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Displaying results 31 - 60 of 436 in total
Conference Session
Creating Impactful Learning Experiences for Engineering Leaders
Collection
2019 ASEE Annual Conference & Exposition
Authors
Meg Handley, Pennsylvania State University, University Park; Dena Lang, Pennsylvania State University, University Park; Andrew Michael Erdman, Pennsylvania State University, University Park; John Jongho Park, Pennsylvania State University, University Park
Tagged Topics
Diversity
Tagged Divisions
Engineering Leadership Development
ClassroomLiterature reporting the implementation of coaching in engineering classrooms demonstratescurricular designs and learning outcomes with positive student outcomes. Stettina, Zhao, Back,and Katzy [26] implemented coaching practices in short stand-up meetings that focused onasking powerful questions to reflect and assess progress on project deliverables. Using a quasi-experimental approach, the researchers found that adding coaching into small stand-up meetingsprovided for successful information exchange and increased student satisfaction in courselearning. Knight, Poppin, Seat, Parsons, and Klukken [29] looked at the impact on teamorientation and team task performance of senior design course teams with graduate levelcoaches. The teams with graduate
Conference Session
Engineering Ethics Division Technical Session - Ethics in the Engineering Curriculum
Collection
2019 ASEE Annual Conference & Exposition
Authors
Yousef Jalali, Virginia Tech; Christian Matheis, Guilford College; Vinod K. Lohani, Virginia Tech
Tagged Topics
Diversity
Tagged Divisions
Engineering Ethics
first elaborate on the major elements of the liberatory struggle, relationships,understanding, transformation, and solidarity [22]. The first element, relationships, highlightsthe status of the oppressed and oppressor in oppression, “institutionalized dominance of one partof humanity by another” [23, p. 41]. There are oppressors who tend to reproduce the status quo,and there are the oppressed, who are target group in institutionalization of discrimination anddominance. Understanding, is the stage in which the oppressed acknowledge the fact that theyare oppressed and critically seek for the causes. As a result of such critical reflection on the stateof oppression, the oppressed may discover who they really are. However, the oppressed need
Conference Session
ERM Technical Session 13: Student Learning and Contexts
Collection
2019 ASEE Annual Conference & Exposition
Authors
Julianna S. Ge, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Justin Charles Major, Purdue University; John Mark Froiland, Purdue University, West Lafayette
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
class activities found in the scholarly literature. Thesepractices were grounded in experiential and cooperative learning such as visits from experts,round-table discussions, reflections, but still included traditional learning activities such asassigned readings and lectures. Outside the classroom, students actively worked with communitypartners to improve thriving in the community.Gratitude - Gratitude consists of feelings of appreciation for someone in response to receivingintentional benefits, especially at some cost to the benefactor [2], [3]. There are both interpersonaland intrapersonal benefits of gratitude. Gratitude is one of the strongest correlates to emotionalwellbeing [4], life satisfaction, optimism, and reduced anxiety [5]. In
Conference Session
NSF Grantees Poster Session
Collection
2019 ASEE Annual Conference & Exposition
Authors
Joel Alejandro Mejia, University of San Diego; Damian Ruiz, University of San Diego/San Diego State University; Vitaliy Popov, University of San Diego; Alberto Esquinca, San Diego State University; Danielle Gadbois
Tagged Topics
Diversity, NSF Grantees Poster Session
practice and reflection [11].Pilot StudyThe first year of this study we conducted initial interviews with teachers who had previouslyparticipated in a summer camp with primarily Latinx middle school students. The summer campinvolved 3 in-service teachers, 5 graduate students, and 8 undergraduate students working asSTEM summer camp facilitators for 77 middle school students. The pilot study focused on the 3in-service teachers as they navigated working with students in both formal and informal spaces.The goal of the pilot study was to generate some information of in-service teachers’ perceptionsof funds of knowledge and the strategies that teachers used in understanding and elicitingstudents' funds of knowledge. This pilot study served as the
