Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Sukeerti Shandliya, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati

Tagged Topics

Diversity

transformative learning process starts.Transformative learning helps in changing learners’ perceptions by altering their problematicframes of references [7]. Transformative learning pedagogy can help first year students tobecome self-directed and independent learners [8]. Since critical reflection is a crucialcomponent of the transformative learning process, it poses a greater challenge in theimplementation of transformative learning pedagogy in first year engineering courses. Studieshave found that even at the graduate level, students are not inherently reflective [9]. Adding tothat, not all types of reflection lead to transformative learning. Mezirow [10] argues thatengaging in content or process reflection leads to straightforward transformation

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tahlia Altgold, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

such as climatechange, healthcare, and food insecurity [2]. To solve these complex problems, engineers must understandthe societal impacts of their engineering designs on multiple stakeholders. The importance of socialimpact in engineering is reflected in the required student outcomes set by the Accreditation Board forEngineering and Technology (ABET). Student outcome two in the second criterion states that graduatesshould have “an ability to apply engineering design to produce solutions that meet specified needs withconsideration of public health, safety, and welfare, as well as global, cultural, social, environmental, andeconomic factors” [3]. Engineering students can learn to incorporate these factors in their designs andconsider

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Azadeh Bolhari, University of Colorado Boulder; Angela R Bielefeldt P.E., University of Colorado Boulder

Tagged Topics

Diversity, NSF Grantees Poster Session

individualreflections to understand the process of ISE formation. Pre-post comparisons of the quantitativesurvey items will be conducted for individual students in the test and control courses. Team andindividual reflections from the test course will be analyzed after the course. Potentialdemographic differences in ISE will be explored. Potential team-level influences will also beevaluated to understand the impact of a team’s ISE score on enhancing an individual teammember’s ISE gain. Focus groups and individual interviews with students who participated in thetest course will take place in spring 2024. The ISE, INT, and IW of environmental engineeringstudents will be further assessed in spring 2024 through the ISE survey in the environmentalengineering

Conference Session

First-Year Programs Division Technical Session 1: Evolving First Year Programs

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kaylla Cantilina, Tufts University; Ethan E. Danahy, Tufts University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

: Exploring Engineering Students’ Changing Perception of Racism in Automation during a First-Year Computation CourseAbstractThis Complete Evidence-based Practice paper describes first-year engineering students’perceptions, and specifically their shifts in those perspectives, towards the role of automation anddata science in society as well as the racial implications of how those human-made systems areimplemented and deployed. As part of a larger curricular change being made to a first-yearengineering course in computation, this paper specifically examines two reflection assignmentswhere students wrote, at different points in the semester (week 2 and week 12), regarding theirpersonal questions and understandings related

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Karina Ivette Vielma, University of Texas at San Antonio; Robin Lynn Nelson, University of Texas at San Antonio; JoAnn Browning P.E., The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

the diverse individuals.Throughout the summer, students complete weekly guided reflections, and before and after theprogram, complete a pre- and post-assessment.MethodologyThis research study used mixed methods to collect data throughout the NHERI REU SummerProgram for a five (5) year period, which included five different cohorts of student researchers.The data collection is designed to follow a case study that is bound by time as studentsparticipate in the program together, attend the same events virtually, and provide the sameweekly deliverables. Although students have different experiences and perceptions based onindividual interactions at each of their sites, they are immersed as part of the community ofundergraduate researchers for the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Urszula Zalewski, Stony Brook University; Marianna Savoca, Stony Brook University; Monica Bugallo, Stony Brook University

Tagged Topics

Diversity, NSF Grantees Poster Session

studentteam leader and held to co-develop the process, deliverables, timeline and implementation plans.Students complete bi-weekly personal journal reflections to unpack their experience throughoutthe term. Projects are presented at the end of the term with agency representatives attending. Peerevaluations are conducted, as well as periodic surveys and focus groups to understand theefficacy of the experiences for both students and community partners. Students report highsatisfaction with the experience, pointing to several gains: deeper understanding of the plight ofcommunities in need (e.g., homeless, seniors, underprivileged kids), skills they honed during theproject (e.g., essential skills such as organizational, communication, presentation

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Allison Murray, Marquette University; Lisa Chase, Marquette University

Tagged Topics

Diversity

Tagged Divisions

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

human-centered design approach, (2) the intersection of socialjustice and design thinking, and (3) the implications of design choices on historicallymarginalized groups. Course artifacts, student reflections, and instructional team reflections areused to understand the growth in mindset of the students and instructor through this course.Additionally, these resources are used to present key learnings for future implementation.This project focused on examining systems. Groups historically excluded from engineering,including people of color, disabled, LGBTQ+, and women, were recentered through the humancentered design process. Students evaluated engineering systems for exclusion and ideated on thesource of these design flaws. In doing so, they

