Collection

2025 ASEE North Central Section (NCS) Annual Conference

Authors

Tina Johnson Cartwright, Marshall University; Julie Lynn Snyder-Yuly, Marshall University; Wook-sung Yoo, Marshall University; Husnu Saner Narman, Marshall University

Tagged Topics

Diversity

individuals with a fixed mindset all indicated that they disagree that the PWS programhas connected them to leaders in their fields, while all growth mindset individuals indicate thatthey strongly agree that they have been connected to leaders in their fields. Additionally, thosewith mixed or growth mindsets have indicated that they plan to go to graduate school or areunsure at this point; however all those with a fixed mindset indicated that were not planning togo to graduate school. Finally, those with fixed mindsets note that their biggest challenges aremaking connections or planning for their futures. For instance, one senior fixed mindset studentresponded to their biggest challenge by noting, “The biggest challenge I am facing in collegeright

Conference Session

First-Year Programs Division Technical Session 10: Curricular & Program Design

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noe Vargas Hernandez, The University of Texas Rio Grande Valley; Arturo A Fuentes, The University of Texas Rio Grande Valley; Javier Ortega, The University of Texas Rio Grande Valley; Laura Benitez, The University of Texas Rio Grande Valley; Edna orozco-leonhardt, The University of Texas Rio Grande Valley

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

priority in the Hispanic culture, this can be lost opportunity if the family is not involved in the student’s plan. • The COVID-19 pandemic exacerbated some challenges such as course knowledge retention, socialization skills, focus and attention, among others. • Existing “welcome day” activities in the university are helpful but limited to general information such as library services, recreation, dining options, and other resources, but there are no explicit CECS immersion events.Boostcamp Building BlocksBased on these observations, the authors designed a series of activities over one week to provideincoming CECS freshman students with a jumpstart and accelerate the learning curve, effectivelypriming the students

Conference Session

Technical Session: Transforming Engineering Education Is Possible! A Descriptive Case Study of Reimagining Engineering Education and Delivering a Wake Forest Engineering Student Experience Promoting Inclusion, Agency, Holistic Learning, and Success

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Olga Pierrakos, Wake Forest University

Tagged Topics

CoNECD Paper Sessions, Diversity

.). I shared my concerns about this underdeveloped plan during my hiring negotiations, but thethen Dean asked me to trust her and I did. My contract working at the National ScienceFoundation and personal reasons (e.g. expecting my fourth child) prevented me and my familyfrom moving to Winston Salem, North Carolina until July 2017. Considering that the inauguralgroup of students would be arriving August 2017 (a non-negotiable start date) and the programand curriculum planning had not happened, I advocated for one additional faculty hire (beyondthe planned two) to help launch the new department. During the spring 2017 semester, I servedon the search committee with three colleagues (e.g. Keith Bonin, then Chair of Physics, PeteSantago, then Chair

Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

Tina Powell, The Orange Public Schools; Devonii L Reid

Tagged Topics

Diversity

the last 10 years to serving students in grades K-12 within the Orange Public Schools. Prior to her appointment as principal, she served as the vice principal of the STEM Innovation Academy and has played a pivotal role in planning and executing the vision and mission of the school. Desiring to increase her educational impact, Dr. Reid has recently become an adjunct professor at Se- ton Hall where she works with students in the Educational Administration and Supervision, Executive Master’s Program. Dr. Reid’s educational philosophy is based on Transformative Leadership. She believes true leadership lies within the empowerment of those around her and in creating a collaborative environment where

Conference Session

Community Engagement Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pamela Cristina Silva Diaz, PamLab Design and Engineering; Maggie Favretti, Design Ed 4 Resilience; Nathalia Ospina Uribe; Christopher Papadopoulos, University of Puerto Rico, Mayaguez; Marcel Castro-Sitiriche, University of Puerto Rico, Mayaguez; Luisa Rosario Seijo-Maldonado; Marian Irizarry, University of Puerto Rico, Mayaguez; Javier Moscoso, University of Puerto Rico, Mayaguez Campus; Gabriela Alexandra Otero-Andino; Kevin O'neil Crespo Pagan; Laura Sofia Garcia Canto; Grace Amato, Connecticut College; Fernando Antonio Cuevas, University of Puerto Rico; Dulce M. del Rio-Pineda, Mujeres de Islas, Inc.; Reiner F. Simshauser-Arroyo, University of Puerto Rico, Mayaguez