Conference Session
First-Year Programs: Focusing on Student Success
Collection
2019 ASEE Annual Conference & Exposition
Authors
Abigail T. Stephan, Clemson University; Laurel Whisler, Clemson University; Elizabeth Anne Stephan, Clemson University; Bridget Trogden, Clemson University
Tagged Topics
Diversity
Tagged Divisions
First-Year Programs
courses. Followingthe first round of exams, students select the course in which they wish to improve theirperformance most significantly and then complete both an exam wrapper survey and learningstrategies survey to evaluate their preparatory behaviors, conceptual understanding, andperformance on the exam. Each student develops an action plan for improvement based on theirresults and begins implementation immediately. Following the second exam, students completean exam wrapper survey followed by a learning journal, in which students evaluate and reflect ontheir adherence to and effectiveness of their action plan and performance on the second exam.We propose that engagement with this exam wrapper activity in the context of the EntangledLearning
Conference Session
Transfer and Transitions
Collection
2019 ASEE Annual Conference & Exposition
Authors
Eliza A. Banu, University of Georgia; Nicola W. Sochacka, University of Georgia; Sarah Elizabeth Franklin; Kosi Ofunne
Tagged Topics
Diversity
Tagged Divisions
Two-Year College
from one of the state colleges in our state. In order to create a shared understanding of the assetsthat transfer students bring to our institution, two faculty worked closely with two undergraduate studentsand one adviser. Data collection involved guided reflection writing by the two students and adviser ontopics as informed by the theoretical framework. These reflections bring to light some psychological,social, cognitive, and environmental resources that students in transition can draw on to maximizesuccess and minimize the transfer shock phenomenon.IntroductionTransfer students and their transitions to four-year institutions from two-year/community collegeshas been the focus of many investigations and programs. Research has shown that
Conference Session
Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 4
Collection
2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
Authors
Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Michelle Kay Bothwell, Oregon State University; Nick AuYeung, Oregon State University; Trevor Kenneth Carlisle, Oregon State University; Natasha Mallette P.E., Oregon State University; Susannah C. Davis, Oregon State University
Tagged Topics
Diversity, Learning Spaces, Pedagogy & Curriculum Design
often longer; and they are designed to becompatible with the understanding of the university as a complex ecosystem governed by a rangeof stakeholders and competing interests. The recent report on systemic change to STEM post-secondary pathways by the National Academies of Sciences, Engineering, and Medicinereferenced this work and highlighted PLCs as reflecting these important features (NationalAcademies of Sciences and Medicine, 2016). This report also indicated the importance ofsimultaneously addressing incentive practices and the values of the academy in order to ensurethe institutionalization of the instructional shifts. In designing our PLC, we ensured each of theseelements were present and will expand on each in turn
Conference Session
Faculty Development Lightning Talks
Collection
2019 ASEE Annual Conference & Exposition
Authors
John McNeill, Worcester Polytechnic Institute; Richard F. Vaz, Worcester Polytechnic Institute; Vinayak Ashok Prabhu, Nanyang Polytechnic; Rajani Shankar; Cherine Meng Fong Tan, Nanyang Polytechnic; Larry Keng tee Seow; Lee Raphael, Nanyang Polytecnic
Tagged Topics
Diversity
Tagged Divisions
Faculty Development Constituent Committee
challenge and open-endedness. 3. Sustained Inquiry: Plan for an extended period to allow students to learn new topics and explore issues in some depth. 4. Authenticity: Motivate students with problems that connect to applications in the world around them. 5. Student Voice & Choice: Provide students with opportunities to select goals, approaches, and/or evaluation procedures for their work. 6. Reflection: Provide opportunities for students to reflect on their learning, consider what they might have done differently, and connect learning to future work. 7. Critique & Revision: Scaffold PBL with interim assignments, and provide formative feedback for improvement. 8. Public Product: Make student work evident
