Collection

2021 ASEE St. Lawrence Section Conference

Authors

Kathryn Dimiduk, Cornell University; Hadas Ritz, Cornell University; Orlay Santa, Cornell University

Tagged Topics

Diversity

Instructional Diagnosis): Tapping Student Perceptions of Teaching" in E.C. Wadsworth (ed)., Stillwater, OK: New Forums Press, 1988.[9] J. Kulik, "Student Ratings: Validity, Utility and Controversey," New Directions for Teaching and Learning, pp. 9-25, 2001.[10] A. Sherry, C. Fulford and S. Zhang, "Assessing Distance Learners' Satisfaction with Instruction: A Quantitative and Qualitative Measure," The American Journal of Distance Education, vol. 12, no. 3, pp. 4-28, 1998.[11] L. M. Blaschke, "Using social media to engage and develop the online learne in self-determined learning ," Research in Learning Technology, vol. 22, 2014.[12] S. Wickramasinghe, and W. Timpson, "Mid-Semester student feedback enhances student learning

Collection

2011 Pacific Southwest Section Meeting

Authors

Lily Gossage

sequential designs within a mixed methods approach[4], a variety of research techniques was employed to elicit students’ views and attitudes. Afocus group of five Latino/Hispanic students was asked about their perceptions and attitudesregarding the climate within an engineering college. From their responses emerged 10 themes,collapsed into six dimensions; these were later used to construct a nine-item survey instrumentdeployed to over 150 Latino/Hispanic engineering students. In asking whether Latino/Hispanicengineering students felt disconnected to the general student population and to the engineeringdiscipline, the study also investigated the extent to which self-segregation occurred across otherethnic/racial groups. Questions were primarily

Collection

2020 St.Lawrence Section Meeting

Authors

Kathryn Dimiduk; Orlay Santa; Hadas Ritz; Lesa Carter

Organization Development, vol. 11, no. 4, pp. 97-99, 1984.[7] B. Black, "Using the SGID Method for a Variety of Purposes," in To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, Stillwater, OK: New Forum Press, 1998.[8] N. Diamond, "SGID (Small Group Instructional Diagnosis): Tapping Student Perceptions of Teaching" in E.C. Wadsworth (ed)., Stillwater, OK: New Forums Press, 1988.[9] J. Kulik, "Student Ratings: Validity, Utility and Controversey," New Directions for Teaching and Learning, pp. 9-25, 2001.[10] A. Sherry, C. Fulford and S. Zhang, "Assessing Distance Learners' Satisfaction with Instruction: A Quantitative and Qualitative Measure," The American Journal of Distance Education, vol

Conference Session

Interdisciplinary Integration at the Program Level

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Carrell, Texas Tech University; Joshua M. Cruz; Andrew Mark Herbert; Iris V. Rivero; Emily Lazarus; Erika Nuñez, Texas Tech University; Nafisha Tabassum; Xueni Fan, Texas Tech University

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

to consider what dispositions I brought to this research as both a graduatestudent and an instructor. My experience as a graduate student increased my ability to noticewhen language was affected by the desire to express competence and reflect a certain identity,two important elements in our study of empathetic disposition. Through my teacher lens, I wasable to discern shifts in speech that indicated a change of attitude or perspective at both historicaland personal levels. As someone who values human-centered research and empathetic pedagogy,I worked to maintain impartiality in my analysis through reflexivity and collaboration with theother analysts on our team to help ensure my interpretations of the data remained close to thestudents

Conference Session

Innovation in Engineering Leadership Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cindy Rottmann, University of Toronto; Robin Sacks, University of Toronto; Mike Klassen, Institute for Leadership Education in Engineering, University of Toronto; Doug Reeve, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

leadership learning opportunities and experiencesof undergraduate engineering students as a whole. Our study fills this gap by examining how1203 undergraduate engineering students at a large, Canadian, research-intensive university haveused non-formal learning spaces—co-curricular and extra-curricular activities—to hone theirleadership and engineering skills and identities. Our quantitative analysis of survey resultssuggests that explicit leadership programing, student government and industry-basedprofessional development activities were most effective at helping engineering students developtheir leadership skills. When it came to catalyzing their engineering skills development, wefound that internships, design competitions and professional

