanding of heat and temperature. Theycompared two groups of students, normal instruction

Conference Session

Student and Other Views on Engineering Leadership

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sara Jansen Perry, Baylor University; Emily M Hunter, Baylor University; Ed Frauenheim, Great Place to Work Institute; Steven C. Currall, Southern Methodist University

Tagged Divisions

Engineering Leadership Development Division

conclusions. Finally, we introduce the OrganizedInnovation Model for Education, which is based on features of the ERC Program and other 2similar multi-disciplinary, multi-institutional university research centers (MMURCs). In thisfinal section, we provide specific recommendations for educators, university leaders, and policymakers on how educational systems might be enhanced to produce a better prepared, leadership-ready engineering workforce.Section 1: The Problem A common lament is that when an organization’s best engineer is promoted to aleadership role, that organization loses the best engineer and gains the worst leader. The skill setsrequired for engineering jobs and leadership roles are

Conference Session

K-12 & Pre-College Engineering Division Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mike Thomas Pitcher, University of Texas - El Paso; Pedro Arturo Espinoza, University of Texas - El Paso; Hugo Gomez, University of Texas - El Paso; Randy Hazael Anaya, University of Texas - El Paso; Hector Erick Lugo Nevarez, University of Texas - El Paso; Herminia Hemmitt, University of Texas - El Paso; Oscar Antonio Perez, University of Texas - El Paso

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

term learner gains 8,9To have a greater understanding of how this directly applies to deeper learning we need to take alook at Figure 1 below which graphically represents Webb’s Depth of Knowledge taxonomy.10As learning blocks are heavily focused on application of knowledge, many of the Do-It/Challenge-It sections revolved around Level 2-4 activities with the majority focusing on Level 3-4 activitiesbut scaled for time. What follows below is a sampling of two badges and two learning blocks.Badges incorporate all the various pieces from all of the learning blocks into a set of achievementsin a recognizable way. So a daily badge will require both completion of an engineering themedblock, an art themed block, a science themed block, a technology

Conference Session

Developing an Academic Framework Supportive of our Military Veterans

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vukica M. Jovanovic, Old Dominion University; Anthony W Dean, Old Dominion University; Carol L Considine, Old Dominion University; Karina Arcaute, Old Dominion University; Petros J Katsioloudis, Old Dominion University; Mileta Tomovic, Old Dominion University; Thomas B. Stout, Tidewater Community College; Connor Schwalm, Old Dominion University; Jennifer Grimsley Michaeli P.E., Old Dominion University; Yuzhong Shen, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans Constituent Committee

predictors for later academic success and retention (Durdella & Kim, 2012). A statistical analysis based on data retrieved from U.S department of Education and theNational Center for Education Statistics, year 2011-12 is shown in Figure 1 (Molina, 2015). Amajority of veterans are currently enrolled in associate degree or certificate programs (54 %),and only 19 % are enrolled in public 4-year colleges. Their average age is 25, the majority ofthem have dependents (52%), are U.S. born (94%), white (63%), and male (79%). Only 20 % ofveterans are enrolled in STEM fields. Figure 1: Undergraduate student veterans by numbers (Molina, 2015) Strategies recommended for institutions to serve as a veteran friendly include: a

Conference Session

Mobile Devices and Apps

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tiina Leino Lindell, The School of Education and Communication in Engineering Science, KTH Royal Institute of Technology; Stefan Hrastinski, KTH Royal Institute of Technology; Inga-Britt - Skogh

Tagged Divisions

Computers in Education

and students expressed concerningstudents’ multimodal mobile use as support for school assignments?The results show that students and teachers have many different experiences of students’multimodal mobile use related to school assignments. However, the use is limited in severalways. To a large extent teachers and students have expressed that multimodal mobileresources can be used advantageously by students to support school assignments for severalpurposes. Among disadvantages identified mobile device multimodality in some respects canbe disruptive. The result also indicates that different multimodal mobile media have specificpossibilities for supporting students’ learning as it is related to school assignments.1. IntroductionIt has become