Conference Session

Decision-Making in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tori N. Wagner, University of Connecticut; Daniel D. Burkey, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Scott Streiner, University of Pittsburgh; Kevin D. Dahm, Rowan University; Jennifer Pascal, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

score (n = 178, p = 0.65), butshowed a decrease of -3.38 in P score (n = 178, p = 0.017). This suggests that over four years,there is a reduction in students prioritizing decisions that were altruistic and based on universalgood. It is challenging to predict why this occurs, but we tentatively suggest that it may reflect amore accurate representation of students' thoughts on these ethical dilemmas. Additionally, itmight indicate a deeper consideration of the complex factors typically involved in real ethicaldecisions, rather than merely an abstract evaluation of what a reasonable engineer should do.Given these results and to gain a fuller understanding of students’ changes in ethical reasoningthroughout their undergraduate programs, we contend

Conference Session

Transgression, Conflict, and Altruism

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephanie Hladik, University of Manitoba

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

liberatory pedagogy in bell hooks’ Teaching to Transgress. Ibegin by summarizing some key ideas from the book and subsequent calls for more liberatorypedagogies in engineering education. Next, I provide some context for my specific course as wellas my positionality. I discuss the course redesign along four themes: creating a community oflearning, transgressing against objectivity and apoliticism in engineering, promoting legitimacyand intellectual authority, and centering critical reflection. Finally, I conclude by reflecting onmy successes and challenges, and providing some lessons learned about “teaching to transgress”in an engineering technology and society course that I hope will be useful to instructors ofsimilar courses.BackgroundTeaching to

Conference Session

ELOS Technical Session 3 - Diversity

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hannah Rosene Conover Kimmel, University of Illinois at Urbana - Champaign; Maya Sri Miriyala, University of Illinois at Urbana - Champaign; Hanwen Liang, University of Illinois at Urbana - Champaign; Megha Agrawal, University of Illinois at Urbana - Champaign; Kaitlyn Tuvilleja, University of Illinois at Urbana - Champaign; Rebecca Marie Reck, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

common thread from UDL, EM, and HCD is collaboratively identifying solutions to meet theneeds of many users. As such, methods from all three frameworks were applied throughout thisproject to identify potential improvements to the bioinstrumentation lab.Background on Participatory Action ResearchOne common application of participatory action research (PAR) is developing knowledge andidentifying opportunities for quality improvement. The PAR approach combines participants andexperts in the research of social practices [12]. Generally, PAR includes cycles of reflection,planning, action, and observation. In education, PAR can be employed by instructors who wishto improve their teaching or courses by gathering evidence of teaching effectiveness

Conference Session

Continuing Professional Development Division (CPD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mary Grace Golden, Purdue University ; Emeline Anne Ojeda-Hecht, Purdue University ; Savannah Meier, Purdue University ; Eric Holloway, Purdue University; Jennifer S. Linvill, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

explicate thedevelopment of a professional skills certification framework for undergraduate students in amicroelectronics engineering workforce development program and creation of the mechanism(s)to assess professional skill development. The framework facilitates students’ acquisition ofprofessional skills through experiential learning as viewed through the overarching theoreticallens of both social cognitive career theory and self-determination theory. The certificationframework, rubric, and assessment development are described, and the implications arediscussed.Tags: professional skills definitions, implementation, portfolio, professional skills,microelectronics, reflections, rubricIntroductionEmployers and educators alike have recognized a lack

Conference Session

First-Year Programs Division GIFTS: Great Ideas For Teaching Students

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dori Harcharik, Western Washington University; Jill Davishahl, Western Washington University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

creating inclusive and equitable learning environments through the development and implementation of strategies geared towards increasing student sense of belonging. ©American Society for Engineering Education, 2024 GIFTS: Sharing Stories and Building Belonging in a First Year Engineering CourseAbstractThis Great Ideas for Teaching, and Talking with, Students (GIFTS) paper presents a method forfostering a sense of belonging in students through a story sharing assignment in a first-yearengineering course. The authors present how story sharing is integrated into an introductoryengineering course and provides a reflection of the experience on the successes, challenges, andimpact on student