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Purdue University, West Lafayette ; Erica M. McGreevy, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Kevin R. Binning, University of Pittsburgh; Natascha Trellinger Buswell, University of California, Irvine; Christian D. Schunn, University of Pittsburgh; Charlie Díaz, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University, West Lafayette ; Beverly Conrique, University of Pittsburgh; Maricela Bañuelos, University of California, Irvine; Carlie Laton Cooper, M.Ed., University of Georgia; Anne-Ketura Elie, University of Pittsburgh; Rachel Kelly Forster, University of Pittsburgh; Brianna Julia Gonzalez, University of Pittsburgh ; Danielle Vegas Lewis, SUNY Fredonia ; Heather Lee Perkins, University of Illinois, Urbana - Champaign; Nelson O. O. Zounlomè

Tagged Topics

Diversity, NSF Grantees Poster Session

faculty mentorship, the pathway into and through graduate education, and gender and race in engineering.Dr. Allison Godwin, Purdue University, West Lafayette Allison Godwin, Ph.D. is an associate professor in the Robert Frederick Smith School of Chemical and Biomolecular Engineering at Cornell University. She is also the Engineering Workforce Development Director for CISTAR, the Center for Innovative and Strategic Transformation of Alkane Resources, a Na- tional Science Foundation Engineering Research Center. Her research focuses on how identity, among other affective factors, influences diverse students to choose engineering and persist in engineering. She also studies how different experiences within the practice and

Conference Session

AERO 1: Rocketry and Space Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Juhyun Kim, University of Illinois at Urbana-Champaign; Timothy Plomin, University of Illinois Urbana-Champaign; Heather Ruth Arnett, University of Illinois at Urbana-Champaign; Luisa-Maria Rosu, I-STEM, (Illinois Science Technology Engineering and Mathematics) Education Initiative; Joshua Rovey, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Aerospace Division (AERO)

space propulsion. He received BS, MS, and PhD degrees from the University of Michigan - Ann Arbor, and was a research engineer at Starfire Industries LLC before returning to academia as an assistant professor of aerospace engineering at the Missouri University of Science and Technology. In 2017 he joined the faculty of aerospace engineering at the University of Illinois. He has published over 150 journal and conference papers on space propulsion and he regularly teaches 200 students a year in his senior-level aerospace propulsion course. He was recipient of the University of Illinois Provost Award for Excellence in Under- graduate Teaching in 2023. ©American Society for Engineering

Collection

2020 First-Year Engineering Experience

Authors

Lisa Lampe, University of Virginia; Blakeley Calhoun

Tagged Topics

Diversity

to Inform First-Year Bowman, T. A. Seifert, G. C. Wolniak, E. T. Advising Practices and Policies at Northwestern Pascarella, and P. T. Terenzini, “How college University's McCormick School of Engineering,” affects students: 21st century evidence that higher Paper presented at 2017 ASEE Annual Conference education works”, Vol. 3, 2016. & Exposition, Columbus, Ohio, June 2017, https://peer.asee.org/29143[2] L. D. Patton, S. R. Harper, and J. Harris, “Using critical race theory to (re)interpret widely studied

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebecca Atadero, Colorado State University; Jody Paul, Metropolitan State University of Denver; Karen Rambo-Hernandez, Texas A&M University; Melissa Morris, University of Nevada - Las Vegas; Christopher Griffin, West Virginia University; Christina Paguyo, University of Denver; Scott Leutenegger; Ronald Delyser; Robin Hensel, West Virginia University; Anne Marie Casper

related grants funded by the National Science Foundation, and a prior paper by the P4E research team was awarded Best Diversity Paper at the ASEE Annual Conference in 2015. She also conducts technical research with civil engineering and construction management graduate students. She and her students study ways to extend the safe and useful life of existing structures, particularly concrete bridges, through enhanced inspection, management and repair techniques. This research has been funded by the Mountain Plains Consortium, a USDOT University Transportation Center, and the Colorado Department of Transportation. She teaches courses in structural engineering such as reinforced and prestressed concrete design and civil

Conference Session

International Division (INTL) Technical Session #1: Global Competency

Collection

2023 ASEE Annual Conference & Exposition

Authors

Patrick Tunno; Dr. Angela Rothrock, Pennsylvania State University; Robert J. Rabb P.E., Pennsylvania State University; Christine B. Masters, Pennsylvania State University