Conference Session
Mechanics Division Technical Session 3
Collection
2019 ASEE Annual Conference & Exposition
Authors
Amir Hedayati Mehdiabadi, University of Illinois, Urbana-Champaign; Rebecca A. Atadero, Colorado State University; Daniel W. Baker Ph.D., P.E., Colorado State University; Anne Marie Aramati Casper, Colorado State University
Tagged Topics
Diversity
Tagged Divisions
Mechanics
their personal experiences, reflect on howthey are affected by the course, or critically assess the course curriculum and classroompedagogy” (p. 46). Moreover, as they argued, in traditional approaches, students’ knowledge andexperiences are often disregarded and more than not perceived as irrelevant to the coursecontent. Knowledge is treated as static, distant, and disembodied from class members (Ochoa &Pineda, 2008).Despite the sources of resistance that have been noted, other researchers have pointed out thepotential benefits of stretching engineering curriculum beyond technical content. Ochoa andPineda (2008) raised the importance of creating environments that benefit from collaboration byproviding democratic spaces to “enhance learning
Conference Session
Design in Engineering Education Division: Capstone Design Practices
Collection
2019 ASEE Annual Conference & Exposition
Authors
Giselle Guanes Melgarejo, Ohio State University; Genevieve Thanh; Emily Dringenberg, Ohio State University
Tagged Topics
Diversity
Tagged Divisions
Design in Engineering Education
matrices or House of Quality. However, in the process of providing rationalistic toolsto students, engineering education may be implicitly perpetuating the belief that engineers makedecisions through rationalistic reasoning alone. In reality, other types of informal reasoning, suchas empathic and intuitive reasoning, are utilized for decision making in ill-structured contextssuch as engineering design. The beliefs that undergraduate students hold about decision makingin the context of design is not well understood, and this work contributes to this gap in theliterature.To learn more about students’ beliefs about decision making, we collected qualitative pilot datain the form of both one-on-one, semi-structured interviews and written reflections
Conference Session
NSF Grantees Poster Session
Collection
2019 ASEE Annual Conference & Exposition
Authors
Rebecca A. Atadero, Colorado State University; A.M. Aramati Casper, Colorado State University; Karen E. Rambo-Hernandez, West Virginia University; Christina Paguyo, University of Denver; Jody Paul, Metropolitan State University of Denver; Ronald R. DeLyser, University of Denver
Tagged Topics
Diversity, NSF Grantees Poster Session
to consider a wide variety ofusers. A second assignment addressed the need for psychological safety [2] in teams via a casestudy of the NASA Columbia disaster. A third assignment had students watch TedX talks relatedto why diversity makes teams smarter and reflect on how the students should consider diversityin teams as a strength and a highly desirable quality. Existing activities and documents aboutteam norms, team compacts and conflict resolution have also been updated and refined to set amore inclusive tone in these classrooms.Activities to teach students about diversity within the engineering or computing contextThis portion of the project has focused on developing activities that fit within technicalengineering or computing courses
Conference Session
Interest & Identity
Collection
2019 ASEE Annual Conference & Exposition
Authors
Mary Ann Jacobs, Manhattan College; Zahra Shahbazi, Manhattan College
Tagged Topics
Diversity
Tagged Divisions
Pre-College Engineering Education
Engineering Ambassadors reflected on student learning andtheir own practice after each presentation. The EAs responded individually to a six-questionopen-ended survey (Appendix C). Responses that were general in nature are displayed in Figure3.Figure 3. Engineering Ambassadors’ General Reflections on Lesson PresentationsBriefly describe Which part(s) Which part(s) Which part(s) What will you What your lesson of the lesson of your lesson of your lesson do to make that knowledge went really will you do the will you change? and/or skill well? same? change
Conference Session
Track: Special Topic - Social Justice & Reform Technical Session 4
Collection
2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
Authors
Dianne Grayce Hendricks, University of Washington; Celina Gunnarsson, Massachusetts Institute of Technology; Camille Birch, University of Washington
