Conference Session

First-Year Programs Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, Youngstown State University

Tagged Divisions

First-Year Programs

transition from high school to University. Having been in charge of this program at the University of Notre Dame for 7 years and now at YSU has made her deeply famil- iar with the requirements for a thorough undergraduate curriculum that successfully transfers an in-depth understanding of the core principles of math, science and engineering to the incoming students through innovative coursework, mentoring and team work, and the value of hands-on teaching and one to one interaction of faculty and students. Page 24.704.1 c American Society for Engineering Education, 2014

Conference Session

Improving Student Problem Solving and Performance

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alyssa Powell, University of California, San Diego; Justin Paul Opatkiewicz, University of California, San Diego

Tagged Divisions

Chemical Engineering Division (ChED)

gapbetween the professional skills of recent engineering graduates and the expectations ofemployers [8, 9]. These studies suggest that more traditional coursework and individualassignments do not adequately address some of the most important skills for practicingengineers. These project assignments are designed to offer additional opportunities for studentsto develop teamwork skills, positioning them for success both in their capstone design coursesand in their professional careers after graduation.Methods: Curriculum-Wide Chemical Process ProjectThe Haber-Bosch process for ammonia synthesis was implemented in the courses indicated inbold in Table 1. Table 1: The 14 required upper division chemical engineering courses (excluding electives

Conference Session

First-Year Programs Division Technical Session 2: Peer Mentoring/Learning, Teaching Assistants, and Career Mentorship

Collection

2022 ASEE Annual Conference & Exposition

Authors

Darcie Christensen, Minnesota State University, Mankato; Idalis Villanueva, University of Florida

10: In what ways could the College of Engineering support you in establishing peer mentoring relationships?It should be noted that within the instrument, participants were provided with the followingdefinition and example of peer mentorship: Peer mentorship is a relationship between two or more people at a similar stage in their personal, educational, or professional development. They work together to support each other. In the case of undergraduate engineering education, an example of a peer mentor would be another student (undergraduate or graduate) that is in the same semester or ahead of you in their university education. This person could either be simply someone you consider to be a peer

Conference Session

Computing and Information Technology Division (CIT) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Udayan Das, Saint Mary's College of California

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology Division (CIT)

Paper ID #36739BYOP: ”Bring Your Own Project”: How student-driven programming projectsin an introductory programming course can drive engagement andcontinuous learningDr. Udayan Das, Saint Mary’s College of California Udayan Das is a computer science professor with over a decade of experience teaching computer science. ©American Society for Engineering Education, 2023 BYOP: "Bring Your Own Project" How student-driven programming projects in an introductory programming course can drive engagement and continuous learningAbstractEngaging students who are unsure about

Conference Session

Track 5: Technical Session 1: Evaluating the five pillars of a Summer Bridge Program and their influence on participants' intentions to complete an engineering degree

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Lorena Benavides-Riano, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

Paper ID #45190Evaluating the five pillars of a Summer Bridge Program and their influenceon participants’ intentions to complete an engineering degree.Lorena Benavides-Riano, Mississippi State University Lorena Benavides-Riano, originally from Colombia, is a second-year Engineering Ph.D. student at Mississippi State University. In July 2020, she completed her bachelor’s degree in Environmental Engineering at the National University of Colombia. After graduation, Lorena worked as a research assistant investigating the effects of development projects on environmental parameters and rural communities in Colombia, South

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter Thomas Tkacik, University of North Carolina, Charlotte; Jae Hoon Lim, University of North Carolina, Charlotte; Patricia A. Tolley P.E., University of North Carolina, Charlotte; Kimberly Warren, University of North Carolina, Charlotte

Tagged Divisions

First-Year Programs

., University of North Carolina, Charlotte Patricia A. Tolley, Ph.D., P.E., is Associate Dean for undergraduate experiences in the Lee College of En- gineering at the University of North Carolina, Charlotte. Her responsibilities include the introductory en- gineering and engineering technology courses, a large freshman residential learning community and peer retention program, a junior/senior multidisciplinary professional development course, student leadership academy, employer relations and industry-sponsored senior design, and ABET and SACS accreditation. Her research focuses on engineering education research using quantitative methodologies.Dr. Kimberly Warren, University of North Carolina, Charlotte Kimberly Warren is