Tagged Divisions

International Division (INTL)

navigate diverse cultures and places, learning and applying the course content in afamiliar setting before departing. Engineering students who implement some of the skills andcontent typically see an immediate return during the experience. The reflective final project thatthey complete once they return reinforces the awareness and skills that are a link betweenclassroom theory and concepts and real-time impacts.Through a continuous improvement feedback model, this paper also seeks to identify the rangeof content that can be refined and leveraged for various locations. Quantitative results indicatethat global/cultural skills are relevant immediately, requiring little reinforcement from othercourses. This study provides a baseline of data and

Conference Session

FPD X: Addressing Retention in the First Year

Collection

2012 ASEE Annual Conference & Exposition

Authors

Matthew G. Green, LeTourneau University; Alan D. Niemi, LeTourneau University; Melanie Roudkovski, LeTourneau University

Tagged Divisions

First-Year Programs

mentoring relationships for women pursuing technical careers”, Journal of Engineering Education, Volume 89, 2000.11 Judge, J. and Leary, J. “Department-Specific Mentoring Network for Women Students in Engineering”, Proceedings of 35th ASEE/IEEE Frontiers in Education Conference, Indianapolis, IN, 2005.12 Wilder, P., Kenefic, R., and Burke, A., “Integrating engineering practice into undergraduate curricula using project simulation: outcomes related to retention and persistence” Proceedings of 35th ASEE/IEEE Frontiers in Education Conference, Indianapolis, IN, 2005.13 Rippon, S., Collofello, J., and Hammond, R., “Helping Freshmen Develop a Personal Identity as an Engineer” Proceedings of the 2011 American Society for

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nathalie Duval-Couetil, Purdue University at West Lafayette (COE); Alanna Epstein, University of Michigan; Aileen Huang-Saad, Northeastern University

. We were also interested in how challenges might be overcome with moreresources and coordination. It is clear that many Nodes and Sites lack funding andexpertise necessary to do evaluation research, and the sharing of instruments andevaluation protocols could enhance evaluation and assessment activities. As I-Corpsenters a new phase of expansion, findings from this study will inform our ownevaluation work going forward, and allow us to share best practices with I-Corpseducators and administrators across the U.S. BACKGROUNDAcademic EntrepreneurshipMany institutions are actively investing in entrepreneurial ecosystems and initiatives toboost the involvement of faculty and graduate students in commercialization

Conference Session

INTERACTIVE SESSION – Measuring the Impact on Communities

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rebecca A Bates, Minnesota State University, Mankato; Julie P Martin, Clemson University; Denise Wilson, University of Washington; Melani Plett, Seattle Pacific University; Tamara Floyd Smith, Tuskegee University

Tagged Divisions

Community Engagement Division

quantitative and qualitativemethods requires expertise in many areas and can be a challenge on its own. One way to addressthis is to have experts with a variety of experience associated with project. On one‘s owncampus, experts in statistics for qualitative work or interviewing and data coding for quantitativework can be a treasure for supporting work in engineering education research.ResourcesInstruments from Study 1 are available throughhttp://www.ee.washington.edu/research/community/Community/Home.html.Instruments and models from Study 2 can be requested through Dr. Julie Martin(jtrenor@clemson.edu).SummaryIn Study 1, the role of community as it is associated with student engagement in academicendeavors can range from negative to negligible to

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

María del Carmen Garcia-Higuera, Universidad Panamericana; Rocio Chavez-Telleria, Universidad Panamericana; Armando Alemán-Juárez, Universidad Panamericana ; Isabel Joaquina Niembro García P.E., Universidad Panamericana

Tagged Divisions

First-Year Programs

the last 60 years, engineering graduation rates have been around 50% [4]; similarly, inMexico, engineering graduation rates barely achieve 40%. A review of the literature conductedby Geisinger and Raman [4] identified a set of factors that contribute to the attrition of students.These factors include classroom and academic environment including teaching and advising,grades and conceptual understanding, self-efficacy and self-confidence determined by highschool preparation in math and science among others. Engineering educators have argued thatpersonal and socio-economic factors can contribute to the attrition of students; however, there isa proportion of engineering students that leave because of the educational system. Studies haveshown that

