Conference Session

First-Year Programs Division (FYP) - WIPS 1: Programs & Curricula

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs Division (FYP)

Paper ID #38091Work in Progress: Toxic Workplaces: Game-Based Exploration ofEngineering Ethics for First-Year Engineering StudentsDr. Kevin D. Dahm, Rowan University Kevin Dahm is Professor and Undergraduate Program Chair for Chemical Engineering at Rowan Univer- sity. He earned his BS from Worcester Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has published two books, ”Fundamentals of Chemical Engineering Thermody- namics” with Donald Visco, and ”Interpreting Diffuse Reflectance and Transmittance” with his father Donald Dahm.Abagael RileyDr. Daniel D. Burkey

Conference Session

First-Year Programs Division (FYP) - WIPS 3: Identity & Belonging

Collection

2023 ASEE Annual Conference & Exposition

Authors

Michael Rizk, Duke University

Tagged Divisions

First-Year Programs Division (FYP)

semester/course/design project Reflection Many times during the course/project, time is taken to reflect on what is working well and what can be improvedThe weekly meetings typically lasted an hour. The meetings usually started with updates fromthe group members about how life was going and anything that they wanted to share. Manymeetings started with each individual sharing a “high” from the previous week, a “low” from theprevious week, and something that individual was looking forward to in the coming week. Atsome point in the meeting, the facilitator would typically transition the group to the discussiontopic. However, the general structure of

Conference Session

Chemical Engineering Division (ChED) Technical Session 3: Work-in-Progress Part 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Deesha Chadha, Imperial College London; Umang Vinubhai Shah, Department of Chemical Engineering, Imperial College London, South Kensington, London SW7 2AZ

Tagged Divisions

Chemical Engineering Division (ChED)

jaded sometimes, and the response isn’t particularly specific to be helpful. • You turn up, teach, move onto the next session and so on. I’d like a stop-gap, sort of reflective period and for someone to work through things with me … not just in the immediacy of a taught session but going forward and looking back.For the most part, our data sets suggest that mentoring could be either extremely or very useful, butany form of mentoring offered was either limited or non-existent. The data also shows that GTAs findvalue in engaging with both academic experts and education-based staff, although there is a slightpreference for subject-based colleagues. However, there is currently very little evidence of this inplace, or that

Conference Session

Work-in-Progress Session: Exploring Learning and Development in Engineering Courses

Collection

2023 ASEE Annual Conference & Exposition

Authors

Raenita A. Fenner, Loyola University, Maryland; Peggy O'Neill, Loyola University, Maryland; Kerrie A. Douglas, Purdue University, West Lafayette ; Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods Division (ERM)

assigned to a single QL instance.Indicators used for assigning each category of the coding frame are in Table 3. Indicators (including tasks) Cognition- Cognition- Cognition- Disposition Beliefs Content Reasoning Communication (Dis) (Bel) (CogCon) (CogR) (CogCom) Students analyze Students analyze Task requires Task requires use Task requires or reflect on their or reflect on comprehension of of quantitative student write

Conference Session

Work-in-Progress Session: Emergent Methods for Engineering Education Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Trevion S Henderson, Tufts University

Tagged Divisions

Educational Research and Methods Division (ERM)

’ engineering-related epistemologies. Forexample, in a study of engineering students’ beliefs about problem solving, McNeill andcolleagues [6] used the Reasoning about Current Issues Test (RCI), a domain general measureexamining reflective judgement, as a measure of engineering students’ personal epistemologies.While other studies have utilized domain-specific instruments to measure students’ engineering-related personal epistemologies, these instruments are often unsupported by strong statisticalevidence (e.g., inadequate sample size, poor internal consistency). For example, Carberry andcolleagues [7] validated the Epistemological Beliefs Assessment for Engineering (EBAE) usinga sample size of 43 first-year engineering students, a sample size the