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shabnam Wahed, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

knowledge as filters guiding thealignment of teaching practices with their convictions. This work holds significant implicationsfor current and future first-year instructors in that this paper will showcase how the instructors inthis study use their understanding of the content and their students to teach, which is a criticalaspect of helping students successfully integrate into engineering.IntroductionImproving the percentage of undergraduate engineering students and enhancing undergraduategraduation rates has been identified as a priority for engineering education. To achieve this,many regional, national, and international assessments have been recommended to also enhancethe caliber of engineering graduates. Greater focus is being given to how

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marie C Paretti, Virginia Tech; Daria A Kotys-Schwartz, University of Colorado Boulder; Susannah Howe, Smith College; Julie Dyke Ford Ph.D., New Mexico Tech; Benjamin David Lutz, Virginia Tech; Kevin Kochersberger, Virginia Polytechnic Institute and State University; Chris Gewirtz, Virginia Polytechnic Institute and State University; Laura Mae Rosenbauer, Smith College; Sidharth Arunkumar, New Mexico Tech

Tagged Topics

NSF Grantees Poster Session

exploring communication, design, and identity in engineering. Drawing on theories of situated learning and identity development, her work includes studies on the teaching and learning of communication, effective teaching practices in design education, the effects of differing design pedagogies on retention and motivation, the dynamics of cross-disciplinary collaboration in both academic and industry design environments, and gender and identity in engineering.Dr. Daria A Kotys-Schwartz, University of Colorado Boulder Daria Kotys-Schwartz is the Director of the Idea Forge—a flexible, cross-disciplinary design space at University of Colorado Boulder. She is also the Design Center Colorado Director of Undergraduate Pro

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephanie S Ivey, The University of Memphis; Craig O. Stewart, University of Memphis; Aaron Robinson, The University of Memphis; Stefano Alessandro Blasoni, The University of Memphis; Maryam Darbeheshti, University of Colorado Denver; Michael Jacobson, Pennsylvania State University; William Taylor Schupbach; Tom Altman, University of Colorado Denver; Karen D Alfrey, Indiana University-Purdue University Indianapolis; Mengyuan (Alice) Zhao, Indiana University-Purdue University Indianapolis; Tony Chase, Indiana University-Purdue University Indianapolis

Tagged Topics

Diversity, NSF Grantees Poster Session

. Their current project is CourseNetworking (or CN), an academic social networking and learning platform, which has been used by the NSF Urban STEM Collaboratory project to connect student scholars from three urban universities and facilitate their STEM identity development through ePortfolio building and digital badges. Mengyuan has an EdD in Instructional Systems Technology with a research focus on social learning and innovative learning technology.Tony Chase, Indiana University-Purdue University Indianapolis ©American Society for Engineering Education, 2024 Urban STEM Collaboratory: 5 Years of Lessons LearnedAbstractThe Urban STEM Collaboratory is an NSF-funded S-STEM project

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nadia N. Kellam, Arizona State University; Anna Montana Cirell, Arizona State University; Brooke Charae Coley, Arizona State University, Polytechnic campus; Audrey Boklage, Arizona State University

Tagged Topics

Diversity, NSF Grantees Poster Session

, especially, the experiences of under- represented undergraduate engineering students and engineering educators. She is a qualitative researcher who uses narrative research methods to understand undergraduate student and faculty member’s experi- ences in engineering education. Dr. Kellam is interested in curricular design and has developed design spines for environmental and mechanical engineering programs when she was a faculty member at UGA, and recently helped design the EESD PhD program at ASU. She teaches design courses, engineering sci- ence courses, and graduate courses focused on qualitative research methods. She also serves as a Senior Associate Editor of the Journal of Engineering Education.Dr. Anna Montana

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lynne A Slivovsky, California Polytechnic State University, San Luis Obispo; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Bridget Benson, California Polytechnic State University, San Luis Obispo; Andrew Danowitz, California Polytechnic State University, San Luis Obispo; John Y Oliver, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity, NSF Grantees Poster Session

Electrical Engineering (EE) department. The program was designed as a50-50 split of coursework and faculty representation from the two sponsoringdepartments. Despite the maturation of the CPE field, this 50-50 structural balancehas persisted in our curriculum. This split necessitates a kind of code switching for CPEstudents between CS and EE coursework, creating challenges that lead many students toturn away from CPE. Despite a recent transition from program to department, inertia fromthe CS-EE binary persists in our curriculum and in the patchwork of policies andprocedures inherited by the former sponsoring departments. This legacy hampers CPEstudents as they strive to develop a sense of engineering identity, belongingness,and self-efficacy and