Conference Session

Community Engagement in Engineering Education Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Howard L. Greene, Ohio State University; Paul E. Post, Ohio State University; Lisa Abrams, Ohio State University

Tagged Divisions

Community Engagement Division

/community, breakingthe ice with the students is usually not an issue.A common request is for university students and industry alumni to represent their particularengineering disciplines and to break down into stations with 1-2 ambassadors per discipline(sometimes even with a poster or other backdrop prepared ahead of time). Then high schoolstudents spend time at each of their top stations, corresponding to their career leanings. After 5-7minutes, they are instructed to ‘switch stations’. Bringing a demo, or actual representativeoutput of a project creates interest and focuses audience attention.As far as reaching the greatest number of high school students, the best venue is during theschool day, during one or more class sessions. If the class is

Conference Session

Identity and Engineering: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Renata A Revelo, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. References  [1] Beam, T. K., Pierrakos, O., Constantz, J., Johri, A., & Anderson, R. (2009). Preliminary findings on freshmen engineering students' professional identity: Implications for recruitment and retention. Proceedings of the[2] Pierrakos, O., Beam, T. K., Constantz, J., Johri, A., & Anderson, R. (2009). On the development of a professional identity: engineering persisters vs. engineering switchers. Proceedings of the 39th Frontiers in Education Conference, San Antonio, TX. doi: 10.1109/FIE.2009.5350571[3] Matusovich, H. M., Barry, B. E., Meyers, K., & Louis, R. (2011). A multi-institution comparison of students’ development of an identity as an engineer. Proceedings of the 118th ASEE Annual

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine Andrews Paulsen, Concord Evaluation Group; Monica E Cardella, Purdue University, West Lafayette; Tamecia R. Jones, Purdue University, West Lafayette; Marisa Wolsky, WGBH Educational Foundation

Tagged Topics

NSF Grantees Poster Session

.   Research Questions   Our goal with the IPE study is to answer the following research question: ​ How do informal engineering programs (such as Design Squad, a WGBH multimedia informal engineering program for middle school­aged children) support engineering­related learning over time (i.e., engineering pathways)?   To get at this larger question, we will also explore five related, secondary questions:   1. What is the profile of children who benefit the most (i.e., develop positive outcome  expectations about engineering, greater engineering­related self­efficacy, and an  increased interest in engineering) after exposure to informal STEM programs?  2. How much exposure to informal STEM programs is sufficient to support

Conference Session

Systems Engineering Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tomas Estrada, Elizabethtown College

Tagged Divisions

Systems Engineering

framework for theteaching and learning process based on a concept familiar to most engineers: feedback controlsystems. Feedback control has long been a staple of engineering curricula, primarily in electricalengineering, but also across other disciplines such as mechanical and chemical engineering. Thisis largely due to the diversity of applications of control theory.[1] Feedback control concepts havealso been applied in areas outside of engineering, such as psychology and human behavior,particularly in the areas of goal setting and performance.[2,3] However, in the field of engineeringeducation, the concepts from control theory have been underused. We build upon the ideaspresented in the related literature by providing a novel control systems

Conference Session

Systems Engineering Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Daniel Raviv, Florida Atlantic University; Luis Fernando Cortes, Florida Atlantic University

Tagged Divisions

Systems Engineering

their hardware and software configuration [1]. Every standalone subsystem requires inputinformation to carry out its corresponding task. Consequently, every subsystem must beautonomous to process the data from the low sensor component level to the high data controllevel, and generate an output data that can be used for the next subsystem as its input Page 26.1271.4information. This data is processed and analyzed by every single subsystem in its own uniquelanguage, and then translated to a universal language that is understood by all the subsequentsubsystems. The connection between the constituents of an SoS is architected in a scalable waymaking