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

-building, for example, community designers(especially youth) are rarely in the lead. Often, the sense of urgency in a disaster recoverysituation creates a “help the helpless” mindset among aid agencies, and also creates a timeausterity that conflicts with listening, building local consensus, and modifying recovery plans [1][2] [3]. Few funding channels are open to community teams to design and implement their ownsolutions. It is difficult for community designers to access scholarly research and technicalengineering, and difficult for sophisticated engineers to embrace simple, inexpensive solutions.To put this in perspective, we understand development approaches in general, and disaster reliefapproaches in particular, to fall under one of four

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rodney Boehm, Texas A&M University College of Engineering; Michael Beyerlein, Texas A&M University; Kiersten Potter, Student Engineers' Council; Jiacheng Lu; Lori L. Moore, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

leading network technology providers and driving marketing efforts for op- tical, access and data products developed by Fujitsu. Rodney was Chairman of the T1X1 Technical Sub-Committee (the organization responsible for SONET standardization) from 1990 through 1994. He has been active in SONET’s National and International Standardization since 1985. In addition, Rodney has published numerous papers and presentations on SONET. Rodney began his career with Fujitsu Network Communications in 1989 as the Director of Strategic Plan- ning. He also held the positions of Director of Transport Product Planning, Vice President of Business Management, Senior Vice President of Sales Management, Senior Vice President of Manufacturing

Conference Session

Experinces in Manufacturing Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eric Holloway, Purdue University, West Lafayette (College of Engineering); William C. Oakes, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Manufacturing

the experienced during the process. process. Table 8: Rubric for LO5 Assessment (Manufacturing a Part in the AFL). Assessment: Meaningful Assessment Evaluation Hansen argues that for assessment to be meaningful, it must assess for understanding. Assessment for understanding “requires careful planning and a variety of assessment approaches” (Hansen, 2011, p. 94). Hansen lists 8 principles for meaningful assessment, again adapted from Wiggins (Wiggins, 1998). Below, Hansen’s 8 principles, applied mostly to LO5, use manufacturing processes to manufacture a part, show how meaningful assessment is accomplished in this course: 1. Use

Conference Session

Liberal Education Division Technical Session 11

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chandra Anne Turpen, University of Maryland, College Park; Jennifer Radoff, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Hannah Sabo; Andrew Elby, University of Maryland, College Park

Tagged Divisions

Liberal Education/Engineering & Society

. Lopez Roshwalb), who had extensive experience (and was concurrently) teaching within the engineering design course. In our second iteration of the pedagogy seminar for engineering design LAs, we conceptualized the course as having three primary conceptual themes: (1) Theories and strategies for teaching and learning, (2) Design thinking in engineering, and (3) Equity (see the Appendix for a list of weekly readings and links to lesson plans). As mentioned above, all LAs enrolled in this seminar were concurrently working within the same introduction to engineering design course. As a consequence all students were able to bring in concrete “problems of practice” (Horn

Conference Session

K-12 and Pre-college Engineering: Research on Teachers' Perceptions, Attitudes and Impacts of Teacher PD

Collection

2014 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson PhD, Boise State University; Janet Callahan, Boise State University

Tagged Divisions

K-12 & Pre-College Engineering

addressing STEM misconceptions they must holdaccurate knowledge of STEM concepts and be prepared to effectively teach the related content 21.Gaining content and pedagogy knowledge requires ongoing professional development and support,conditions that school principals influence. The potential for the high levels of influence on sustainedprofessional development of teachers to enhance their effectiveness for teaching STEM providesjustification for the examination of the priorities, perceptions, and plans of principals with regard toSTEM professional development.Elementary students rely on their teachers for the acquisition of accurate STEM content anddevelopment of foundational STEM knowledge provides motivation for assuring elementary teachersare