Conference Session

College Industry Partnerships Division (CIP) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Reem Khojah, University of California, San Diego; Alyssa Catherine Taylor, University of California, San Diego; Isgard S. Hueck, University of California, San Diego

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships Division (CIP)

engineeringeducation [1], [10]. Yet, students struggle to satisfactorily develop these skills during their timeas undergraduates, as stated in recent feedback from over 500 employers who hired entry-levelengineers [2].Despite the implementation of project-based educational learning models, the skill gap betweenwork expectations of employers and the performance of engineering graduates persists in subsetsof professional skills, such as contextual application of engineering design solutions,communication, motivation, and self-management [2], [3], [5]. A focus on collaboration withindustry in the education of engineers has been shown to boost, not only design thinking withreal-world complexity [1], but also to increase contextual understanding of design

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Ann Thompson, Loras College; Danial J. Neebel PE, Loras College; Robert S. Keller, Loras College

Tagged Topics

NSF Grantees Poster Session

culture of learning through peer-assisted tutorials," European Journal of Engineering Education, vol. 35, no. 1, pp. 17 - 32, 2010.[9] E. J. Coyle, L. H. Jamieson and W. C. Oakes, "EPICS: Engineering Projects in Community Service," Int. J. Engng Ed., vol. 21, no. 1, pp. 139 - 150, 2005.[10] D. M. Hall, A. J. Curtin-Soydan and J. H. Blackshear, "Creating a Layered Assessment Model to Engage and Retain Diverse Learners in Gateway STEM Courses," in Transforming STEM Higher Education presented by the Association of American Colleges and Universities, Atlanta, GA, 2014.[11] B. Toven-Lindsey and M. Lewis-Fitzgerald, "Assessing and Improving Persistence of Underrepresented Minorities in Science," in Transforming STEM Higher

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Susan Bobbitt Nolen, University of Washington; Christine Kelly, Oregon State University; Susannah C. Davis, Oregon State University; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Ed LeRoy Michor, Oregon State University

Tagged Topics

NSF Grantees Poster Session

Society for Engineering Education, 2019 Sustaining Change: Embedding Research Outcomes into School Practices, Policies and NormsWith an NSF Revolutionizing Engineering and Computer Science Departments (RED) grant, theSchool of Chemical, Biological and Environmental Engineering seeks to create (1) a culturewhere everyone in the CBEE community feels valued and that they belong, and (2) to create alearning environment that prompts students and faculty to meaningfully connect curricular andco-curricular activities and experiences to each other and to professional practice. We aim tohave students connect what they learn to the context of their lives, identities, and emergingcareers. We want CBEE graduates to be

Conference Session

First-Year Programs: Paying Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Paige E. Smith, University of Maryland, College Park; Elizabeth R. Kurban, University of Maryland, College Park; Catherine T. Amelink, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, Hispanics,and females of all races) at the University of Maryland, including a summer bridge program,mentoring program, and engineering specific living learning communities. Importantimplications about program design drawn from the longitudinal evaluation of these retentionprograms will be discussed.The Successful Engineering Education and Development Support ProgramThe Successful Engineering Education and Development Support (SEEDS) Program iscomprised of several multifaceted retention programs within the A. James Clark School ofEngineering at the University of Maryland. Funded through a grant from the National ScienceFoundation (DUE #0969232), the SEEDS program was piloted in 2010 and fully implemented in2011. The goals of the SEEDS program

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Urmi Duttagupta, New York City College of Technology; Nadia S Kennedy, New York City College of Technology; Diana Samaroo; Viviana Acquaviva, New York City College of Technology; Armando Dominguez Solis

Tagged Topics

Diversity, NSF Grantees Poster Session

faculty mentoring ofSTEM students [13]; d) seminars and informal meetings with STEM researchers andprofessionals, women and URM included, to develop a professional STEM identity. Becauselittle is known about structural factors that foster STEM identities, this project explores studentperceptions of the effectiveness of program interventions in supporting their persistence andsuccess. The project is particularly concerned with generating useful knowledge about academicsuccess, retention, transfer, graduation, and academic/career pathways of low-income students[6, 7, 8] that could be replicated elsewhere.Project SEER: Supporting, Engaging, Empowering and Retaining New Scholars in Science,Technology, Engineering and MathematicsThrough this project’s

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lydia Yang Yang, Kansas State University; Craig Wanklyn P.E., Kansas State University; Amy Rachel Betz, Kansas State University

