Conference Session

Identity Formation and Engineering Cultures

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cindy Rottmann, University of Toronto; Dimpho Radebe, University of Toronto; Emily Moore P.Eng., University of Toronto; Andrea Chan, University of Toronto; Emily Macdonald-Roach, University of Toronto; Saskia van Beers, University of Toronto; Sasha-Ann Eleanor Nixon, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

Emily Macdonald-Roach is an MASc student in Engineering Education at the University of Toronto. Her research interests include engineering identity formation, engineering culture, and equity, diversity, and inclusion in engineering career paths.Ms. Saskia van Beers, University of Toronto Saskia van Beers (she/her) is a MASc. student in Engineering Education at the University of Toronto. She holds a BASc in Engineering Science from the University of Toronto. Her research focuses on understanding how Canadian engineers reflect on the impact that their social location has had on their career.Sasha-Ann Eleanor Nixon, University of Toronto ©American Society for Engineering Education, 2024Why would

Conference Session

Faculty Development for Distance Learning

Collection

2010 Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Continuing Professional Development

curriculum that is rooted in the discipline in which the course if being offered; Page 15.152.4 2. The course contains a set of organized community-based learning activities through which students directly service a constituency as a means to address an identified community need; 3. The course provides structured opportunities for students to formally connect their service activities to the course curriculum and to broader social issues through reflective methods. ≠ Faculty scholarship associated with curricular engagement is scholarly activity that faculty produce in

Conference Session

Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shannon Katherine Gilmartin, Stanford University; Sara Jordan-Bloch, Stanford University

Tagged Topics

Diversity

Tagged Divisions

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

descriptions of stretch assignments, theirlearning experiences around stretch assignments, and the insights they have gleaned aboutadvancement, placing their words in conversation with previous sociological research on workassignments and workplace inequality. Our findings show how the dimensions of these types ofassignments are not at all clear and unified, with participants’ descriptions reflecting a mixture ofoften inconsistent and contradictory understandings, such as: random, meritocratic, ad hoc,sought on one’s own, given by top leaders, exploitative, beneficial, enjoyable, and scary. Suchassignments are conceived as important for advancement or even “secretly” required forpromotion, but there is no consensus on how to access them or connect

Conference Session

Student Experiences and Development – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon M. Clancy, University of Michigan; Berenice A. Cabrera, University of Michigan; Sarah Jane (SJ) Bork, University of Michigan; Kayleigh Merz, University of Michigan; Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

interests inengineering, (4) students’ choices and intentions to persist, (5) final reflection, and (6) end/signoff. Interviews were conducted via Zoom and audio recorded. Interviews ranged in length from30-to-90 minutes.The four graduate students (SMC, SJB, BAC, KM) were responsible for conducting theinterviews. Their positionalities, identities, and lived-experiences influenced how they interactedwith the participants. Each interviewer was first interviewed by another member of the team tobetter understand the personal experiences and biases that were elicited by the interviewprotocol. This provided insight into the experiences the interviewer would be likely to try andconfirm in the data collection process, and could therefore be mindful of

Conference Session

Student Mental Health and Communities of Care

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katherine Robert, University of Denver; Jon A. Leydens, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

4Dignity and well-being: Narratives of modifying the culture of engineering education to improve mental health among underrepresented STEM studentsown individual findings and how they were interpreted to form the study’s overall findings, but they alsoreviewed and approved this conference paper. The framework also required deep ongoing self-reflectivity by the primary investigator about how her own myriad identities, including being an adjunctfaculty member, affected her perception and interpretation of the participants’ own emerging newknowledge about their experiences in engineering education (Nodelman, 2013). Arts-based research(ABR) methods (Leavy, 2017) use creative practices in social research because of their

Conference Session

Environmental Engineering Division (ENVIRON) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeremy Vanantwerp, Calvin University; Julie Anne Field Wildschut, Calvin University; Matthew Heun, Calvin University

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering Division (ENVIRON)

. That systems thinking perspective can be applied to anything, really, including social problems.”The first offering of introduction to sustainability challenges course was in the Fall 2015semester. Metrics for the engineering sustainability designation as a whole, such as participationand placement, indicated some positive results (for example, see above) but assessments of thelearning outcomes for the introductory seminar class (see Table 2 below for learning outcomesand current assessment plan) also indicated some areas where we fell short of learning targets inthe initial years of the designation. For instance, students’ ability to describe sustainability wasrather anemic.For example, D.T. (2018) wrote in a final reflection paper (see

Conference Session

Faculty Development and Research Programs (NEE)

Collection

2023 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Jennifer J. VanAntwerp, Calvin University