Conference Session

Faculty Development Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amy Barton, Mississippi State University; John Aaron Grimes, Mississippi State University; Shelly Sanders, Mississippi State University; Alexis Nordin, Mississippi State University

in Progress. Comparison of individual students’ or specific departmentalstudent cohorts’ self-perceptions of their writing abilities compared with faculty perceptions ofthose same respondents’ writing skills is outside the scope of this paper.The following findings reflect a total of 21 faculty and 62 student survey responses collectedduring the spring and summer 2021 sessions.Survey Themes and ResultsFour survey themes and corresponding findings are presented below to compare faculty andstudent judgments about students’ writing skills and workplace writing expectations.1. How many and what types of writing assignments engineering faculty incorporate into theirengineering coursesA survey question reflecting the first theme was addressed to

Conference Session

Biomedical Engineering Division: Supporting and Evaluating Student Learning in BioE/BME Courses

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sara Cunha, University of Connecticut; Devina Jaiswal, Western New England University

such as an exam and scored significantly higher thanthe control group. The knowledge gained during PSS had a deeper impact due to interactiveactivities compared to shallow compartmentalized knowledge gained during passive learning[10]. Figure 2B corroborates the long-term impact of PSS as there was no statistically significantdifference in pop-quiz and final exam scores. Student comments also reflected betterunderstanding of the equation: “I learned the equation well and developed ideas”, and “It was agood way to apply the class information”. In addition, PSS had a significant impact on student’sanalytical and data interpretation skills as seen from the reflection and online discussionhomework. Students were able to give suggestions and

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; Sarah Appelhans, University at Albany-SUNY; Rebecca Thomas, Bucknell University; Stewart Thomas, Bucknell University; Robert Nickel; Stu Thompson, Bucknell University

transformation by using a Hero’s Journey framework, reflecting college as a time ofpersonal change. Finally, in the fourth year, students reflect on their developing identity as anengineer and how their functionings have and may continue to change.Finally, the Bucknell RED project seeks to support the faculty time required to implementprojects, change grading structures, and adopt narratives by reducing the amount of time facultyspend on routine activities through wise adoption of educational software. This has not beenstarted yet, but early work has been to take a broad survey of existing software, presented in aseparate paper at this conference. In future years the project will seek to bring a set of softwareproducts together into a suite that

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, North Carolina State University at Raleigh; Leah Bug, North Carolina State University at Raleigh

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

providing teacher professional development. ©American Society for Engineering Education, 2023 Developing An Assessment Toolkit for Precollege Summer Engineering Workshops (Works-in-Progress)Abstract Many universities have engineering outreach programming that expose students toengineering that include day camps, overnight camps, and multi-week programs. As the projectsoccur over hours, days, or weeks, rich content is delivered in a very abbreviated timeframe.Often only anecdotal evidence or evaluative surveys reflect what students’ experience. Thisworks-in-progress project describes the strategic plan and first stage towards development oftools for assessing engineering learning in weekly summer

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Erik James Schettig, North Carolina State University at Raleigh

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

significant real-world problems and strengthen theintegration of knowledge, understanding, and practices of engineering within STEM (1). Another affordance ofSTEM partnership is bringing in STEM professionals to support content teachers are transferring to students (2).Many students have yet to learn first-hand how their math and science courses relate to careers they may beinterested in pursuing (1). The engineering education partnership in this paper aims for the primary STEM educationgoals of ensuring students spark interest and excitement in STEM, understand STEM content and knowledge,engage in STEM reasoning and computational thinking, reflect on STEM, use the tools and languages of STEM, andidentify with STEM Enterprise (1). As

Collection

2022 ASEE Illinois-Indiana Section Conference

Authors

Rashmi Deodeshmukh, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

wrote their reflections about © American Society for Engineering Education, 2022 2022 ASEE Illinois-Indiana Section Conference Proceedings | Paper ID 36132 of a simple object using a process it. This was the activity that similar to a 3D printer. they presented to their guests This session had a guest speaker who during the last week. was a mechatronics engineering technology student and a minority woman. She shared her experience of internship at an electric car company