Conference Session

First-Year Programs Division GIFTS: Great Ideas For Teaching Students

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lee Kemp Rynearson, Campbell University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

in general – whichsome students described as illustrative of the potential worth and impact of a single engineer.The breadth of approaches, observations, and principles relating to beauty and eleganceillustrated by this limited sample is desirable, as the point of the class is not to converge on adefinition of beauty but rather for each student to find examples, methods, and possibly widerprinciples that are meaningful to them. An individual student’s findings could potentially informor expand their appreciation for what engineering can be and accomplish, offer them places tointegrate engineering with their existing identities or interests, or influence career planning.After class, students are assigned to write reflections based on prompts

Conference Session

First-Year Programs Division GIFTS: Great Ideas For Teaching Students

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lisa K. Murray, Western New England University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

/users. Student groupscollaborated and communicated to the whole group about their motivations and perspectives fortheir design choices. The students then reflected on the possible value of their designs. Studentsthen wrote reflections that described the societal benefits of creating inclusive designs. Theirreflection pieces included thoughts on unconscious bias, challenging/disrupting beliefs, norms,habits and expectations that highlights problems behind oppressive worldviews, and socialinsight/imagination of what life is like for others considering social circumstances such as culturalidentity, privilege, and positionality. A self-reflection rubric is used to assess student self-reflectionsubmissions.Overall, this module enables educators to

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology; Vijay Sreenivasan, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

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

of Technology. ©American Society for Engineering Education, 2024 Socio-technical and culture-inspired projects in freshman engineering design course bring context and emotion to learningAbstractLearning is not an unemotional consideration of facts but emotion is integrally woven into theexperience of learning [1]. Situated cognition model [2] is a theoretical approach to learning thatsupports the idea that learning takes place when an individual is interactively doing somethingthrough situated activity that has social, cultural, and physical contexts. This paper presents post-activity reflections in student design projects with socio-technical and socio-culturalinterventions in a freshman design

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Christopher Rennick, University of Waterloo; Nadine Ibrahim, University of Waterloo; Gordon Krauss, Harvey Mudd College

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

benefits, and environmental sustainability.In response to these complex and interrelated challenges, The Sustainability and SocialEntrepreneurship (SSEF), a collaborative effort between the University of Waterloo in Canadaand Harvey Mudd College in the United States, launched its inaugural iteration in the summer of2023. The SSEF aims to foster innovative, human-centered, and sustainable urban designsolutions through interdisciplinary international collaboration. The SSEF reflects anunderstanding of the multifaceted nature of urban problems and seeks to bring together diverseperspectives and expertise to address these issues.The program was structured as a multi-week, multi-institutional pilot that brought together nineexceptional third-year

Conference Session

Bart's Big Plan: Engaging High Schoolers in Engineering Adventures ... Ay Caramba!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Allison Antink-Meyer, Illinois State University; Jeritt Williams, Illinois State University; Matthew Aldeman, Illinois State University; Jin Ho Jo, Illinois State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

majors, referred to in the project and hereafter asdesigners. The designers’ perspectives, as examples of students who had chosen a STEM careerpathway, was of interest. They had gained access to STEM as a field of study and the researcherswere interested in whether their own pathways would be reflected in the activities they weredesigning. The other stakeholder group involved in the planning year was a group of teacherswho would become the afterschool facilitators of the STEM program. Those individuals valuedSTEM and students’ access to it. As a group that provided input and feedback on the activitiesthat were being developed, the researchers were interested in how their experiences andperspectives may or may not be reflected in the afterschool

Collection

2024 South East Section Meeting

Authors

Natalia Cardelino, Mercer University; Laura E Moody, Mercer University

Tagged Topics

Diversity

reflection [3].The service provided can take many forms. It may include a community project, communityeducation, or the administration of a community survey to understand what problems need to beaddressed [4]. The academic connection refers to the learning aspect students gain throughcoursework and hands-on experiences, and is oftentimes, multidisciplinary. The reciprocalpartnership between the university and the community partner must be beneficial for both. Onechallenge of service learning versus traditional capstone projects is that a meaningful, ongoingrelationship with the community must be maintained [4]. In addition, many projects cannot becompleted in a single course and need the buy-in from the local community to ensure their long-term

Conference Session

Biomedical Engineering Division (BED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Adel Alhalawani, Rose-Hulman Institute of Technology; Sophia Koop; Thomas Omwando, Simpson University; Lisa Bosman, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

experience. To assess student perceptions of thenew curriculum intervention, reflections were collected and qualitatively analyzed resulting in 3overarching themes, including creativity in user-centered design, time management, andcommunication/collaboration. These themes demonstrate that students felt they acquired orexpanded skills that are considered vital in a work environment. Therefore, applying this projectexperience on a larger scale can alleviate some of the unpreparedness that engineering studentsfeel as they leave school and enter the workforce. The intervention details will be provided toencourage other engineering instructors to implement similar real-world learning strategies in thehigher education classroom.IntroductionMany