Tagged Topics
Diversity, Special Topic: Social Justice & Reform
techniques to design solutions for diverse user groups.3. Propose approaches to promote social justice in science and engineering practice.4. Critically evaluate claims about the science of human difference and reflect on how these scientific theories have been used to promote or fight inequality. Gunnarsson, Birch, and Hendricks. 2019 CoNECD Annual Conference.Learning ObjectivesPlease see handout for complete list5. Evaluate the positive and negative impacts of science, engineering and technology on marginalized groups.6. Identify how scientists and engineers handle implicit bias during research and design processes.7. Recognize social justice issues in your community and field of study, and feel empowered to affect
Conference Session
T2B: GIFTS - Session B
Collection
2019 FYEE Conference
Authors
Kurt M Degoede, Elizabethtown College; Brenda Read-Daily, Elizabethtown College; Jean Carlos Batista Abreu, Elizabethtown College
Tagged Topics
Diversity, FYEE Conference - Paper Submission
their individual strength profile, they can make their work more enjoyable andthereby achieve improved outcomes. Students become more effective at communicating theirtalents on resumes and in cover letters. They also share their personal reflection on strengthswith their faculty advisors and others, which makes it easier for those mentors to write powerfulreference letters and personalized guidance. The exposure to Strengths Finder in theIntroduction to Engineering course, enriches the student experience across all four years and intotheir professional life.References[1] T. Rath, StrengthsFinder 2.0, New York: Gallup Press, 2007.[2] R.A., M.L. Loughry, M.W. Ohland, and G.D. Ricco, G. D. “Design and validation of a web- based system for
Conference Session
Educational Research and Methods Division Poster Session
Collection
2019 ASEE Annual Conference & Exposition
Authors
Jason Tedstone, Clemson University; Karen A. High, Clemson University
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
of criticalthinking (Chinn et al. 2014). Both the broad term of critical thinking and the more niche term ofsystems thinking share similar meanings of thoughtful analysis or analytical reasoning, and callto mind King & Kitchener’s Reflective Judgement Model (King & Kitchener, 1994, 2001, 2004),a stepping stone between the cognitive development research started in the 1970s and morerecent epistemological research. This researcher argues that discovering the epistemic beliefs offaculty and the ideas being disseminated to students in their chemical engineering classroomswill prove useful in the field of chemical engineering education as well as related academicfields concerned with systems and critical thinking.TheoryResearch preceding
Conference Session
Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session 5
Collection
2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
Authors
Chanel Beebe, Purdue University, West Lafayette
Tagged Topics
Diversity, Learning Spaces, Pedagogy & Curriculum Design
. c American Society for Engineering Education, 2019 Storytelling And Utopia AsResistance To Marginalization Of African American Engineers At A PWI Chanel Beebe April 2019 WATCH AND REFLECT https://www.youtube.com/watch?v=RD2o6soOe1I How did that make you feel? What stuck with you? What did you see? Key pointsEducation should prioritize active learning and embodied knowledgeEducational opportunities are different for different groups of people Marginalization exists AGENDA• My Story• Background of Project• Phase 1 and Phase 2• Phase 3• Summary of Findings• Recommendations• TakeawaysPROJECT BACKGROUND: MY
Conference Session
Track : Special Topics - Identity Technical Session 8
Collection
2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
Authors
Stephen Secules, Purdue University, West Lafayette ; Cassandra J. Groen-McCall, Virginia Tech
Tagged Topics
Diversity, Special Topic: Identity
understanding was further underscored in an ASEE Distinguished Lecturesession that I organized with Matt King, Facebook’s lead accessibility engineer. As he told meabout his transition into his blindness, he rhetorically asked me, “What do you do with thesighted blind kid?” His simple question validated my own feelings and experiences of trying tomake sense of my new identity. I often feel compelled to tell my story when asked about my research because of theirintertwined and reciprocal nature. As part of a community that is simultaneously sighted andblind (as reflected in the group’s emerging use of the hashtag: #itscomplicated), I recognize thatthe seemingly simple labels of blind or disabled are highly nuanced and context-dependent