Tagged Topics

Diversity, NSF Grantees Poster Session

working with two-year degree grantinginstitutions to support pathways and developed new understanding of best practices forsupporting successful transfer from two-year institutions to baccalaureate completion.Specifically, the current transfer system at the lead institution, Kansas State University (K-State),encourages students to transfer in at the time that is the best fit for the individual. Depending onthe discipline, the most applicable time to transfer may be after 1 year, 1.5 years, or 2 years andis fully dependent upon coursework that is available at their transfer institution. Kansas StateUniversity works individually with each community college alliance institution to ensure thetransferability of coursework that would apply to a

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons P.E., Virginia Tech; Cassandra J. Groen, Virginia Tech

Tagged Topics

Diversity, NSF Grantees Poster Session

is home to a dynamic, interdisciplinary mix of undergraduate and graduate students and a post-doctoral researcher from various colleges and de- partments at Virginia Tech who work together to explore engineering and construction human centered issues with an emphasis on understanding difference and disparity.Dr. Cassandra J. Groen, Virginia Tech Dr. Cassandra Groen is a post-doctoral researcher in the Department of Engineering Education and the Myers-Lawson School of Construction at Virginia Tech. Her primary research interests include pro- fessional identity formation in undergraduate civil engineering students, grounded theory methods, and theory development. Her current work includes the exploration of

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity, NSF Grantees Poster Session

Purdue, Dr. LaRose serves as a teacher educator,preparing future agricultural educators to meet the needs of a diverse array of learners in their classes. Sheteaches coursework in curriculum design, laboratory teaching practices, and teaching methods in agricul-tural education. Central to all of Dr. LaRose’s work as an educator and a scholar is an effort to addressinequities in agricultural education curriculum, program design, and recruitment practices. American c Society for Engineering Education, 2021Using Enhanced Professional Networks to Increase Overall Student RetentionAbstractThe National Science Foundation awarded funds in 2016 through the Division of

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michelle E Jarvie-Eggart P.E., Michigan Technological University; Stephanie Tubman, Michigan Technological University; Luke Bowman, Michigan Technological University; Marianne Semones; Joseph Lubig, Northern Michigan University; Christi Underwood Edge, Northern Michigan University; Cody T Williams, Western Michigan University; Jacqueline E. Huntoon, Michigan Technological University

Tagged Topics

Diversity, NSF Grantees Poster Session

develop and implementparticipatory action research (PAR) projects in their classrooms and disseminate their findings.They will also receive training in leadership, the Next Generation Science Standards,student-centered science instruction, and professional learning community facilitation. Theprogram aims to address Michigan's critical teacher shortage and improve science learningoutcomes by developing teacher leaders who can mentor novice teachers and driveimprovements in STEM education.Over 90 applications were received for the 30 available spots. The program began in January2025, with amaster's-seeking cohort beginning online coursework and a master’s-holding cohortbeginning professional development activities. The project's impact on

Collection

2016 Rocky Mountain Section Conference

Authors

Clifton B. Farnsworth; Evan Bingham; Justin E. Weidman

for some great lessons to be learned and experienced in teamwork. The entire experienceof being together as a large group of travelers in a foreign place also provided another dimensionof teamwork and togetherness. Students did very little “alone” related to this class, and soteamwork was a large component of accomplishing the assignments and participation in thetravel. Leadership skills were developed through the team homework exercises. Students alsogained a greater sense of confidence in their abilities to interact with others, especially in aglobal sense. Understanding that people are all the same, are working toward similar goals, and © American Society for Engineering Education, 2016

Conference Session

Student Division Technical Session 5: Self- Efficacy

Collection

2024 ASEE Annual Conference & Exposition

Authors

Karen Elizabeth Nortz, Cornell University; Allison Godwin, Cornell University; Linda DeAngelo, University of Pittsburgh; Danielle V. Lewis; Kevin Jay Kaufman-Ortiz, Purdue University; Charlie Díaz, University of Pittsburgh; Carlie Laton Cooper, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

students to choose engineering and persist in engineering. She also studies how different experiences within the practice and culture of engineering foster or hinder belonging and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a 2016 National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning to understand engineering students’ identity development. She has won several awards for her research including the 2021 Journal of Civil Engineering Education Best Technical Paper, the 2021 Chemical

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katie Evans, Louisiana Tech University; Mitzi Desselles Ph.D., Louisiana Tech University; Marisa K. Orr, Clemson University