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Minju Kim, University of California, San Diego; Carolyn L Sandoval, University of California, San Diego; Josephine Relaford-Doyle, University of California, San Diego; Torus Washington II, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Nathan Delson, University of California, San Diego; Marko Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Curt Schurgers, University of California, San Diego; Huihui Qi, University of California, San Diego

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

activity–has been identified as an essential component forinstructional effectiveness [5]-[7] with highlights to the experience of mastery and socialpersuasion [7],[8]. This suggests that effective support for faculty should consist of learningcommunities that build supportive relationships between members, encourage critical reflection,and include opportunities for research partnerships [9].Faculty Communities of PracticesIn work focusing on educational and leadership development, Drago-Steverson [10] shares thateffective faculty development experiences allow faculty to experience conditions that supportadult learners through meaningful shared activities. Such activities enable faculty to experiencetransformational learning–learning that grows

Collection

2024 South East Section Meeting

Authors

Amy Borello Gruss, Kennesaw State University ; Nicholas Anthony Clegorne

Tagged Topics

Diversity

decades, research is still in its infancy within the discipline of engineering educationwith only one research team studying VTS on engineering students. In 2017, Campbell and hiscollaborators introduced VTS to upper-level engineering students in hopes of creating morereflective engineers [14]. A comparison of essay responses before and after the VTS experienceshowed that students were indeed more reflective afterward, though the essay prompt was relatedto the art they previously viewed rather than engineering concepts [14]. They expanded upontheir work with graduate engineering students using instrumentations for insight, contextualcompetence, reflective skepticism, and interdisciplinary skills [15] and using reflective prompts[16] [17] [18

Conference Session

Special Session: Engineering Leadership—The Courage to Change

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emily Moore, University of Toronto; Lisa Romkey, University of Toronto; Amin Azad, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

disciplines, but rather require aninterdisciplinary approach. Originally conceptualized by Rittel & Webber [2], wicked problemsare problems with multiple stakeholders and competing demands, which often contain ethical,social, political, or environmental dimensions. They are challenging to frame and scope, giventhe lack of an obvious “stopping point” when the problem to solution process is complete.Wicked problems reflect pressing societal issues like climate change, transportation and urbandevelopment, healthcare and technological unemployment – problems that frequently engage thetechnical expertise of engineers but require a breadth of disciplinary knowledge outside ofengineering as well, requiring strong collaborative skills and an intellectual

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cynthia Kay Pickering, Arizona State University; Erik Fisher, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

by Dewey (1937) asa cyclical learning model in the education process with four components: concrete experience,reflection, abstraction, and application [5].Experiential learning refers to the transformation of experiences into applied knowledge [6] witha deliberate importance placed on the reflexive nature of learning [7]. Kolb’s experientiallearning theory is a noted example of a commonly cited learning theory presented in theliterature that maintains humanistic roots [8]. Experiential learning theory not only includes thecognitive aspects of learning, but also addresses one’s subjective experiences [9], defininglearning as “the process whereby knowledge is created through the transformation of experience”(Kolb, 1984, p. 41). This theory

Conference Session

Women in Engineering Division (WIED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lisa K Davids, Embry-Riddle Aeronautical University; Jeff R. Brown, Embry-Riddle Aeronautical University; Joseph Roland Keebler, Embry-Riddle Aeronautical University; Jenna Korentsides, Embry-Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

Paper ID #42176Board 180: Impacting Engineering Students’ Perceptions of DEI ThroughReal-Life Narratives and In-Class Discussions with an Empathetic LensProf. Lisa K Davids, Embry-Riddle Aeronautical University To continually improve the experience of the students in her courses, Lisa engages in applied pedagogical research, implementing research-based techniques in the classroom. Currently teaching Introduction to Engineering and Graphical Communications courses, Lisa has implemented active teaching techniques, team and project-based assignments, and emphasizes self-reflection in her students.Dr. Jeff R. Brown, Embry-Riddle

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Janna Jobel, University of Massachusetts, Lowell; Hsien-Yuan Hsu, University of Massachusetts, Lowell; Yanfen Li, University of Massachusetts, Lowell