Conference Session

Community Engagement Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jiahui Song, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology; Douglas Eric Dow, Wentworth Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

the workshops. 100% of the scouts learned some/alot of Biomedical Engineering, Manufacturing Engineering and Science, 98.3% of the scoutslearned some/a lot of Electrical Engineering, while 96.6% of the scouts learned some/a lot ofComputer Science. Scouts also reflected that they enjoyed the experience very much. 88.0% ofthe scouts really liked Biomedical Engineering workshop, 87.7% of the scouts really likedElectrical Engineering workshop, 93.3% of the scouts really liked Manufacturing Engineeringworkshop, 87.5% of the scouts really liked Computer Science, and 100% of the scouts reallyliked Science. Students also found the workshops increased their interest in STEM courses.RAMP ProgramAn entrance survey and an exit survey were conducted to

Conference Session

Supporting Successful Progression From First-year Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rubab Saher, University of Nevada, Las Vegas; Haroon Stephen, University of Nevada, Las Vegas; Jee Woong Park, University of Nevada, Las Vegas; Cristian David Arteaga Sanchez, University of Nevada, Las Vegas

Tagged Divisions

Civil Engineering

preparedness group, compared with the other groups?A Statics course (CEE 241), one of the most fundamental civil engineering courses, was used tocollect data. The sample size of the study includes 129 students. Both qualitative and quantitativeanalysis were conducted to understand students’ prior knowledge. Data were collected in variousways, including a qualitative survey reflecting students’ confidence levels on prerequisitematerials (qualitative preparedness) and quantitative measurements from a quiz (quantitativepreparedness), as well as final grades (course performance).The rest of the paper is organized into three main sections. Section 2 discusses the objective andscope of the study; Section 3 illustrates data collection and processing for the

Conference Session

First-Year Programs: Design in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brianna L. Dorie, Gonzaga University

Tagged Divisions

First-Year Programs

framing and reflection [8-12]. This paper will focus on 2the elements of information gathering and application of context, along with ability to discernappropriate information.Problem scoping is considered to be crucial at the outset of the engineering design process whereinformation can not only be used to both develop solutions, but also to redefine the initialproblem framing during the progression of the process. Problem scoping in this vein is the abilityto determine the aspects of problem that need more consideration. For example, determining therole of stakeholders, such as utility companies and Native Americans on the management of areservoir system, or understanding the limitations of

Conference Session

Thermal Fluid Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Soheil Fatehiboroujeni, Cornell University; Matthew J. Ford, Cornell University; Hadas Ritz, Cornell University; Brian J. Kirby, Cornell University; Elizabeth Mills Fisher, Cornell University

Tagged Divisions

Mechanical Engineering

finding,demonstrating, or building fluid mechanical systems in everyday life. We employ two differentinstruments to track students’ experiences in this course. First, we compare students'performance in a fluid mechanics concept inventory assessment that they take at the end of eachsemester. In addition, we also adopt a set of items from the Motivated Strategies for LearningQuestionnaire (MSLQ) to measure the impacts of these changes on students' motivations andattitudes. We reflect on the implications of this transition process and provide an outline of thefuture developments of this work.1. Introduction Teaching and learning in online or hybrid settings play an ever increasing role in science,technology, engineering and mathematics

Conference Session

Virtual Instruction of Chemical Engineering Courses

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rupak Dua, Hampton University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

offeredonline at Hampton University. Student participation in the survey was not required by the in-structor but was optional and completely anonymous for the students.Class Delivery Mode: The teaching of Chemical Engineering Calculations (CME 201- 4 credit), ChemicalEngineering Thermodynamics (CME 307 - 4credit), and Unit Operation Laboratory (CME 411 -2 credits) during COVID-19 was done entirely online, with Blackboard being the deliveryvehicle for instructions. We made use of both synchronous and asynchronous learning methodswhile teaching remotely.Technology Employed: The course involved completing both independent (e.g. reading material, viewing onlinecontent, reflecting on information) asynchronously and dependent (e.g. online interactions