Conference Session

Focus on Faculty

Collection

2010 Annual Conference & Exposition

Authors

Keisha Walters, Mississippi State University; Soumya Srivastava, Mississippi State University; Adrienne Minerick, Mississippi State University; Jacqueline Hall, Mississippi State University; Kaela Leonard, Michigan Technological University; Amy Parker, Mississippi State University; Heather Thomas, Mississippi State University

Tagged Divisions

Women in Engineering

assessments of the targeted course outcomes showed a positive changein the students' knowledge, attitudes and habits, as related to professional development. Some ofthe strongest student-perceived changes over the course duration were focused around graduateprogram planning, the job search process, work-life balance, conflict resolution, and negotiation.Tangible outcomes included curriculum vitae, Gantt chart for progression through the graduateprogram, academic application packet materials, and outreach activities targeted to prospectiveand first-semester graduate students. The course was considered to be a success by the instructorand students, and can be used as a model for the implementation of similar courses withinengineering departments or

Conference Session

Reflections on the “Raise the Bar” Initiative (Part I) - Using a Decade of Experience to Chart the Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jeffrey S. Russell, University of Wisconsin, Madison; Thomas A. Lenox Ph.D., American Society of Civil Engineers

Tagged Divisions

Civil Engineering

1998 whenannounced in the ASCE News in November 1998. The rationale and the plan for implementingthe new policy may not have been clearly articulated by the leadership of ASCE to its members.Subsequently the Task Committee for the First Professional Degree (TCFPD) was charged todevelop a vision of the full realization of the new ASCE Policy 465 – and a strategy forachieving this vision. The work of the TCFPD resulted in explicit guidance to ASCE to moveforward with the Raise the Bar initiative to include a recommendation for a refined ASCE Policy465:4 ASCE supports the concept of master's degree or equivalent as a prerequisite for licensure and the practice of civil engineering at a professional level.While ASCE’s TCFPD was working

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

believing” [27] and social proof [28] as methods to establish the intervention message as a classroom norm. 5) Finally, the instructor brings the full class back together and asks volunteers to share what their group has discussed.Research QuestionsResearch on the Intervention’s Effects on StudentsThe first part of our research plan focuses on understanding how the ecological belongingintervention that was initially developed for first-year courses translates into second-year coursesand how it can be adapted across institutional contexts in both first- and second-year engineeringcourses. We pose three research questions:RQ1 (the course contexts): How do students, with a focus on minoritized students (i.e., Black,Latinx, and Indigenous

Conference Session

Joint Technical Session: Engineering Leadership Development Division and Engineering Management Division

Collection

2023 ASEE Annual Conference & Exposition

Authors

James N. Magarian, Massachusetts Institute of Technology; Reza S. Rahaman, Massachusetts Institute of Technology

Tagged Divisions

Engineering Leadership Development Division (LEAD), Engineering Management Division (EMD)

leadership positionsattained, and alums' sense of preparedness for leadership roles. Assessment in these areas requiresthe measurement of downstream variables many years after graduation, and, ideally, includes theability to connect in-program assessment measures and control variables to these downstreammeasures. We proceed to share GEL's conceptual plan for a longitudinal assessment system thatwill examine students' development and achievement during and after the years spent in theprogram. Though these plans are still in-process, we describe them at a high level to providecontext for the alumni-specific outcomes discussion that is the prime focus of this paper.Historical overview of the GEL programLaunched in 2007, the Bernard M. Gordon-MIT

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)

1) that addresses lifelong learning across and between undergraduateengineering education and career trajectories.While there are numerous formulations of lifelong learning and its dimensions, we incorporatedthe Transferable Learning Orientations model [29] which has been developed in the Canadianengineering education context and is based on the Motivated Strategies for LearningQuestionnaire [30], [31] with sufficient emphasis on attitudinal dimensions of lifelong learning.We consider how immediate and long-term learner outcomes are influenced by curricularexperiences and the curriculum planned and enacted at higher levels (Planned-Enacted-Experienced curriculum; [32]–[34]) as well as individuals’ incoming characteristics anddemographics

