Conference Session

Women in Engineering Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Leanne Kallemeyn, Loyola University Chicago; Gail Baura, Loyola University Chicago; Francisca Fils-Aime, Loyola University Chicago; Jana Grabarek; Pete Livas Jr, Loyola University Chicago

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

participants to report these findings. The remainder of theanalyses focused on gender.Similar rates of persistence existed for women and men, even though when they began theprogram there were statistically significant difference between mean scale scores for freshmenwomen and men on some measures of self-efficacy. For the Self-Efficacy Scale II, t(66) = 2.63,p = .011; Career Success Scale, t(66) = 3.03, p = .004, and Math Scale t(66) = 2.49, p = .015,men averaged higher scores than women (see Table 2 for averages). Although men scored higherthan women on the Self-Efficacy I Scale and Coping Self-Efficacy Scale, these results were notsignificantly different. Women and men scored similarly on the Inclusion Scale. The means onself-efficacy scales at the

Conference Session

Best in DEED

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Katz, Virginia Polytechnic Institute and State University; Isil Anakok, Virginia Polytechnic Institute and State University; Umair Shakir, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University

Tagged Divisions

Design in Engineering Education

technology and the profit-maximization of theemployer. This simple scenario intrigued the following two-prong issues for engineeringeducators: 1) what should be the underpinnings/justification of the decision-making process of anengineer? 2) when and in what context should an engineer learn these decision-makingprocesses? Engineers should anchor their decisions on ethical/moral basis, and learn and practicethese ethical-decision-making skills in their early professional development phase.Undergraduate education is one of the first formal places in the professional development of anengineer. Engineering students would be able to far-transfer ethical decision-making skills intheir industry career if they learn and practice in context. Capstone design

Conference Session

Business and Professional Literacy Within Chemical Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Benjamin Goldschneider, Virginia Polytechnic Institute; Nicole P. Pitterson, Virginia Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

kinds of organizational changes are needed at the institutional level to betterincorporate students both into their university and the organizational change process, students’perceptions of their own position and role must be known and understood. The purpose of thisqualitative investigation is to investigate how first- and second-year engineering students at alarge public Mid-Atlantic university describe their position and role within their university andprogram. Data for this study are drawn from semi-structured interviews conducted with tenstudents in Chemical Engineering. This selection of students from each of the first two years oftheir undergraduate careers provides a means for comparing how students’ views vary as theygather more

Conference Session

Computers in Education 10 - Technology 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christian E. Lopez, Lafayette College; Omar Ashour, Pennsylvania State University; James Devin Cunningham, Carnegie Mellon University; Conrad Tucker, Carnegie Mellon University

Tagged Divisions

Computers in Education

. degree in Industrial Engineering/Human Factors and Ergonomics and the Ph.D. degree in Industrial Engineering and Operations Research from Pennsylvania State University (PSU) in 2010 and 2012, respectively. Dr. Ashour was the inaugural re- cipient of William and Wendy Korb Early Career Professorship in Industrial Engineering in 2016. Dr. Ashour’s research areas include applied decision making, modeling and simulation, virtual reality, and process improvement. He contributed to research directed to improve engineering education.Mr. James Devin Cunningham, Carnegie Mellon University PhD student in Mechanical Engineering at Carnegie Mellon University, with research interests in machine learning and reinforcement

Conference Session

Key Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession - and ASCE - Part 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brock E. Barry P.E., U.S. Military Academy; Stephanie Slocum, Engineers Rising LLC

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

Paper ID #28510The Engineer of 2020 as of 2020Dr. Brock E. Barry P.E., U.S. Military Academy Dr. Brock E. Barry, P.E. is Professor of Engineering Education in the Department of Civil & Mechanical Engineering at The United States Military Academy, West Point, New York. Dr. Barry holds a Bachelor of Science degree from Rochester Institute of Technology, a Master of Science degree from University of Colorado at Boulder, and a PhD from Purdue University. Prior to pursuing a career in academics, Dr. Barry spent 10-years as a senior geotechnical engineer and project manager on projects through- out the United States

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Pistrui, University of Detroit Mercy; Darrell K. Kleinke P.E., University of Detroit Mercy; Shuvra Das, University of Detroit Mercy; Ronald Bonnstetter, Target Training International; Eric T. Gehrig, Target Training International