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline Gartner Ph.D., Campbell University; Michele Miller, Campbell University; Anastasia Marie Rynearson, Campbell University

Tagged Topics

Diversity, NSF Grantees Poster Session

additionalsupports be put in place to help students persist in STEM2-5. This paper will describe theprogram's recruitment strategies, the practices that have been most effective, and thedemographics of the successful applicants. In addition, the paper explores the evolution of cohortcommunity building efforts, starting with mostly faculty-led and planned events to events led bya consultant. Improvement in sense of community has been reflected in the evaluation reports,and selected supporting evidence will be shared from the reports.RecruitmentThis S-STEM grant was awarded in fall of 2018 with the goal of supporting at-risk studentsthrough multiple academic pathways, with our definition of at-risk as students who start atCampbell in a math class before pre

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diana A. Chen, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Susan M. Lord, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego; Mark A. Chapman, University of San Diego

Tagged Divisions

Faculty Development Division

open toquestions. Our department chair is deeply integrated in our program’s teaching and led the chargeas we pivoted to emergency remote teaching (ERT) halfway through the Spring 2020 semester.In this paper, we reflect on how our department’s faculty successfully navigated the transition toERT and share lessons learned on how we continue to maintain high quality education whileonline. We have also reported elsewhere on our students' responses to the adjustments madeduring the COVID-19 pandemic using a compassionate flexibility model [1].Establishment of a Virtual Community of PracticeBefore the pandemic, our department of five faculty already had strong relationships and anetwork of support. When classes were cancelled for a week to prepare

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cheryl Carrico P.E., E4S, LLC; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Gary R. Kirk, Virginia Polytechnic Institute and State University; Malle R. Schilling, Virginia Polytechnic Institute and State University

Tagged Topics

NSF Grantees Poster Session

% indicated that they do know an engineer in both surveys, 43% indicated that they do notknow an engineer in both surveys, 18% moved from not knowing an engineer to knowing anengineer, and 11% moved from knowing an engineer to not knowing an engineer [6, 7]. Basedon our analysis, we believe these numbers offer preliminary evidence that we are helpingstudents develop concrete ideas of who engineers are and what they do.Moreover, drawings and descriptions of engineers seemingly shifted towards representingcontent from the PEER. Although the drawings did generally reflect the kinds of actions andartifacts found in other studies (e.g. [9]), in our study more students represented cars, buildings,and the ideas of fixing and repair post compared to pre

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nick Lux, Montana State University - Bozeman; Blake Wiehe ; Rebekah J. Hammack, Montana State University - Bozeman; Brock J. LaMeres P.E., Montana State University - Bozeman; Paul Gannon, Montana State University - Bozeman

Tagged Divisions

Pre-College Engineering Education

theFormation of Engineers program under Grant Number EEC-1916673. Any opinions, findings,and conclusions or recommendations expressed in this material are those of the authors and donot necessarily reflect the views of the National Science Foundation. References[1] C. Quigley, A. Trauth-Nare, and N. Beeman-Cadwallader, "The viability of portraiture for science education research: learning from portraits of two science classrooms," International journal of qualitative studies in education, vol. 28, no. 1, pp. 21-49, 2015, doi: 10.1080/09518398.2013.847507.[2] L. C. Moll, C. Amanti, D. Neff, and N. Gonzalez, "Funds of knowledge for teaching: Using a qualitative approach to connect