Conference Session

Graduate Studies Division (GSD) Technical Session 7: Developing Graduate Students' Competencies and Identities

Collection

2023 ASEE Annual Conference & Exposition

Authors

Margaret E.B. Webb, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University

Tagged Divisions

Graduate Studies Division (GSD)

study shows that supporting thefuture professoriate’s interdisciplinary identity development begins with addressing siloededucation at the undergraduate level and involves increasing institutional capacity for advisinginterdisciplinary students, institutionalizing development plans for interdisciplinary researchers,and aligning university incentives for scholars with convergent research aims.BackgroundThe research site for this study is an interdisciplinary graduate program centered on resilience(referred to in this paper as the IR program), currently funded through a National ScienceFoundation (NSF) Research Traineeship (NRT) grant, located at a large land-grant university. IRis designed to spur collaboration and develop convergent research

Conference Session

Software Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bruce Maxim, University of Michigan - Dearborn; Thomas Limbaugh, University of Michigan - Dearborn; Jeffrey Yackley, University of Michigan - Dearborn

, environmental, and societal contexts.• Outcome 5 - Ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.• Outcome 7 - Acquire and apply new knowledge as needed, using appropriate learning strategies.Course outcomes:1. The student will be able to create a risk table for a software development project and risk information sheets for each critical or catastrophic risk.2. The student will be able to create and execute a test plan for a software system, including test case creation, based on the specified requirements.3. The student will be able to implement a software system that meets the needs of an external

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kavitha Chintam, Northwestern University; Alexis N. Prybutok, University of Washington; Chloé M. Archuleta; Adrien Deberghes; Beth DiBiase; Ruihan Li; Jeffrey Richards; Linsey Seitz; Jennifer Cole, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

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

helping students engage indiscussions of engineering research’s impact on society. However, we have yet to find anexample of an introductory level course that discusses these topics geared toward theprofessional development of graduate engineering students within a broad range of career andresearch interests. Thus, we sought to develop a course that would help graduate studentresearchers understand the terminology around inequities and justice; interrogate well-knowncases of engineering research across a range of applications, technology, and higher educationbias and discrimination; reflect and discuss how their own research areas impact society; andform a plan for how they may address or actively prevent potential injustices. The course

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kiana Alexa Ramos; Julia Gardow; Emanuel Joseph Louime; Eunice Yujin Kang; Avneet Hira, Boston College

Tagged Topics

Diversity

Tagged Divisions

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

, Somalia, and Burundi. Ourdata sources include first-person narratives from the youth, equity conjecture maps, and artifactscreated during the program. To answer our research questions, below we share the educational programming(including how it was planned and how it was eventually implemented), observations, artifacts,and researcher notes to share experiences of program implementation and takeaways for futureiterations. As to date there have been a total of four on site visits to the Safari Youth Club, datawill be continuously collected to answer all aspects of our proposed research questions. As ofnow, results from the sessions best support answers to RQ1 and RQ3. This paper and theresearcher observations/notes below are led by

Conference Session

Chemical Engineering Division (ChED) Technical Session 10: Teaming and Professional Skills

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico, P.E., E4S, LLC; Holly M. Matusovich, Virginia Tech; Sreyoshi Bhaduri, ThatStatsGirl

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

available to you? How do you think your knowledge and skills will influence your career plans? Job Skills Follow-up: How did you develop this knowledge and these skills? Regarding getting a job, what do you think will be the most meaningful aspect of your job search process? What knowledge, skills, and abilities do you believe to be most Job Acquisition Skills important in obtaining your first job; how does this knowledge Perceptions of Preparedness and these skills and abilities

Conference Session

Graduate Studies Division (GSD) Technical Session 1: Recruitment and Support in Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Meredith Leigh Hooper, California Institute of Technology; Jacqueline Rose Tawney, California Institute of Technology ; Emily Hope Palmer, California Institute of Technology; James Ragan, California Institute of Technology; Morgan Louise Hooper, California Institute of Technology; Yazmin Gonzalez, California Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