Tagged Divisions

College Industry Partnerships

common attribute of Gen Z is thatthey tend to be very inclusive in nature and willing to rally around causes.The technologies of Industry 4.0 coupled with generational transition are driving the need to stepup workforce development efforts. Industry 4.0 skills have become critical components of labormarkets [2]. Developing and retaining an Industry 4.0-ready workforce demands that industryand educators go beyond traditional reskilling and upskilling initiatives. Organizations mustfocus on career strategies, talent mobility and re-engineering ecosystems to drive organizationalreinvention and new business models.Objectives of this ResearchThis research seeks to build on the work of Pistrui and Kleinke et al. [3] [4] and Petrick, andMcCreary [5] to

Conference Session

NSF Grantees: Student Learning 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Denise Wilson, University of Washington

Tagged Topics

NSF Grantees Poster Session

TAs fulfill the role ofsecondary instructor, supporting a course via laboratories, recitations, grading, and otherteaching activities. Whether faculty or TA, primary or secondary, instructors employ a range ofinstructional approaches to engage student learning and interact with students to develop rapport,answer questions, and further scaffold instruction. Although there remains some confusion inthe literature regarding terms, faculty support generally refers to teaching technique (bothteacher-centered and student-centered) while faculty interactions refer to more informalexchanges with students which include both curriculum and course-based interactions as well asconversations about career and other intellectual matters. In this paper, we

Conference Session

Preparation for Graduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bala Ram P.E., North Carolina Agricultural and Technical State University; Tobin N. Walton, North Carolina A&T State University; Stephanie Teixeira-Poit

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

they can develop the knowledge, skills, and relationships needed to be aresearch engineer. Another initiative seeks to develop a Research Engineer Network (REN) ofindividuals that will impart skills and mentoring to graduate students, that may not available to them fromtheir own major professor and her/his research group. The network will be composed of graduatestudents, select major professors, select faculty from R1 universities, and representatives from corporateresearch and federal research laboratories. The REN will have three tracks of activities: ResearchProgression Skills (REN-RPS), Research Networking Skills (REN-RNS), and Career Preview andPreparation (REN-CPP). Each track of activities will be offered in Fall and Spring. The REN

Conference Session

Engineering Leadership Skills Development Across the Undergraduate-to-Workforce Transition

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tahsin Mahmud Chowdhury, Virginia Polytechnic Institute and State University; Daniel Knight, University of Colorado, Boulder; Daria A. Kotys-Schwartz, University of Colorado, Boulder; Julie Dyke Ford, New Mexico Institute of Mining and Technology; Homero Murzi, Virginia Polytechnic Institute and State University

Tagged Divisions

Engineering Leadership Development

StateUniversity, The University of Maryland and the University of Central Florida have developed aminor in undergraduate engineering leadership where students develop leadership skills throughexperiential learning projects [4], [21], [22]. Iowa State University created a 4-year Engineeringleadership program with a goal of creating future leaders who can make contributions in thecomplex engineering world through values-based learning beyond traditional engineering [23].In spite of the extensive efforts on developing leadership programs at different institutions, fewstudies have measured leadership behaviors and monitored changes post implementation andinvestigated the impact of these programs on early career engineers [11], [12], [24]. Specifically,there

Conference Session

Biological and Agricultural Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Youngmi Kim, University of Wisconsin, River Falls

Tagged Divisions

Biological and Agricultural Engineering

skills while strengthening their teamwork skills.Course DescriptionThe Ag Engineering Technology department at the University of Wisconsin-River Fallscurrently offers three sequential food process engineering courses – Food and ProcessEngineering I, Food and Process Engineering II, and Food Bioprocess Technology – for studentsinterested in food engineering as a career track. Food and Process Engineering I (AGEN 352) isone of the core engineering courses that all Ag Engineering Technology (AET), Ag Engineering(AE), and Food Science and Technology (FS&T) majors are required to take regardless of eachstudent’s option or emphasis within the major.Food and Process Engineering I (AGEN 352) aims to teach the common engineering conceptsthat are