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Grifski, Ohio State University; Emily Dringenberg, Ohio State University; Dira Melissa Delpech, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

currently completing a PhD in Engineering Education under Dr. Dringenberg. His research interests include exploring ideological beliefs as a reflection of tech culture. In his free time, he enjoys watching hockey, writing about programming languages, and playing video games.Dr. Emily Dringenberg, Ohio State University Dr. Dringenberg is an Assistant Professor in the Department of Engineering Education at Ohio State Uni- versity. She holds a B.S. in Mechanical Engineering (Kansas State ’08), a M.S. in Industrial Engineering (Purdue ’14) and a Ph.D. in Engineering Education (Purdue ’15). Her team, Beliefs in Engineering Re- search Group (BERG), utilizes qualitative methods to explore beliefs in engineering. Her research

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robert Merton Stwalley III P.E., Purdue University at West Lafayette (COE); Carol S. Stwalley, Purdue University at West Lafayette (COE); Virginia Lynn Booth-Womack, Purdue University at West Lafayette (COE); Grace Lynn Baldwin, Purdue University at West Lafayette ; Sarah Larose, Purdue University at West Lafayette

Tagged Topics

Diversity, NSF Grantees Poster Session

demonstratedto improve collegiate graduates’ entry-level starting salaries, level of initial position, and jobresponsibilities [10] [11] [12]. The authors discuss the importance of experiential experiences inthe formation of professionalism in RS students [13]. To establish a reflective element withineach RS student experience, each fall the students come together for a one-hour seminar to talkand write about their journey and to continue learning about methods of growing their supportweb with university professors and staff [14].The RS students selected for this program implementation were typically residential applicantsof a low-socioeconomic status (SES) and that selected an under-represented minorityrace/ethnicity in their database entry. There was

Conference Session

Engineering Design Graphics Division Technical Session 2: VR, AR, and CAD

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katherine Levenick Shirey, EduKatey; Magesh Chandramouli, Purdue University Northwest

Tagged Divisions

Engineering Design Graphics

aspects. The study’s objective was to create a VR platform consistingof four VR learning modules to teach data types, conditionals, loops, and operators. Each moduledeveloped one CT topic with engaging interactive activities, animated models, and games withbuilt-in self-assessment.This paper details the modules’ development, deployment, and outcomes related to the use of theVR modules within a science and math enrichment camp focused on learning engineering designand coding. The study assessed student use of the four CT topics in their final design project—acoded personal reflection. A lack of the fundamental understanding of CT concepts is a criticalfactor in STEM attrition rates as CT skills are highly interconnected to various branches

Conference Session

Student Division (STDT) Technical Session 1: Student Success and Mentoring

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cyra Anderson, University of Michigan; Joi-lynn Mondisa, University of Michigan; Nagash Clarke, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

student development and impacted attendee awareness of the“hidden curriculum”, or the unstated enforcement of certain behavioral patterns, professional standards,and social beliefs (Miller & Seller, 1990). We also present insights about potential future opportunities forthese types of programs to potentially help students more easily navigate academic and socio-politicalcustoms needed for success. Literature ReviewMentoring and Professional DevelopmentMentoring reflects a unique relationship between individuals, one different from other interpersonalrelationships (Eby et al, 2007). Mentors provide coaching or guidance to assist mentees with careeradvancement while developing relationships to

Conference Session

Design Across Curriculum 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alan Cheville, Bucknell University; Michael S. Thompson, Bucknell University; Stewart Thomas, Bucknell University

Tagged Divisions

Design in Engineering Education

programmaticchange in higher education is rather rare [1], [2], [6], [7]. This section discusses the factors that,in retrospect, coincided to enable large scale curricular change to occur at this particular point intime. These factors, in no particular order, are: 1) reflection prior to and the post-hoc results ofan ABET accreditation visit, 2) arrival of an external department chair, 3) a preponderance ofyounger faculty in the department, 4) lingering pressures from lower-than-desired enrollment, 5)an environment that welcomed educational innovations, 6) a promotion and tenure system thatvalued teaching, 7) innovations occurring college-wide from a KEEN Foundation grant, and 8)growing institutional stresses caused by external factors not under the