Conference Session

Educational Research and Methods Division (ERM) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Disha Patel, Florida International University; Monique S. Ross, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

andreflect on their community’s strengths and concerns through imagery, fostering critical dialogueand knowledge-sharing [1]. While popularly utilized in medicine, social sciences, and education,its application in engineering education [2–5] and computer science education [6–8] is relativelynew and underexplored. This position paper aims to bridge this gap by presenting acomprehensive account of a pilot study that introduces photovoice to computer science students,showcasing the method’s merits and contributions. It will outline implementation and adaptationof the method’s steps, obstacles faced during its duration, the value derived from the emergentthemes from visual artifacts developed from participants, and the holistic value derived fromactive

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University

Tagged Topics

Diversity, NSF Grantees Poster Session

graduates prepared to engage in entrepreneurial and intrapreneurialactivities?The research team is pursuing these questions through a multi-method approach, includingqualitative and quantitative methods. The work meets the requirements of Design andDevelopment Research, as specified by the Common Guidelines for Educational Research in thatit contains: 1) Development of a solution based on a well-specified theory of action appropriateto a well-defined end user; 2) Creation of measures to assess the implementation of thesolution(s); 3) Collection of data on the feasibility of implementing the solution(s) in typicaldelivery settings by intended users; and 4) Conducting a pilot study to examine the promise ofgenerating the intended outcomes [22].Theory

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University

Tagged Topics

NSF Grantees Poster Session

implementation of the solution(s); 3)Collection of data on the feasibility of implementing the solution(s) in typical delivery settingsby intended users; and 4) Conducting a pilot study to examine the promise of generating theintended outcomes [12].Description of Study Site and ParticipantsThe data presented in this paper were collected from five regional community college partnerswhose primary emphasis is on 2-year degrees and workforce certificates, in addition to limitedBachelor’s degrees in nursing, secondary education, and business. The missions of these statecolleges is to support the needs of the local community and prepare students for workplacesuccess.Pre-Research ActivitiesThe research team conducted a comprehensive literature review in the

Conference Session

NSF Grantees: Workforce Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University

Tagged Topics

Diversity, NSF Grantees Poster Session

: 1) Development of a solution based on a well-specified theory of action appropriateto a well-defined end user; 2) Creation of measures to assess the implementation of thesolution(s); 3) Collection of data on the feasibility of implementing the solution(s) in typicaldelivery settings by intended users; and 4) Conducting a pilot study to examine the promise ofgenerating the intended outcomes [22].Theory of ActionHuman capital theory is a theory of investment in human capital, or the abilities and skills,acquired through investment in education and training, of any individual, that enhance potentialincome earning [23]. Human capital models examine how students make cost–benefit analysesand subsequent decisions on whether to attend and persist

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lizandra C Godwin, University of New Mexico

Tagged Topics

Diversity, NSF Grantees Poster Session

Women and Minorities in Science and Engineering, vol. 24, no. 2, 2018, Accessed: Feb. 19, 2024. [Online]. Available: https://www.dl.begellhouse.com/journals/00551c876cc2f027,4c37811e62eac771,359bf188 17ac4bed.html[19] L. N. Fleming, S. E. Burris, K. C. Smith, L. B. Bliss, I. N. Moore, and F. Bornmann, “Beyond persistence: Graduate school aspirations of Hispanic engineering students at HSIs,” in 2014 ASEE Annual Conference & Exposition, 2014, pp. 24–228. Accessed: Feb. 19, 2024. [Online]. Available: https://peer.asee.org/beyond-persistence-graduate-school- aspirations-of-hispanic-engineering-students-at-hsis[20] M. G. Cuellar and A. M. Gonzalez, “Beyond the Baccalaureate: Factors Shaping Latina/o Graduate

Conference Session

NSF Grantees: K-12 Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eliza Gallagher, Clemson University; Anna Marie Vagnozzi, Clemson University; Rachel Lanning, Clemson University ; D. Andrew Brown, Clemson University; Christy Brown, Clemson University; Kristin Kelly Frady, Clemson University; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Michael A. Matthews P.E., University of South Carolina; Joseph Murphy, University of California, Los Angeles; Khushikumari Patel, Clemson University; Aubrie Lynn Pfirman, Lander University; Robert J. Rabb P.E., The Citadel; Richard H Roberts Jr, Florence Darlington Technical College; Ronald W. Welch P.E., The Citadel; Anand K. Gramopadhye, Clemson University