Tagged Divisions

New Engineering Educators Division (NEE)

1.8 67 5.2 Women 28 1.6 32 1.8 101 5.6 161 8.9 * Average number of excerpts per interview in each categoryConsidering the three needs separately revealed important nuance about what types ofexperiences seem most salient to faculty when reflecting on positive and negative workexperiences. Relatedness needs were addressed by far the most often, accounting for two-thirdsof all the fulfillment reflections and over half of all the need frustration comments. Of theremainder, competence needs (both fulfilled and frustrated) were identified slightly morefrequently than autonomy. When analyzed by gender, even more striking patterns emerged. Menand women described

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Camila Olivero-Araya, The Ohio State University; Julie P. Martin, The Ohio State University; Micah Organ

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

relationshipswith these students and enhance the quality of education for everyone. 3. Theoretical Framework: Intercultural communication competenceICC is a crucial skill that researchers have been exploring for the last two decades. A review ofthe literature reveals a multitude of definitions of ICC [14]. This variability in the content ofICC models and dimensions presents several challenges. For this reason, Griffith and others[14] propose a framework and operational definition to serve as the basis for the developmentof the concept of ICC in higher education research. This operational definition is based onprior research and states that ICC “reflects a person’s capability to gather, interpret, and actupon these radically different cues to function

Conference Session

Reviewing Methods for Educational Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alexandra Mary Jackson, Rowan University; Cheryl A. Bodnar, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

the data" (p.56). However, engineers are often more familiar with quantitative methods and summarizingtheir findings using numbers [2], which substantially limits the use of qualitative methods.According to Jackson, Drummond, & Camara [3], the goal of qualitative research involves"understanding human beings' richly textured experiences and reflections about thoseexperiences" (p. 22). As engineers have become familiar with qualitative methodologies [1-2],researchers have begun to explore different types of approaches to illuminate the humanexperience. It is clear that different engineers, engineering students, and engineering facultyexperience their education and careers differently, which modern studies have only begun todescribe [4-6

Conference Session

Engineering Programs and Institutional Factors

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nikita Dawe, University of Toronto; Lisa Romkey, University of Toronto; Amy Bilton

Tagged Divisions

Educational Research and Methods Division (ERM)

yearsafter graduation) of an undergraduate engineering program in the United States to investigatehow the program’s teaching and learning of metacognitive skills through reflective activitiestranslated to lifelong learning in the workplace context [24]. They found that in connection to thecourse projects that emulated the self-directed learning common in workplace environments,being comfortable with uncertainty and confident and resilient in the face of overwhelmingchallenges were important dispositions that enabled lifelong learning in the workplace aftergraduation [24]. The researchers also distinguished between alumni who saw metacognition ashaving a narrower role specifically for engineering problem solving activities, and those whoused it in

Conference Session

Design in Engineering Education Division (DEED) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sever Thomas Gilbertson; Micah Lande, South Dakota School of Mines and Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

begun modifyingexisting project spaces and creating new makerspaces to reflect the developing pushes ineducation [3,4]. However, the ongoing initiatives to reflect the more creative and less rigidlydesigned nature of making can be challenging to implement since many ideas are, or seem to be,counterintuitive to existing organizational structures within traditional academia. This difficultyis especially true in engineering-focused entities where the parties that have historically managedexisting workspaces and their resources may not be as familiar with the pedological approachesand philosophies behind these areas. In addition, by the very nature of making, many commontrends in makerspaces present unique challenges for the management; often, they

Conference Session

Industrial Engineering Division (IND) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ekaterina Koromyslova, South Dakota State University; Carrie Steinlicht, South Dakota State University; Miriam Kanini Peter

Tagged Divisions

Industrial Engineering Division (IND)

Management (EM), Industrial Management (IM), Engineering TechnologyManagement (ETM), and Operations Management (OM)) and 40 programs were in MechanicalEngineering (ME). The EM sample was retrieved from the ABET website list of EngineeringManagement related accredited programs. The ME sample includes institutions that conferred1,000 or more degrees in the years 2009-2021 based on the ASEE ‘Engineering by Numbers’report [17, 39].Analysis FrameworkWe considered seven components of the ABET student outcomes [37] that support the programeducational objectives and reflect professional skills sets: professionalism, ethics, oralcommunication, written communication, teamwork/collaboration, and leadership. Otherprofessional skills which do not fall in any of

Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

Laramie Potts, New Jersey Institute of Technology; Huiran Jin, New Jersey Institute of Technology

conclusion based on the available information. The literatureoffers no unique definition on critical thinking but it conveys the meaning that critical thinking isthe intellectual process of actively and skillfully conceptualizing, applying, analyzing,synthesizing, and/or evaluating information gathered from, or generated by, observation orexperience. Critical thinking is also connected with cognitive processes like reflection,reasoning, or communication as a guide to belief and decision-making. While a literature reviewof critical thinking yields a plethora of descriptors and a variety of definitions [e.g., 25], mostauthors include basic phases of critical thinking. Critical thinking involves metacognitive actionsalong several capabilities that goes

Conference Session

LEES 7: Experiments in Experiential and Project-Based Learning

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nandini Sharma, University of Texas at Austin; Jeffrey William Treem, University of Texas at Austin; Megan Kenny Feister, California State University Channel Islands

CollaborationAuthors’ Note: This work was made possible by a grant from the National Science Foundation(1926139). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.2 Abstract This study examines the way participants of knowledge-intensive, interdisciplinary,project-based work in academic settings described the kinds of expertise that were valued bytheir groups. We found tensions in these descriptions, which suggest that an understanding of thekinds and value of expertise in these settings may benefit from broadening. We found that theselabs served as spaces for members to

Conference Session

Military and Veterans Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hannah Wilkinson, Utah State University; Angela Minichiello, Utah State University

, Social Sciences, and International Journal of Qualitative Studies in Education. Whileeach paper focused primarily on the experiences of undergraduate military students, five articlesalso studied populations that contained non-military affiliated participants [29], or participantswhose family members had served in the military [11].We found that the literature on U.S. military students is largely consistent in both participantdemographics (able-bodied White male) and research methods (qualitative), with importantdistinctions in theoretical frameworks. These findings likely reflect the predominance of a singleresearch study within this body of literature.Participant DemographicsRace, Ethnicity, Gender, AbilityAll studies except six (16/22

Conference Session

Pre-College Engineering Education Technical Session 7: Cybersecurity and Computing

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mike Borowczak, University of Wyoming; Andrea Burrows, University of Wyoming; Andey Robins, University of Wyoming

underlying concepts inSTEM and CS. Below, the standards and specific learning outcomes are listed: 1. Fostering an Inclusive Computing Culture (a) Include unique perspectives of others and reflect on one’s own perspectives when designing and developing computational products (b) Address the needs of diverse end users during the design and process to produce artifacts with broad accessibility and usability (c) Employ self- and peer-advocacy to address bias in interactions, product design, and development 2. Collaborating Around Computing (a) Cultivate working relationships with individuals possessing diverse perspectives, skills, and personalities (b) Create team norms, expectations

Conference Session

PCEE Session 3: Robotics and Design Competitions

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anurag Purwar, Stony Brook University; Amanjeet Bagga, Stony Brook University; Cynthia Colón, Stony Brook University; Imin Kao, Stony Brook University

socially distant times. This paper discusses the details of this program’s offering in the summer of 2020 and 2021,which sought to 1) solve the issue of accessibility and feasibility of a hands-on STEM programduring the pandemic and 2) study the self-reflective attitudinal shift in school courses, STEMpreparedness, and college career choices. While the students’ attitude can be hard to quantify andinterpret, through the post-camp survey, we seek to answer the question of their preparedness andproficiency in engineering design, electronics circuit, and computer programming in the context ofrobot design. The rest of the paper is organized as follows. First, we present a summary of the STEMimperative and its relation to educational robotics

Conference Session

DEED Technical Session 1: Adapting to COVID and other Design Challenges

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christopher Rennick, University of Waterloo; Eugene Li, University of Waterloo; Michael Lenover, University of Waterloo; Wesley Blankespoor; Sanjeev Bedi, University of Waterloo

], describes design problems as being typically ill-structured, complex, dynamic, context dependent, and domain specific. In addition to describingdifferences in problem variations and representations, Jonassen [5] describes the “individualdifferences” that a problem-solver brings to bear on a problem. These include knowledge –domain-specific knowledge, structural knowledge (how different knowledge domains integratetogether), procedural knowledge (know-how), and conceptual knowledge – as well as othercognitive skills/traits like general problem-solving strategies, cognitive controls (likemetacognition, and reflection-in-action [6]), self-confidence, motivation, and personalepistemology. Design problems therefore present an opportunity for meaningful

Conference Session

Session 6 - Track 3: The only difference is now it counts: Exploring the Role of a Summer Bridge Program in Shaping Student Expectations of Engineering