Conference Session

Capstone Design Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Valerie Vanessa Bracho Perez, Florida International University; Anilegna Nuñez Abreu, Florida International University; Ameen Anwar Khan, Florida International University; Indhira María Hasbún, Virginia Tech; Alexandra Coso Strong, Florida International University

Tagged Divisions

Design in Engineering Education

and explorations of engineering students’ pathways in industry support theneed to determine how to better prepare students to incorporate stakeholder considerations intodesign. In an IEEE Spectrum article titled “What keeps engineers from advancing in theircareer,” Hinkle [8] outlines four pieces of advice for early career engineers, one of which isto Know your stakeholders. This can be much more difficult than knowing your customers, who are a subset of your stakeholders. The broad definition of a stakeholder is anyone who is affected by your work in any way, or who affects your work in any way. Think about that, and you’ll start to realize the impact you are having on the world. It’s probably much bigger

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 1

Collection

2021 CoNECD

Authors

Taylor Lightner, Virginia Polytechnic Institute and State University; Monica E. Cardella, Purdue University at West Lafayette; Natali Huggins, Virginia Polytechnic Institute and State University; Cynthia Hampton, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Submissions, Diversity

classroom posters.Research DesignOur research design is situated in a larger research project focused on evaluating SEEK’s successat influencing STEM-related academic and career identity, conceptual knowledge, andinterpersonal and intrapersonal skills (Cardella et al., 2019). To address this broad objective, weapplied the logic of an input-environment-outcome framework to organize data collection andanalysis. In addition to considering relationships between children's background characteristicsand experiences within SEEK with their post-camp outcomes, the framework emphasizes theinfluence of organizational contexts on shaping children’s learning experiences. We consideredthree major components of organizational context in comparing sites: 1) Local

Conference Session

Efforts to Understand and Support Students' Socioemotional Factors

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matilde Luz Sanchez-Pena, University at Buffalo; Nichole Ramirez, Purdue University, West Lafayette; Xinrui (rose) Xu, Purdue University, West Lafayette; Douglas B. Samuel, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Xinrui (Rose) Xu graduated from the School of Engineering Education at Purdue University. She currently works at the Engineering Education Research Center of Huazhong University of Science and Technology. Prior to her current role, she used to serve as a senior career consultant at the Purdue University Center for Career Opportunities. She received a bachelor’s degree in electrical engineering and a Master’s degree in counseling and counselor education. Her research interests include student career development and pathways, student major choice, diversity in engineering, and student mental health.Dr. Douglas B. Samuel, Purdue University, West Lafayette My research focuses on the development of dimensional trait models of

Conference Session

Design Teams 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Swapneel Thite P.E., University of New South Wales; Jayashri Ravishankar, University of New South Wales; Araceli Martinez Ortiz, NASA Headquarters; Eliathamby Ambikairajah, University of New South Wales

Tagged Divisions

Design in Engineering Education

a Life Member of APSIPA. American c Society for Engineering Education, 2021 Work in Progress: Review of teaching strategies towards development of a framework for online teamworkAbstract:Teamwork and leadership (T&L) skills are highly valued skills in industries allover the world. These graduate attributes significantly influence studentemployability and improve chances of early career growth. Coronavirus (COVID19) pandemic has pushed the higher education sector to convert teaching deliveryfrom face to face (f2f) to online abruptly. Teamwork activities are traditionallyassociated with f2f engagement between students, peers, and faculty. Hence,cultivating teamwork and

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Eric B. Dano, BAE Systems

desired effects,” covers most of the “art” of systemsarchitecture and is critical in the development of a successful system. The scientific method,math and humanities taught in early education are a prerequisite to the critical holistic systemsthinking skills which should be incorporated into the university curricula and then grown thougha practitioner’s work experience over his/her career. However, currently systems thinking iswoefully lacking in undergraduate educations. The INCOSE 2025 SE Vision states that systemsengineering education must be advanced such that, “systems thinking is formally introduced inearly education, systems engineering is a part of every engineer’s curriculum, and systemsengineering at the university level is grounded in

Collection

ASEE 2021 Gulf-Southwest Annual Conference

Authors

Nina Kamath Telang, University of Texas at Austin; Nisha Abraham, University of Texas at Austin; Althea Louise Woodruff, University of Texas at Austin