Conference Session

Mathematics Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emre Tokgoz, Quinnipiac University; Samantha Eddi Scarpinella , Quinnipiac University; Michael Giannone, Quinnipiac University

Tagged Divisions

Mathematics

reflects upon an action when the action is repeated and he or she can make an internal mental construction called a process by which the individual can think of as performing the same kind of action without an external support...  An object is results from individual’s awareness of the process’ totality and realizes that transformations can act on it...  A schema is a linkage of collected actions, processes, objects, and other schemas that help to form a framework by using general principles in individual’s mind...APOS theory can be appropriately applied to the collected research data due to the involvementof certain mathematical concepts such as limits, derivatives, and asymptotes. The participants ofthis

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Karin Jensen, University of Illinois at Urbana - Champaign; Sara Rose Vohra, University of Illinois at Urbana-Champaign; Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign; Andrea J. Kunze, University of Illinois at Urbana - Champaign; Isabel Miller, University of Illinois at Urbana - Champaign; Thomas Edward Romanchek, University of Illinois at Urbana - Champaign

Tagged Topics

NSF Grantees Poster Session

. Sample items include “High stress is expected for engineering students”and “Engineering students commonly stay up all night working”. Responses were measured on a6-point Likert scale in accordance with agreement with each statement (Strongly disagree,disagree, somewhat disagree, somewhat agree, agree, strongly agree). The use of a 6-point scalerequires participants to take a stance towards agreement or disagreement, which in the case ofrelatively neutral opinions, may reflect the participant’s unconscious bias [8]. For the pilotsurvey, an additional “No basis for judgement” option was added to check for questionsparticipants are consistently unable to answer due to not having experience with the item beingasked about or feeling that they did not

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Memoria Matters, Purdue University at West Lafayette (COE); Andrew O. Brightman, Purdue University at West Lafayette (COE); Patrice Marie Buzzanell, University of South Florida; Carla B. Zoltowski, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity, NSF Grantees Poster Session

barriers to URM and FGC students. A more in-depth discussion of thesefindings can be found in [3] and [11].Finding 2 – The organizational cultures influenced participants’ perceptions of changepossibilities related to diversity and inclusion, and their role in change. Analysis of the post-design session interviews revealed the influence that the disciplinary/organizational cultures ofboth ECE and BME had on (1) the effectiveness of design thinking toward culture change, and(2) where change occurred (e.g., individual versus systemic levels). Reflecting a more limiteddesign culture within the school, the stakeholders in the ECE design sessions recognized andacknowledged limitations in their ability to make large-scale change within ECE. As such

Conference Session

Student Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hamidreza Taimoory, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University; Kazuki Hori, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Student

material is consistent with their future career (Wigfield, 1994; Wigfield &Eccles, 2000). The interest component is based on how students perceive course topics andinstructional methods, interesting (Hidi & Ann Renninger, 2006; Renninger, Hidi, Krapp, &Renninger, 2014). Further, the success component is formed on expectancy for success(Wigfield, 1994; Wigfield & Eccles, 2000). This component reflects students’ self-efficacy aboutthe coursework (Bandura, 1986). The caring component is based on students believes thatinstructors care about their success and well-being (Noddings, 1992).Motivation can be perceived as a student’s intention and engagement in learning as student’saction (Christenson, Reschly, & Wylie, 2012). In other

Collection

1981 North Midwest Section

Authors

O. Hawaleshka

overproduction of engineering graduates while atthe same time noting a scarcity of high quality graduates and for well-trained technicians and craftsmen. It is a reflection on the culturalenvironment and of the quality of graduates presently produced by theschools when the Survey noted that at least 30% of engineering graduatesemployed were employed in jobs of low technician or craftsmen levelsalthough the official job descriptions and titles always included theword i'engineer 11 • And so we see "Senior Instrument Engineers" with 18years experience after graduating from one of the best recognized engi-neering schools in the country and working for the largest electricalutility actually repairing Bourdon pressure gauges or electric wall plugs.In actual