Tagged Topics

NSF Grantees Poster Session

Paper ID #30728Poverty and Guidance: Challenges and Opportunities in MathematicsPreparation for EngineeringDr. Eliza Gallagher, Clemson University Dr. Gallagher is an Assistant Professor of Engineering and Science Education at Clemson University, with joint appointments to Mathematical Sciences and Education & Human Development. Her research interests include student cognition in mathematics, development of teacher identity among graduate teach- ing assistants, and curricular reform to foster diversity and inclusion in STEM fields. She is co-PI on an NSF INCLUDES Design and Development Launch Pilot, ”Statewide

Conference Session

Integrating Liberal Education and Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mehmet Vurkac, Oregon Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

studies focused on solving is at the core of adistinction that we wish to draw attention to between ‘problem-solving’ and the solving ofproblems.According to a joint executive report from the National Science Foundation (NSF) and theNational Endowment for the Arts (NEA), student skills in engineering problem-solving(specifically in electrical engineering and computer science) are in dire need of a boost. Thereport states that “undergraduate and graduate students who study electrical engineering andcomputer science lack the ability or self-efficacy to create new ideas and innovations that stretchbeyond rote classroom exercises”1.Other high-profile reports agree: The National Academy of Engineering lamented in 2004 that“engineering students are not

Conference Session

Women in Engineering Division (WIED) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

success for underrepresented students in the STEM fields[13-15]. Investigating academic self-concept can provide a conceptual tool to understandstudents’ perceptions of their academic identity, their perceptions of their capabilities within theacademic discipline and how they overcome academic challenges.Complementing undergraduate enrollment numbers, women have been shown to demonstrate ahigher academic self-concept in biology and medicine as opposed to engineering and math [14].According to the National Science Foundation, men earned approximately 75% of theengineering, mathematical and computer science bachelor’s degree in 2020 [6]. Men alsodemonstrate higher levels of academic self-concept [16]. Given the reported lower levels ofacademic self

Collection

2000 Annual Conference

Authors

Arpita Gupte; Patricia F. Mead; Marjorieanne Natishan; James Greenberg; David Bigio; Linda Schmidt

Session 1630 Engineering Project Team Training System (EPTTS) For Effective Engineering Team Management Patricia F. Mead, Marjorieanne Natishan, Linda Schmidt, James Greenberg, David Bigio, Arpita Gupte BESTEAMS Mini-Teaching Center A. James Clark School of Engineering University of Maryland, College ParkAbstractThe BESTEAMS: Building Engineering Student Team Effectiveness and ManagementSystems Mini-Teaching Center has implemented a pilot, in-class, workshop highlightingthe influence of learning style preferences on project team management

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karl D. Schubert FIET, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Alan E. Ellstrand, University of Arkansas

Tagged Divisions

Entrepreneurship & Engineering Innovation

iteratively improveand expand, year-to-year, we have been able to focus on retaining what worked, addressing whatdid not work, and adding a new variable each time that can then be iteratively improved uponthe next time followed by expansion, if desired and needed.Assessing Progress for the Pilot Programs. The CoE and WCOB are currently usingqualitative data analyses through entry, mid-way, and exit surveys. Our intention is to researchand apply appropriate quantitative data analyses to further evaluate and iteratively improve theprogram with the overall objective of attracting, retaining, and graduating students who arecapable of innovating in a realistic, commercializing environment and to better prepare them forentering the workforce and to

Conference Session

Track 7: Technical Session 7: Grassroots Approach to Advancing Inclusion, Diversity, Equity, and Access in Engineering

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Ashleigh R. Wright, University of Illinois at Urbana - Champaign; Ellen Wang Althaus, University of Illinois at Urbana - Champaign; Akshina Sood, University of Illinois at Urbana - Champaign; Lance Cooper, University of Illinois at Urbana - Champaign; Lynford Goddard, University of Illinois Urbana-Champaign

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

master’s degree than prior to doingresearch, and 50% reporting being “much more likely” to pursue a PhD. Many of the studentspresented their research at professional conferences. This project also led to a National ScienceFoundation Emerging Frontiers in Research and Innovation (EFRI) Research Experience andMentoring (REM) award in collaboration with Harvard University and Bunker Hill CommunityCollege to pilot a model to engage students from underrepresented backgrounds at these partnerinstitutions in undergraduate research [13], [14], [15].Grainger Engineering Graduate Student Diversity Ambassadors Program, 2022 – 2024, PI:StaffDescription: This project established the first cohort of the Engineering Graduate StudentDiversity Ambassadors