Tagged Topics

Diversity

helpthemselves to feel more motivated, to cope with their stress, and to thrive in the college setting.A major focus of our program is encouraging students to develop a growth mindset rather than afixed mindset.28 We feel this motivational aspect is especially important for engineering studentsto understand and integrate into their learning given their prior experiences in academic settings.Most of these students have been highly successful throughout their educational careers, and theyoften believe this success comes from their innate superior intelligence rather than from their hardwork, use of effective strategies, and support from their family, peers, and teachers. Then, whenthey struggle or even fail for the first time in their college Engineering

Collection

ASEE 2021 Gulf-Southwest Annual Conference

Authors

Monikka M. Mann, Texas Tech University; George Tan, Texas Tech University

Tagged Topics

Diversity

]. Research-based teaching practices. (RBTPs)encompass a long list of instructional practices that have been shown through research to be effectivein improving student achievement, engagement and persistence in STEM fields. These RBTPs include“the use of cooperative learning; problem-based learning; peer-led team learning; process-oriented,guided inquiry learning; and project-based learning over lecture-based teaching” [15]. Endeavors tofind solutions to complex societal problems often require collaboration between industry andacademia. This can be further formalized and integrated into the engineering classroom to providenew ideas for industry, incubate entrepreneurial interests in students, and provide a guaranteedpathway to an engineering career

Conference Session

Faculty Track - Technical Session I

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Michelle Kay Bothwell, Oregon State University; Padma Akkaraju, Oregon State University; Joseph McGuire, Oregon State University; Thuy T. Tran, Oregon State University; Andrea Zigler, Oregon State University

Tagged Topics

Diversity, Faculty

enables her to combine a deep understanding of scientific principles with the ability to tell a compelling story to communicate the scientific and potential societal impact of individual research projects. Her targeted campaigns raise the perceived stature of the organization and lead to successful institutional fundraising. After graduating from Williams College with a bachelor’s degree in chemistry and French, Thuy earned a Ph.D. in chemistry from the University of Hawaii. In her early career, she was a research scientist at Pacific Northwest National Laboratory and held management positions in several engineering firms, including CH2M HILL, Lockheed Martin, and Los Alamos Technical Associates. While pursuing her

Conference Session

Race/Ethnicity Track - Technical Session IV

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Lesley M. Berhan, University of Toledo; Revathy Kumar; Aaron Lee Adams, Alabama A&M University; Marjory A. Goodloe; Jimmie Karl Jones, University of Toledo; Willie Lewis McKether, The University of Toledo

Tagged Topics

Diversity, Race/Ethnicity

11 software. We utilized a qualitative phenomenologicalapproach to conduct a comparative analysis of the experiences of African American Engineeringstudents in the two types of institutions. A phenomenological approach describes what researchparticipants have experienced, how they experienced it, and the meaning they associate to theirexperiences [30]. Students shared their experiences and their perceptions of their institutions andtheir views on issues related to race, ethnicity, identity and career aspirations.Codes were developed in accordance with the literature review. Next we reviewed eachtranscript to identify thematic categories (e.g., awareness prejudice and discrimination, collectiveexperience of prejudice and discrimination

Conference Session

Faculty Track - Technical Session IV

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Scott Franklin, Rochester Institute of Technology; Eleanor C. Sayre, Kansas State University; Mary Bridget Kustusch, DePaul University

Tagged Topics

Faculty

Paper ID #241522018 CoNECD - The Collaborative Network for Engineering and ComputingDiversity Conference: Crystal City, Virginia Apr 29PEER: Professional-development Experiences for Education ResearchersDr. Scott Franklin, Rochester Institute of Technology Scott Franklin is a Professor in the School of Physics and Astronomy and Director of the CASTLE Center for Advancing STEM Teaching, Learning & Evaluation at Rochester Institute of Technology. His educa- tion research includes projects on the development of identity and affiliation in physics majors throughout their undergraduate career, and, separately, how physicists

Conference Session

Race/Ethnicity Track - Technical Session VI

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Catherine Cohan, Pennsylvania State University