Collection

2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

Authors

Taylor Y. Johnson, Virginia Polytechnic Institute and State University; Malini Josiam, Virginia Tech; Walter C. Lee, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Sessions, Diversity

all SBP participants were asked to complete and a majority of the participants (n =54) submitted a response. The purpose of the questions we analyzed from the exit survey was touncover how students anticipate the SBP experience will compare to a school semester ofengineering and students’ interpretation of what the SBP prepared them for. As we created theexit survey after interviewing SBP participants, we were specifically interested in understandingmore about how students thought the SBP prepared them, which are reflected in the questions weasked them, provided in the next section. We thematically analyzed the responses to the exitsurvey. 5.1.1. Workshops Response We hosted a workshop with students during their

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Fatima Glovena Fairfax, Duke University; Elyse McFalls, Duke University; Alex Rogers, Duke University; Jabari Kwesi, Duke University; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Crystal E. Peoples, Duke University; Helen Xiao, Duke University; Eduardo Bonilla-Silva

Tagged Topics

Diversity

Tagged Divisions

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

the only person in a computing class who has my racial identity.3. *I am comfortable discussing topics related to race and racial discrimination with computing department faculty and/or staff who: a. *Have the same racial identity as me b. *Do not have the same racial identity as me4. *I feel like people assume my performance in class reflects my racial group.5. *I feel like I must suppress aspects of myself to be successful in my computing department.Construct 4: Perceptions of Race1. *I consider myself very knowledgeable about topics related to race.2. *Black, Native/Indigenous, and Latinx people are underrepresented in computing majors. Depending on who you ask, some people think it is because of one or more of the

Conference Session

Design in Engineering Education Division (DEED) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Damon Kirkpatrick, U.S. Air Force Academy; Michael Anderson, U.S. Air Force Academy; Phillip Cornwell, U.S. Airforce Academy

Tagged Divisions

Design in Engineering Education Division (DEED)

situations to help lead to problem Proficiency 5 resolution and objectively determine a design solution from a set of design solutions which best meets a given set of requirements. Develop physical and/or virtual prototypes using engineering tools which are tested to evaluate candidate designs, then apply the results back into the design Proficiency 6 process to develop improved design solutions, inform the decision making process, and improve the final product. Evaluate test results and determine if a solution meets given requirements and Proficiency 7 draw conclusions. After solving a problem, students will reflect to comprehend

Conference Session

Interdisciplinary Integration and Sociotechnical Thinking: The Big Picture

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

Committee on Personnel Methods (Eds. C.R. Mann, D.A. Robertson, M.E. Haggerty, J. B. Johnson; American Council on Education) (1930) Federal Relations to Education (American Council on Education) (1930) Manual for Teachers of Classes of Illiterate Adults: Tentative Suggestions (with National Advisory Committee on Illiteracy; American Council on Education) (1938) Living and Learning (American Council on Education)This list of publications and the range of subjects on which Mann published present aformidable challenge to any researcher who seeks to understand Mann’s career, but theyalso reflect the breadth of perspective that equipped Mann to be a systems thinker whograsps the intricacies of what

Conference Session

Formation and Development of Engineers

Collection

2023 ASEE Annual Conference & Exposition

Authors

Russell Korte, The George Washington University; Saniya Leblanc, The George Washington University

Tagged Divisions

Educational Research and Methods Division (ERM)

importance ofnon-technical, professional skills; (d) Learning to manage one’s education; and (e) Reflecting onone’s passions that include becoming an engineer. Each learning process is described in moredetail below (also see Table 1 in the appendix).Learning the science and application of engineering. Generally, students were aware of andexpecting to learn technical knowledge and skills. Their learning and experiences ranged frombroader abstract knowledge of engineering fundamentals (e.g., engineering science) to specificsfocused on their personal interests (see Table 1 in the appendix). Even those with more exposureto the nature of engineering practice, meaning they realized there were differences between“book” knowledge and “practical” knowledge

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Swetha Nittala, Uber Technologies; Sheri D. Sheppard, Stanford University; Helen L. Chen, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Lab [DEL] at Stanford University. The participant group had a diverse set of educational and professional backgrounds and included undergraduates (N=3), graduate students and postdoctoral scholars (N=4), visiting student researchers (N=5), academic staff (N=1), and experienced faculty members (N=3). As a part of the session, the participants were asked to reflect and respond to two questions: 1) As an instructor, what is a teaching strategy or practice that you use to create a more inclusive and equitable classroom (i.e., to help students feel like they belong and are supported)? 2) As a student, what is a teaching strategy or practice that you wish your instructors used to create a better

Conference Session

Technical Session 6 - Paper 4: Retention Strategies for Educators from Women STEM Graduates of the 1970’s & 1980’s

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Kathleen Buse, Advancing Women in the Workforce; Debra Musch, Rising Careers, LLC; Allison Goodman, ArtCenter College of Design