Conference Session

Women in Engineering Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Denise Wilson, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

engineering settings.MethodsThis study analyzes student survey data using statistical methods in a quantitative researchdesign. Students in seven, large undergraduate engineering courses representing four differentengineering majors self-reported demographic information and emotional engagement as part ofa larger study that explored different factors which may inform student engagement inengineering classrooms.ParticipantsThe sample population in this study consisted of 781 undergraduate engineering studentsrecruited in the last two weeks of the term. Self-reported ethnicity included Asian (47%), Black(3.5%), Hispanic (3.5%), White (41%), Pacific-Islander (less than 1%), Native American (lessthan 1%), and Other (3%). 24% of the sample were female, 75

Conference Session

Professional Development for Teachers and Counselors

Collection

2018 ASEE Annual Conference & Exposition

Authors

Richard A. Gearns, Stony Brook University; Angela M. Kelly, Stony Brook University; Monica Bugallo, Stony Brook University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

and ContextResearch design. This pilot study employed a convergent parallel mixed methods approach [31]to analyze counselors’ reactions and ongoing professional development needs with regard topreparing and informing students about science and engineering career pathways. Pilotqualitative and quantitative data were collected simultaneously to determine school counselorpractices and constraints related to STEM advisement.Conceptual framework. The theoretical basis for the professional development design isderived from two psychosocial theories that explain academic and career choices. The theory ofplanned behavior suggests that students make academic decisions based upon their self-efficacyand sense of controllability [32]. That is, career

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tonisha B. Lane, University of South Florida ; Jonathan Elliot Gaines, University of South Florida; Selene Willis, University of South Florida; Salam Ahmad; Kali Lynn Morgan, Georgia Institute of Technology; Eugenia Vomvoridi-Ivanovic, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

itself to “topic-chaining” instruction which has been found to be particularly effective for URMs [21] -[25].Topic chaining pertains to the need to build towards complex topics by relating previous learningexperiences to future ones while also introducing relevant context. MethodsThe current case study is part of a larger National Science Foundation (NSF) grant funded(1734878) study concerning engineering identity development among middle school youth andpostsecondary engineering students in a summer intervention program. The study alsoinvestigates how early-career math and science teachers draw upon content learned in theprogram to adopt culturally responsive STEM pedagogy for application in their

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

M. Jean Mohammadi-Aragh, Mississippi State University; James Warnock, Mississippi State University; Amy Barton, Mississippi State University; Rani Warsi Sullivan, Mississippi State University; Bill B Elmore, Mississippi State University; Jane Nicholson Moorhead, Mississippi State University

Tagged Divisions

First-Year Programs

gathering and informed decision-makingduring the first year. Our hybrid model is targeted at students who meet all the standardadmission requirements for engineering, but do not know which degree program they want topursue. In the remainder of this paper, we describe two primary challenges for transitioning tothe hybrid model (Sections 3 and 4), the resultant introduction to engineering course that wasdeveloped and piloted in Fall 2014 (Section 5 and 6), our future trajectory for our hybrid model(Section 7).2. Institutional ContextMississippi State University is a rural, research-focused, public, land-grant institution with anenrollment of 16,500 undergraduate students and 3,700 graduate students. The college ofengineering (CoE) is the third

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jelena Trajkovic, California State University, Long Beach ; Lisa M Martin-Hansen, California State University, Long Beach; Anna Bargagliotti, Loyola Marymount University; Christine Alvarado, University of California, San Diego; Cassandra M Guarino, University of California, Riverside; Janel Ancayan, California State University, Long Beach; Joseph Alex Chorbajian, California State University, Long Beach; Kent Vi, California State University, Long Beach

Tagged Topics

Diversity, NSF Grantees Poster Session

California, Irvine and is working on a Masters in Science Education at California State University Long Beach. ©American Society for Engineering Education, 2024 Breaking Through the Obstacles: Strategies and Support Helping Students Succeed in Computer ScienceIntroduction and MotivationNot only that there is a continuously growing number of students who want to study computerscience (CS) but also there is a large need for CS graduates. The computing jobs are crucial forthe development and growth of the economy worldwide. For example, the data from theIntegrated Postsecondary Education Data System (IPEDS) [1] by the U.S. Department ofEducation’s National Center for Education Statistics