Tagged Topics

Race/Ethnicity

flagshipUniversity Park campus and 18 regional undergraduate campuses. About 60% of PennState students opt for the “2+2 plan” by completing the first two years of their educationat a regional campus and then transition to the University Park campus for the last twoyears. One reason to focus on regional campus students is because half of the raciallyunderrepresented students in Engineering begin their Penn State career at a regionalcampus. This paper focuses on promising practices to expand and sustain summerbridge academic enhancement programs beyond the traditional model of a residentialprogram at a Research I university. This presentation will discuss (a) different modelsfor summer bridge programs, (b) strategies for sustaining summer bridge programs, (c

Collection

2018 ASEE Zone IV Conference

Authors

Jayson Paul Mercurio, Canada College; Kevin Yamada; Jose L. Guzman, Canada College; Xiaorong Zhang, San Francisco State University; Wenshen Pong P.E., San Francisco State University; Amelito G Enriquez, Canada College; Zhaoshuo Jiang P.E., San Francisco State University; Cheng Chen, San Francisco State University; Kwok Siong Teh, San Francisco State University; Hamid Mahmoodi, San Francisco State University; Hao Jiang, San Francisco State University; Alexander Choi, Canada College; Ayesha R Iqbal

Tagged Topics

Diversity

3.88 Clarify whether graduate school would be a good choice for me 4.15 3.69 -0.46 Clarify whether I wanted to pursue a STEM research career 3.79 4.06 0.27 Work more closely with a particular faculty member 3.58 3.75 0.17 Get good letters of recommendation 4.00 3.59 -0.41 Have a good intellectual challenge 4.55 4.34 -0.20 Read and understand a scientific report 4.03 Write a scientific report 3.97 Ask good questions related to the scientific process 3.97 Set up a scientific experiment

Conference Session

International Educational Experiences (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

David B. Knight, Virginia Polytechnic Institute and State University; Kirsten A. Davis, Virginia Polytechnic Institute and State University; Timothy Kinoshita, Virginia Tech; Michelle Soledad, Virginia Tech, Ateneo de Davao University; Jacob R. Grohs, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

International

this assignment was to help students reflect on their experiences as a whole andidentify the knowledge and skills they developed that could transfer to their future engineeringeducation and career. The program’s alumni are often able to use this information in jobinterviews in the summer or fall after their return and find that being able to talk about theirexperience coherently gives them an advantage over other sophomores applying for internships.In addition to being a longer assignment for students, data analysis was more time consuming forthis assessment. We coded essays for the 2016 cohort and identified several common themes inwhat students said they learned from the program, shown in Table 7. One key take-away fromour analysis is that a

Conference Session

Professional Development and Lifelong Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rose M. Marra Ph.D., University of Missouri; So Mi Kim, University of Missouri; Carolyn Plumb, Montana State University; Douglas J. Hacker, University of Utah; Shann Bossaller, University of Missouri

Tagged Divisions

Liberal Education/Engineering & Society

success in engineering practice (ABET, Inc., 2016)1. Metacognitionis key to the development of life-long learning, yet is rarely directly addressed in engineeringeducation. Metacognition, defined as “knowledge and cognition about cognitive phenomena”(Flavell, 1979, p. 906), is a higher-order thinking skill and provides the key to developing life-long learning skills necessary for ABET and for an effective work career. This paper will reporton the authors’ study of the development of metacognition and life-long learning skills ofgraduates of the Iron Range Engineering (IRE) program, an innovative problem-based learningprogram that integrates metacognition instruction with engineering content. The IRE programoffers a unique setting for studying

Conference Session

Computing Technology Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Oscar Antonio Perez, University of Texas, El Paso; Mike Thomas Pitcher, University of Texas, El Paso; Herminia Hemmitt, University of Texas, El Paso; Hugo Gomez, University of Texas, El Paso; Pedro Arturo Espinoza, University of Texas, El Paso; Randy Hazael Anaya, University of Texas, El Paso; Hector Erick Lugo Nevarez, University of Texas, El Paso

Tagged Divisions

Computers in Education

learneddramatically shifted towards the above average and well above average categories after theimplementation of the 3D technology project. Another set of questions in which the majority of the students agree on their perceivedlearning is shown in Figure 6 for the first year and Figure 8 for year two. In this set of questions theagreement of the students was higher than 60% and lower than 70% for year one and between 80%and 82.6% for year two. Here we can see that the 3D technology project had a high impact in theareas of time management, engineering career awareness and planning, research methods andtechniques, critical thinking concepts, and unit systems and conversions. From previous research wehave confirmed the fact that engineering students