Tagged Topics

CoNECD Paper Sessions, Diversity

University and her MFA from ArtCenter. She is also an accreditor for NASAD, The National Association of Schools of Art and Design. American c Society for Engineering Education, 2022 RETENTION STRATEGIES FOR EDUCATORS FROMWOMEN STEM GRADUATES OF THE 1970’S & 1980’S CoNECD Conference February 20 to 23, 2022 Kathleen Buse, Ph.D. Debra Musch Allison Goodman Abstract • Research study on the career experiences of women • All obtained STEM degrees between 1979 and 1983 • Explores expectations, achievements, challenges, and reflections on career journey • Recommendations are provided to

Conference Session

Technical Session 9 - Paper 1: The New Normal: Student Perspectives on Supportive University Policies during COVID and Beyond

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University

Tagged Topics

CoNECD Paper Sessions, Diversity

student community, asthese policies fail to consider the intricacies of different student identities and experiences[8]. Also, since many educational policies and practices are developed without student input[23], they tend to reflect institutional priorities rather than the needs of the students. Whileimportant, these traditional resources should not be viewed as the only or ultimate solution toserve an entire university with a diverse student body.Universities that consider ‘students-as-partners’ or co-creator [26-28] learn from studentsabout their experiences to better understand how to accommodate them further [3,11] bycreating a campus culture and environment that promotes “the culture of wellness” [29-30].Considering the amount of time

Conference Session

Architectural Engineering Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Spencer Arbuckle, University of Waterloo; Patrick Andersen Angkiriwang; Joyceline Nathaniel; Rania Al-Hammoud P.Eng., University of Waterloo; Scott Walbridge P.E., University of Waterloo

Tagged Divisions

Architectural Engineering

crucial at the start of theprogram, and do not come as naturally when online. The event drew a large crowd, withnearly 100% of the 124 students participating and dozens of volunteers coming from variousgroups (students, faculty, and industry), and was shown to be well-received by the results ofsurveys. The paper concludes with a reflection of the perceived successes and challenges ofthe event. Also, recommendations are discussed in the context of the virtual event platform,which can be extended to general AE online learning.1.0 IntroductionIn 2018, a design-build activity was held during the first two days of fall semester for the firstcohort of a newly-established Architectural Engineering (AE) program at the University ofWaterloo (UW). The

Conference Session

First-Year Programs: Cornucopia

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, The Ohio State University; Tyler Milburn, The Ohio State University; Brooke Morin, The Ohio State University

Tagged Divisions

First-Year Programs

, instructors canstart a discussion about misconceptions or misunderstandings students hold. Students can correctany confusion they have using good feedback to direct their practice [22]. By using targetedfeedback, students can adjust and correct their misconceptions, recognize their strengths andweaknesses, and set learning goals [27]. Despite feedback being important to student learning,research has shown it can be underutilized by students [28]. Correction opportunities are anadditional learning tool used to encourage students to read and implement feedback provided tothem. 3. Correction & Reflection OpportunitiesProviding students with opportunities to practice skills and apply knowledge are important stepsin helping students develop

Conference Session

Virtual Instruction of Chemical Engineering Courses

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Milo Koretsky, Tufts University

Tagged Divisions

Chemical Engineering

approaches.Results are shown in Table 4. Online assessments are inherently different than in-personassessment and many student responses reflected aspects of these differences while 20% statedthey had no concerns. 31% of the responses commented on aspects of exam scheduling anddelivery. Students reflected more favorably on exams that had wider time windows to begin,even if there was a fixed time to take the exam. However, it is unclear how different exams arefor different students so there may be concerns with academic dishonesty with this approach.Three issues that were often connected were issues with the esubmission process (19%), examsthat were too long (11%), and stress (13%). Surprisingly, only 9% of responses identifiedcheating as an issue. 7

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Courtney Janaye Wright, University of Kentucky; Lucy Elizabeth Hargis, University of Kentucky; Ellen L. Usher, University of Kentucky; Joseph H. Hammer, University of Kentucky; Sarah A. Wilson, University of Kentucky; Melanie E. Miller, University of Kentucky

Tagged Divisions

Culture & Social Justice in Education, Equity

patterns that reflect a central organizing concept. Weaimed to create a set of themes that were distinctive yet complementary. Next, we came togetherto review and define themes via consensus, moving from a summative to interpretative positionand seeking to ensure clarity, cohesion, and precision.ResultsThe participants’ reflections on their personal and academic experiences as engineering studentsrevealed shared experiences of wanting to solve personal problems independently, whilestruggling to balance academic responsibilities with other aspects of their lives as students. Uponfurther discussion, students described the unique factors of their personal identities and theirengineering student status that facilitated and hindered their help-seeking