Conference Session
International Division Technical Session 5
Collection
2019 ASEE Annual Conference & Exposition
Authors
Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette; Kathryne A. Newton, Purdue Polytechnic Institute
Tagged Topics
Diversity
Tagged Divisions
International
and old-age dependency, however, is evenmore revealing. Figure 4 below [1, p. 6] reflects this combined dependency on the working agepopulation. From the below figure, two lines in particular are worth noting. In the year 2020, thetotal dependency ratio, as a measure of the burden on the working age population, is 64. Meaning,in the year 2020, there will be two dependents for every three working age adults. The combineddependency ratio, with the elderly population taking a higher percentage of the total dependencyratio, increases steadily through 2060, the last of the current estimated years. This dependency is,again, a reflection of a slower growing population, a declining fertility rate and a generally agingpopulation
Conference Session
Engineering Design for Elementary Students
Collection
2019 ASEE Annual Conference & Exposition
Authors
Hoda Ehsan, Purdue University-Main Campus, West Lafayette (College of Engineering); Monica E. Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering)
Tagged Topics
Diversity
Tagged Divisions
Pre-College Engineering Education
roller coaster fora local amusement park in 60 minutes. Their interaction was videotaped and pictures of theirdesigns were captured. We have analyzed the video data video analysis approach based on thecodebook we developed by reviewing literature on problem scoping. The instances that we haveseen in mom-child interactions and conversation provided evidence that the child with autismwas capable of engaging in all three actions of problem scoping. The behaviors we haveobserved were mostly associated to Problem Framing and Information Gathering. However, wehave seen some evidence of Reflection. We believe, that the findings of this study laysfoundation for future studies on children with autism and engineering design, and how toeffectively engage
Conference Session
ERM Technical Session 11: Leadership and Collaborations in Engineering
Collection
2019 ASEE Annual Conference & Exposition
Authors
Gemma Henderson, University of Miami; Meagan R. Kendall, University of Texas, El Paso; Ines Basalo, University of Miami; Alexandra Coso Strong, Florida International University
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
recognize the existing efforts of educators and fostertheir curricula and scholarship ideas. A series of three workshops were conducted in 2018 byvisiting educators engaged in engineering education at both two and four-year HSIs. Before,during, and after the workshop series, attendees were asked to reflect on three guidingeducational philosophies: intrinsic motivation, students as empowered agents, and designthinking. Thirty-six engineering educators from thirteen HSIs from across the Southern UnitedStates participated in one of two, two-day workshops where attendees prototyped examples ofhow they would implement these philosophies at their home institution. Using these prototypes,participants identified the assets they already had and resources
Conference Session
New Developments in ECE
Collection
2019 ASEE Annual Conference & Exposition
Authors
Arthur Ball, Virginia Tech; Liesl M. Baum, Virginia Tech; Lisa D. McNair, Virginia Tech
Tagged Topics
Diversity
Tagged Divisions
Electrical and Computer
education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers. c American Society for Engineering Education, 2019 Work in Progress: Creating a Climate of Increased Motivation and Persistence for Electrical and Computer Engineering Students: A Project-Based Learning Approach to Integrated LabsAbstractThis work in progress studies the impact on students and faculty and their perceived value ofintegrating project-based labs with lectures on student learning in a
Conference Session
Engaging Community through STEM partnerships
Collection
2019 ASEE Annual Conference & Exposition
Authors
Jessica A. Kuczenski, Santa Clara University
Tagged Topics
Diversity
Tagged Divisions
Community Engagement Division