. The amount of time given away from researchover the summer to study for quals is dependent on one’s advisor; students may have to advocatefor the amount of time they estimate they will need. After reviewing material individually forseveral weeks, students generally transition to studying in pairs or groups, using a compendium ofpast problems to mock-examine each other. During the two weeks immediately preceding quals,senior graduate students self-organize to offer mock exams as well.When students arrive at their exam, they are provided with the exam questions, and allowed up toten minutes of silent time to peruse them. Students may use this time to plan their responsewithout verbal communication or use of the blackboard. Although the

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anna Marie LaChance, University of Connecticut; Jennifer Pascal, University of Connecticut; Danielle Gan, University of Connecticut; Justyn James Paquette Welsh, University of Connecticut; Thomas James Pauly, University of Connecticut; Patrick Paul, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

execute stress relief through a weighted, scented blanket. He also served as a METAS (Mentoring, Educating, and Transforming to Achieve Success) mentor for incoming and transfer LatinX students, is a flute player in the UConn Concert Band, the Treasurer of the University’s Engineering World Health Chapter, and a KUBE (Kids and UConn Bridg- ing Education) Leader in which he designs and executes lesson plans for middle schoolers interested in STEM. Justyn hopes to get involved with the groundbreaking research in genetics, pharmaceuticals, or the aerospace industry as he prepares to graduate from UConn and begin to work on his Master’s degree.Mr. Thomas James Pauly, University of Connecticut Thomas Pauly is a senior

Conference Session

Reassessing Your Teaching Through Turmoil

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ryan Solnosky P.E., Pennsylvania State University; Nathan C. Brown, Pennsylvania State University; Rebecca Napolitano, Pennsylvania State University

Tagged Divisions

Civil Engineering

’ mentalhealth as they tried to focus amid distracting environments. With a lack of preparedness for the pivot and the complex effects it had on course delivery,critical student comments on negative experiences were expected. Furthermore, certain studentpreferences may have arisen as they adjusted to unfamiliar and/or ill-planned learningenvironments [5]. Documented impacts on students observed both by the authors and in publishedpapers to date have included [6-9]: • Academic stress factors such as reduced face-to-face social interactions • Limited networking presence with college personnel (faculty, staff) as well as peers • Longer response time for communication via e-mail or other online platforms • Extra assignments to make

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joni M. Lakin, University of Alabama; Daniela Marghitu, Auburn University; Edward W. Davis, Auburn University; Virginia A. Davis, Auburn University

Tagged Topics

Diversity, NSF Grantees Poster Session

/construct things, but that they rarely mentioned that the products of engineeringare all around or impacts our everyday lives. [12] Even less common were details about howengineers work collaboratively or that they have to be creative in their work. In their quantitativesurvey, Cunningham et al. reported that teachers were more likely to believe engineers constructbuildings themselves and drive machinery, rather than planning and supervising these tasks. [1]Given this lack of awareness of the field, it is no wonder that many students have inaccurateperceptions of the potential to meet altruistic values in engineering because they do notappreciate the breadth of its impact or the importance of engineering in our everyday lives.Other researchers have

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shruti Misra, Unviersity of Washington; Denise Wilson, University of Washington

Tagged Divisions

College Industry Partnerships

limited time. During normal circumstances,remote instruction can be beneficial as it provides students and instructors with the flexibility toteach and learn from anywhere. However, the nature of the transition during the COVID-19pandemic cannot be compared to traditional models of online learning. These models involveprior planning and preparation to deliver course content tailored to the online setting. Thedevelopment time for a fully online university course can range between six to nine months priorto its delivery. Moreover, it can take two or three iterations of an online course for faculty to feelcomfortable with teaching it. During the COVID-19 pandemic, instructors did not have the timeto carefully design and transition face-to-face