Tagged Topics

Diversity, NSF Grantees Poster Session

junioryear in undergrad through the completion of a master's degree or through the completion of theirqualifying exam within a Ph.D. program, the program provides opportunities throughout todeeply engage students in reflecting on social issues. The goal of the program is to foster theprofessional development of S-STEM scholars to develop socially conscious engineers andengineering faculty who support students and come up with innovative solutions that meet thediverse needs of different populations.Socially Conscious ProgrammingUML’s S-STEM Program is halfway through the second cohort’s first year. The programmingdescribed was offered in the first year for the first cohort and is being offered to the secondcohort during their first year in the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Janeth Martinez-Cortes, The University of Texas at San Antonio; Mark Appleford, The University of Texas at San Antonio; Jose Francisco Herbert Acero, The University of Texas at San Antonio; Harry R. Millwater Jr., The University of Texas at San Antonio; Heather Shipley, The University of Texas at San Antonio

Tagged Topics

Diversity, NSF Grantees Poster Session

students experience.” Such data can contextualize the design and the delivery ofthe intervention. To examine FOI, an LR-LS fidelity rubric was developed by the research teamto score faculty on five “critical components” [1] of the LR-LS framework: 1) STEM/academicliteracy, 2) affordances for student interaction, 3) orientations to student learning, 4) reflectivepractice, and 5) faculty leadership. Our FOI rubric was intended to capture the extent to whichLR-LS components were enacted during lesson study (quality measure). The five LR-LScomponents were measured using a four-point scale. A score of “0” means the component wasnot present, “1” reflects minimal implementation, “2” reflects moderate implementation, and “3”reflects strong

Conference Session

Identity Formation and Engineering Cultures

Collection

2024 ASEE Annual Conference & Exposition

Authors

Timothy Duane Reedy, University of Maryland, College Park; David Tomblin, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

ofdesigning and building technologies. However, they do this within the context of unique placesand among distinct milieu that reflects its own engineering culture [8]. Thus, engineering cultureand the development of engineering identity is inextricably tied to the places that reproduce itand contains within it specific organizational patterns, embedded norms and routines, sharedbeliefs, and values that often mediate how students engage with faculty, staff, and one another.In short, culture cannot be decoupled from the place in which it is experienced and imparted.Extant research delineates visible manifestations of culture as “ways of doing things” within theclassroom and laboratory spaces—which often prioritizes the teaching and development

Conference Session

Women in Engineering Division (WIED) Technical Session 7 - Multi-URM Perspectives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Vianney Lara-Prieto, Tecnologico de Monterrey; Maria Ileana Ruiz-Cantisani, Tecnologico de Monterrey; Marcela Paola Bentin; Maria Haydée Peralta, National University; Laura Romero, Tecnologico de Monterrey

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

reality and is characterized by varied factorsthat influence this gap to continue, even with the efforts of private, public, social, andeducational initiatives to reduce it. Among the factors are the preconceptions in relation toSTEM careers, gender stereotypes, family attitudes, lack of women leaders in these areas whoare an example to inspire or to mentorship. The lack of gender equity for women inengineering is a global problem that has implications for society, as it means losing theopportunity to have this talent that is in such high demand today. [6]This context that gives us the environment leads us to reflect on the initiatives that are beingcarried out globally to further promote and create this culture of gender equality, where

Collection

2024 ASEE-GSW

Authors

Matthew Kuester, University of Mary Hardin-Baylor; Paul R Griesemer, University of Mary Hardin-Baylor

Tagged Topics

Diversity

University of Mary Hardin-Baylor (UMHB) was redesignedfor the Fall 2022 semester to improve student engagement and retention in the engineering program.The course design centered around an individual design project, with supporting modules to preparestudents for the project. Student feedback (in the form of student reflections) provided insight intohow students interacted with the project. Despite being an individual project, many students describedcommunity building that occurred through collaboration. Students also described a sense ofaccomplishment from completing a difficult, open-ended design problem. The redesigned course hasbeen offered in two semesters (Fall 2022, Fall 2023), and the retention rates for students enrolled inthese courses

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Jeff Knowles, Oregon State University; Stephanie Adams, Oregon State University

Tagged Topics

Diversity, NSF Grantees Poster Session

screening survey. Approximately 70instructor survey respondents have shared their personal experience and perceptions around non-traditional modes of teaching over a series of three semi-structured interviews. Specifically,participants were prompted to reflect on contextual barriers and affordances that impact theirdecision-making processes around active student engagement in the classroom. The second effortconsists of a mentoring component in which participating faculty are continuously engaged inthe innovation and development processes tied to EBIP-implementation in the classroom. Thiscollaborative development has created a supportive space in which faculty are encouraged to testnew EBIPs in their courses and reflect on the challenges and