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary Raber, Michigan Technological University; Jim R. Baker, Michigan Technological University

Tagged Divisions

Entrepreneurship & Engineering Innovation

learning programs such as the Enterprise and Pavlis Global Technological Leadership programs. She received her BS in Mechanical Engineering from the University of Michigan and MBA from Wayne State University and is currently working on her PhD at Michigan Technological University. Before joining MTU she held various engineering and management positions during a 15 year career in the automotive industry.Dr. James R. Baker, Michigan Technological University Jim Baker currently serves in a split role as Executive Director of Innovation and Industry Engagement and as Co-Director of the Innovation Center for Entrepreneurship (ICE) within the Pavlis Honors College at Michigan Technological University. In this role he

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexandria Steiner, University of Michigan; Laura Hirshfield, University of Michigan; Cynthia J. Finelli, University of Michigan; Debbie Chachra, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

test whiledeveloping teamwork and communication skills. Hands-on project-based learning also providesstudents with opportunities to participate in solving realistic engineering problems, therebyallowing students to engage in a variety of different “mastery experiences” over the course of thesemester. Beyond instilling a deeper content knowledge and aiding in the development ofnecessary skills, mastery experiences are one of the main contributors to self-efficacy, anindividual’s belief about his/her capabilities to perform a task. Engineering confidence and self-efficacy both have important roles in a student’s ability to succeed in an engineering program, asthey affect student’s decisios, motivation, retention, and career choices. However, it

Conference Session

Women in Engineering Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jia G. Liang, Kansas State University; Rick Evans, Cornell University; Stacey E. Kulesza, Kansas State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

duringfreshman year, or the disaster-turn-to-awesome high school debate team experience, a sense of “Ican and I did it” was evident. Nickie shared, “I kind of had this idea that I wanted to dosomething … really, really technically difficult. …. I feel that I’m always trying to prove myselfthat I can do it.” While the actual “hands-on experiences” was somewhat limited for Nickiebefore her college years, she was clear on the essence of a career she wanted to pursue. Sheasked herself “What’s going to have the most impact?” Her answer was STEM. She noted, “Iwas just so incredibly attracted to the idea of making something … of having a final product.”Her rationale was “… what is what I am doing, at the end of the day, going to give back …otherwise what is

Conference Session

Engineering Ethics Division Technical Session - Ethics Decision-Making

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dayoung Kim, Purdue University, West Lafayette; Brent K. Jesiek, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

. Jesiek is an Associate Professor in the Schools of Engineering Education and Electrical and Computer Engineering at Purdue University. He also leads the Global Engineering Education Collabora- tory (GEEC) research group, and is the recipient of an NSF CAREER award to study boundary-spanning roles and competencies among early career engineers. He holds a B.S. in Electrical Engineering from Michigan Tech and M.S. and Ph.D. degrees in Science and Technology Studies (STS) from Virginia Tech. Dr. Jesiek draws on expertise from engineering, computing, and the social sciences to advance under- standing of geographic, disciplinary, and historical variations in engineering education and practice. c

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Eugene Judson, Arizona State University; Keith D. Hjelmstad, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Casey Jane Ankeny, Northwestern University; Ying-Chih Chen, Arizona State University; Lydia Ross, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Kara L. Hjelmstad, Arizona State University

Tagged Topics

Diversity, NSF Grantees Poster Session

discussion session which served as awrap up for the academic year long JTFD project including fall workshops and spring discussionsessions. As with the previous set of data from the six discussion sessions, the average scores arerelatively high, ranging from 4.4 to 4.8. Additionally, 96% of faculty agreed or strongly agreedthat “The JTFD project has been successful in creating a Community of Practice which supportsinnovation, implementation, and open dialogue between colleagues” and 100% of faculty agreedor strongly agreed that “The tools, strategies, and interaction I experienced throughout the JTFDproject will be of value to my future instructional practice and career success.” Thus, the wrap upsurvey demonstrates that overall impact and value to