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joanne Kay Beckwith, University of Michigan; Laura Hirshfield, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

work is part of a larger study exploring the experiences of rural engineering students. Inaddition to investigating the motivations behind rural students’ decisions to pursue engineering,the study explored the formation of engineering identity and barriers rural students face whileentering an engineering community of practice [20]. A sample of the questions developed tospecifically probe the research question of this paper is as follows: • Why did you choose to attend college? • Why did you choose this university? • Why did you choose an engineering major? • What motivates you? • After graduation, do you plan to return to your rural community? Why or why not?Data AnalysisInterviews were recorded and transcribed by a

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeremiah Pina, Smith College; Glenn W. Ellis, Smith College; Al Rudnitsky, Smith College; Rebecca Mazur, Collaborative for Educational Services; Beth McGinnis-Cavanaugh, Springfield Technical Community College; Isabel Huff, Springfield Technical Community College

Tagged Divisions

Educational Research and Methods

itemdevelopment and implementation were generated (see Table 2) that were incorporated asmeasures to facilitate student access to the assessment instrument and mitigate perceivedchallenges in the method employed.Table 2: Guidelines and implementation plans based on TDT feedback Guideline Description Implementation Plan Assessment implementation Assessment would be offered Maximize student access to protocols would promote in a variety of media, assessment materials multiple methods of student including as a pen-and-paper participation test and as digital items

Conference Session

Engineering Management Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ben D. Radhakrishnan, National University; James Jay Jaurez, National University

Tagged Divisions

Engineering Management

completed, the project completion parameters (e.g., schedule/time, cost, financialaspects) are tracked during the execution phase. Any deviation from the plan is being correctedduring execution. This may be too late to make corrections or changes to meet the initial plannedcompletion resulting in time delays and cost overruns. PMBOK Process Group Monitor Initiation Planning Execution and Closing Control 1 Integration X X X X

Conference Session

Design Mental Frameworks

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shan Peng, University of Oklahoma; Zhenjun Ming, University of Oklahoma; Zahed Siddique, University of Oklahoma; Janet Katherine Allen, University of Oklahoma; Farrokh Mistree, University of Oklahoma

Tagged Divisions

Design in Engineering Education

statements from the students about thelectures they attended and the assignments they completed. The value of these learning statementsis anchored in that instructors and teaching assistants can analyze the learning statements andunderstand what students have individually and collectively learned and whether the outcome isin keeping with what the instructors planned. One option to do this is to have instructors andteaching assistants manually read the learning statements and assess student learning. The keydisadvantage of this option is that manually dealing with a huge amount of text-based data (12,000learning statements per semester) is labor-intensive and time-consuming. We did this for the firsttwo years and found that maintaining consistency in

Conference Session

Novel Strategies for Studying Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joanna K. Garner, Old Dominion University; Karen A. Thole, Pennsylvania State University, University Park; Michael Alley, Pennsylvania State University, University Park

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

in astudy by Anagnos, Lyman-Holt, Marin-Artieda and Momsen [15]. The study was grounded inthe premise that ambassadors would benefit from self-efficacy for outreach and its associatedcomponents, including engineering knowledge and professional communication skills. Most ofthe 51 ambassadors responded that they perceived gains in skills to motivate others, resolveinterpersonal conflicts, adjust when things were not going to plan, manage time, engage inteamwork, explain technical concepts, and speak in front of an audience. Ambassadors’confidence in their abilities was also high as a result of participating in outreach. Longer time inthe ambassador program and more senior roles were associated with high rates of studentagreement that they had

Collection

AEE Journal

Authors

Katie Schneider; Amy Martin; Terri S. Hogue

to re-turn in a part-time capacity as ‘Master Teachers’. A maximum of five participants were slotted intothe program to return as Master Teachers; 4 teachers took advantage of this opportunity in 2017and 4 again in 2018. The primary role of the Master Teachers was to attend and lead collaborationmeetings with new participants, typically held once per week. Master Teachers also provided sup-port to new teachers in the development of their final deliverables (lesson or unit plans) that werepresented at the showcase of lessons and developed (and presented) a new lesson or unit plan fortheir own classrooms. The 2017 and 2018 summer trainings also hosted science curriculum special-ists from JeffCo and Denver Public Schools. The inclusion of a