is characterised by the use of realworld problems as a context for students to learn critical thinking skills and problem solvingskills and to acquire knowledge of the essential concepts of the course.” In fact, it has beenshown that learning to apply theoretical principles is much better done when given real problemsand hands-on activities in projects [​2​].Overall, PBL has been described as ‘reflecting the way people learn in real life’[​11​] and lendsitself as a teaching strategy that leads students to ‘learn to learn’ and encourages students todevelop critical thinking and problem solving skills that they can carry for life [​12​]. The goals ofPBL include fostering active learning, interpersonal and collaborative skills, open inquiry
Conference Session
Environmental Engineering Division Technical Session 3
Collection
2019 ASEE Annual Conference & Exposition
Authors
Sanjay Tewari, Missouri University of Science & Technology
Tagged Topics
Diversity
Tagged Divisions
Environmental Engineering
concepts and techniques.However, a major portion of teaching still takes places in classroom settings. Educators adoptvarious pedagogical practices, teaching-aids, and technologies to engage students in learningthe course contents effectively within the controlled environment of classrooms. In ideal classsettings, an instructor should be able to reach out to all students regardless of their learningstyles. These learning styles could be sensory, intuitive, visual, verbal, reflective, active,sequential and global as defined in the Index of Learning Styles (ILS) classification system[1] - [5].Active and hands-on learning in environmental engineering is not new. More recently, theauthor has been involved in multiple studies focused on promoting
Conference Session
First-Year Programs: Wednesday Cornucopia (Educational Research)
Collection
2019 ASEE Annual Conference & Exposition
Authors
Karen E. Rambo-Hernandez, West Virginia University; Melissa Lynn Morris, West Virginia University; Anne Marie Aramati Casper, Colorado State University ; Robin A. M. Hensel, West Virginia University; Jeremy Clinton Schwartz, West Virginia University; Rebecca A. Atadero, Colorado State University
Tagged Topics
Diversity
Tagged Divisions
First-Year Programs
engineering can beexplored.MethodsStudy contextIn fall 2017, students in a total of eight sections of a common first-year engineering course tookfour surveys throughout the semester and were taught by three distinct instructors. Eachinstructor had an equal number of intervention (four sections, n =116) and comparison sections(four sections, n = 137).The students in the intervention sections participated in multiple activities, which are describedsubsequently. Table 1 shows when each of the activities occurred throughout the fall term.Table 1. Activities and Timeline Activity Week of Semester Dean’s Talk and Reflection Questions 2 Teamwork
Conference Session
Engineering Ethics Division Technical Session - Classroom Practices
Collection
2019 ASEE Annual Conference & Exposition
Authors
Angela R. Bielefeldt, University of Colorado, Boulder; David Zhao; Alexandra Danielle Kulich, Tufts University; Madeline Polmear, University of Colorado, Boulder; Nathan E. Canney, CYS Structural Engineers Inc.; Chris Swan, Tufts University; Daniel Knight, University of Colorado, Boulder
Tagged Topics
Diversity
Tagged Divisions
Engineering Ethics
differences in the interests and/or training indifferent majors. The very short responses from many students are somewhat troubling, giventhat all students should be able to readily answer these questions with more complex and detailedresponses after having taken a course that included ethics content. This raises interesting issuesaround students’ feelings about the importance of these topics, and indicates that these questionsmay reflect on the affective domain (e.g. value) to an equal or greater extent than the cognitivedomain (e.g. knowledge, reflected in the response to Q2).IntroductionEngineering has significant and important impacts on society, being critical to providing basicnecessities (e.g. access to clean water) as well as contemporary
Conference Session
First-Year Programs: Professional Skill Development
Collection
2019 ASEE Annual Conference & Exposition
Authors
Kathryn Schulte Grahame, Northeastern University; Susan F. Freeman, Northeastern University; Jake Alexander Levi, Northeastern University
Tagged Topics
Diversity
Tagged Divisions
First-Year Programs