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian J Skromme, Arizona State University; Paul Rayes, Arizona State University; Brian McNamara, Arizona State University; Xiaoxuan Wang, Arizona State University; Yih-Fang Huang, University of Notre Dame; Daniel H. Robinson, Colorado State University; Xiang Gao, Arizona State University; Theodore Thompson

Tagged Topics

NSF Grantees Poster Session

analysis tutorials. Initial results from a laboratory-based study showed astatistically significant 1.21 standard deviation improvement in student performance compared tonormal textbook-based homework. The software has been used by over 1290 students at fourdifferent universities and some community colleges, with high levels of user satisfaction andgenerally favorable comments.1. IntroductionOne of the most widely taught courses in undergraduate engineering curricula is linear circuitanalysis, as many majors other than just electrical engineering require their students to have atleast general familiarity with electrical circuits. For example, around 19 mostly large (70-80student) sections of this course (including 2 sections completely online) are

Conference Session

Two-year College Division: Authors Address Transfer Matters-Part II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary R. Anderson-Rowland, Arizona State University; Armando A. Rodriguez, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

andcomputer science.This paper is focused on engineering students who are both transfer students and sophomores,even though they may be classified as upper division students due to their total number of earnedcredit hours. During the 2012-2013 academic year, 581 students transferred into engineering andcomputer science in the Ira A. Fulton Schools of Engineering at Arizona State University (ASU).Of this total, 458 were classified as upper division and 123 as lower division students. Thenumbers of new transfer students in fall 2013 are shown in Table 1. Lower Division Upper Division Total Fall 2013 Female 22 51 73 (15.7%) New Engineering & CS Male Transfers

Conference Session

Cooperative & Experiential Education Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard F. Vaz, Worcester Polytechnic Institute; Paula Quinn, Quinn Evaluation Consulting

Tagged Divisions

Cooperative & Experiential Education

were conductedwith employers.A general interview guide approach was taken to conduct the interviews. While this approachspecifies in advance the issues and questions to be discussed, it gives the interviewer freedom todecide on the sequence and wording of the questions during the course of the interview.Advantages to this approach are that it provides a systematic and comprehensive way to collectdata while allowing the interview to have a conversational tone and flow11. Exceptions to thisgenerally flexible interview approach were as follows: 1) Aside from gathering background anddemographic information about the interviewees, the first question that interviewees were alwaysasked was the very broad and general question, “Why do you hire WPI

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary R. Anderson-Rowland, Arizona State University

Tagged Topics

NSF Grantees Poster Session

research. Several students received research positions based on this activity. Aftereach meeting the participants were surveyed to determine how effective the meeting was and toidentify topics of interest for future meetings.Six of the 22 CIRC students were transfer students, leading to the realization that transferstudents were very much in need of a “little hand holding”.1 Based on this we applied for andreceived a second NSF CSEMS (award #0324212), this one focused on transfer students, Page 26.358.2beginning in Fall 2003. CIRC transfer students were then put into this second program calledCIRC/Maricopa Engineering Transition Scholars (CIRC/METS

Conference Session

K-12 & Pre-College Engineering Division: Addressing the NGSS: Supporting K12 Teachers in Engineering Pedagogy, Engineering Science, Careers, and Technical Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julie Cafarella, University of Colorado - Boulder; Kevin O'Connor, University of Colorado - Boulder; Jacob (Jenna) McWilliams, University of Colorado - Boulder

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

the blending of science and engineeringas its first “conceptual shift,” combining the two into “Science and Engineering Practices”(NGSS, Appendix A). NGSS explains, “This integration is achieved by raising engineeringdesign to the same level as scientific inquiry in classroom instruction when teaching sciencedisciplines at all levels and by giving core ideas of engineering and technology the same status asthose in other major science disciplines” (NGSS, Appendix A). The following analysis examines how it addresses issues of equity and access in theimplementation of these “science and engineering practices.” To do this, the authors: 1. Examine the historical purposes of science and engineering education (as well as the connections