included in the communitypartnerships with two main foci: middle school robotics leagues and a community makerspace.Two surveys (Pre and Post course) helped to identify initial impressions and changes in students’(1) understanding of community partner’s geographic location, (2) impressions of location, (3)propensity to frequent a business in that location, and (4) knowledge of actual persons residing inthe community. Students were asked to write reflections after S-L site visits which acted asassessments of their growth in understanding of course concepts. The reflections were also usefulto see the students’ perception of professional growth and their perception of the community andtheir impact on it.Initial surveys indicated that news and word of
Conference Session
Liberal Education/Engineering & Society Division Technical Session 5
Collection
2019 ASEE Annual Conference & Exposition
Authors
Katie Barillas, Rowan University; Stephen Fernandez, Rowan University
Tagged Topics
Diversity
Tagged Divisions
Liberal Education/Engineering & Society
Sky’s the Limit: Drones for Social Good​ courseincludes critical aspects that relate to multiple engineering disciplines, which allows students toidentify the connections between drones and their particular engineering concentration. Thecourse is also multi-disciplinary and encourages critical social reflection. Students consider abroad range of applications of drones with the goal of promoting social good. The courseculminates in an entrepreneurial project that incorporates knowledge and skills from severalengineering disciplines in the context of engineering for social good.Research has found that female, Black, and/or Latinx engineering students are drawn to pursuingcareers that they identify as promoting social justice and a greater social
Conference Session
Track: Learning Spaces, Pedagogy, & Curriculum Design Technical Session 6
Collection
2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
Authors
Adam Stark Masters, Virginia Tech; Lisa D. McNair, Virginia Tech; Donna M. Riley, Purdue University, West Lafayette
Tagged Topics
Diversity, Learning Spaces, Pedagogy & Curriculum Design
serves as Director of the Center for Research in SEAD Education at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.Dr. Donna M Riley, Purdue University-Main Campus, West Lafayette (College of Engineering) Donna Riley is Kamyar Haghighi Head of the School of Engineering Education and Professor of Engi- neering Education at Purdue University
Conference Session
Graduate Student Writing and Communication
Collection
2019 ASEE Annual Conference & Exposition
Authors
Juan M. Cruz, Virginia Tech; Mayra S. Artiles , Virginia Tech; Holly M. Matusovich, Virginia Tech; Gwen Lee-Thomas, Quality Measures LLC; Stephanie G. Adams, Old Dominion University
Tagged Topics
Diversity
Tagged Divisions
Graduate Studies
return to their institutions(workshops), have time to practice these skills (practice writing time), and discuss how things aregoing (writing clusters). Figure 1. Dissertation Institute Main ActivitiesWorkshop Sessions: Multiple 1 or 2-hour sessions lead by experts in dissertation topics toprovide the participants with ideas, concepts, techniques and reflections about the writing habitsand process, time management, communication with advisors, and overall topics germane to thecompletion of their dissertation.Practice Writing Sessions: Significant amount of structured writing time distributed along theweek to provide students with the opportunity to apply the workshop’s lessons, practice theirwriting, and advance in
Conference Session
Liberal Education/Engineering & Society Division Technical Session 4
Collection
2019 ASEE Annual Conference & Exposition
Authors
Kristen L. Sanford Bernhardt P.E., Lafayette College; Jenn Stroud Rossmann, Lafayette College
Tagged Topics
Diversity
Tagged Divisions
Liberal Education/Engineering & Society
contextualized curricula, spurring many technical programs to reform,for example by “humanizing” engineering, developing technical literacy in nonengineers, ortrying to produce more integrative socio-technologists.Several initiatives reflect the mid-to-late 1960s interest in educating “socio technologists” tobridge the gap between competing admiring and critical visions of technology; this period wasinformed by both the triumphs and the tragic consequences of WWII and Cold War technology.Wisnioski [7] calls this gap “a rift about the purposes of engineering and the nature oftechnology...sparked by a combination of changes in the organization, content, and scale ofengineering labor, and by a trenchant critique of technology from intellectuals, activists