Tagged Topics

NSF Grantees Poster Session

scholarship were not permitted to enroll in the S-STEM-dedicated sections of Calculus III or Statics. This also allowed us to schedule the Professional Development course and related activities around their coursework and exam schedules. The course instructors, as well as other faculty from the college, participate in the industry tours to facilitate out-of- class interaction with faculty. b) Professional development course: The project team designed a two-credit hour professional development course for the S-STEM Scholars. The 2017 course included curricular components in spatial visualization (Developing Spatial Thinking by Sheryl Sorby [1]) and developing an engineering identity (Studying Engineering: A Road

Conference Session

Raising the Bar and Body of Knowledge

Collection

2003 Annual Conference

Authors

Stuart Walesh

BOK effort (11/02, 5/03). • Briefing the ASEE Dean’s Council (planned for 2003). Page 8.236.4 “Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright  2003, American Society for Engineering Education” Concluding Thoughts About the Process Being Used to Develop the BOKThe BOK-Curricula Committee, with the support of TCAP3 and working in parallel with theLicensure and Accreditation Committees, has endeavored to adopt a communicative, inclusive,proactive, creative and thorough approach to carrying out its charge. Questions, suggestions,criticisms and

Collection

2025 ASEE North Central Section (NCS) Annual Conference

Authors

Rick Hill, University of Detroit Mercy; Vanessa Burrows, University of Detroit Mercy; Linda Slowik PhD

Tagged Topics

Diversity

Minnesota, Dulut ©American Society for Engineering Education, 2025 Experiences in Piloting a Program for Implementing High Impact Practices with Limited ResourcesAbstractIt is known that low-income, first-generation, and underrepresented students in engineering andcomputer science have rates of retention and graduation that lag behind their peers. A growingbody of research has identified a range of high-impact practices and exemplar programs thathave been successful in improving outcomes for these at-risk populations. Some areas that thesepractices seek to address include: financial need, academic preparation, sense of community,confidence, and professional identity. The challenge of

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Hartenstine, Western Washington University; Perry Fizzano, Western Washington University; Joseph Arthur Brobst, Old Dominion University; Elizabeth Litzler, University of Washington; Regina Barber DeGraaff, Western Washington University

Tagged Topics

Diversity, NSF Grantees Poster Session

development, mentoring from recentalumni, and academic advising. Further, “early exposure to computer science” isprovided in the seminars and program events.Research associated with the program focuses on two main questions: 1) How andto what extent do the program features contribute to the development of self-efficacy, CS/M identity, and sense of belonging? and 2) How does early exposureto computer science through coursework and career awareness affect theexperience of CS/M Scholars? These questions are investigated through focusgroup interviews and surveys of the CS/M Scholars and a comparison group.IntroductionIn this paper we discuss the CS/M (Computer Science/Math) Scholars Program at WesternWashington University. This program is supported by a

Conference Session

Student Division Technical Session 1: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katelyn Churakos, University at Buffalo, The State University of New York; Jayden Mitchell, University at Buffalo, The State University of New York; Jessica E S Swenson, University at Buffalo, The State University of New York

Tagged Divisions

Student Division (STDT)

, University at Buffalo, The State University of New York Jessica Swenson is an Assistant Professor at the University at Buffalo. She was awarded her doctorate and masters from Tufts University in mechanical engineering and STEM education respectively, and completed postdoctoral work at the University of Michigan. Her research work aims to improve the learning experience for undergraduate students by examining conceptual knowledge gains, affect, identity development, engineering judgment, and problem solving. ©American Society for Engineering Education, 2024 Using an Autoethnographic Approach to Examine the Student Experience Solving an Open-Ended Statics ProblemAbstractThis research paper

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katerina Goseva-Popstojanova, West Virginia University; Erin Carll, University of Washington; Robin A.M. Hensel, West Virginia University

Tagged Topics

Diversity, NSF Grantees Poster Session

Arts and Sciences from Three Rivers Community College.Dr. Robin A.M. Hensel, West Virginia University Robin A. M. Hensel, Ed.D., is a Teaching Professor in the Benjamin M. Statler College of Engineering and Mineral Resources at West Virginia University and an ASEE Fellow member. As a mathematician and computer systems analyst, she collaborated in engineering teams to support energy research before entering higher education where she taught mathematics, statistics, computer science, and engineering courses, secured over $5.5M to support STEM education research, led program development efforts, and served in several administrative roles. She has been recognized for her teaching, advising, service, and research and

Conference Session

CoNECD Session: Day 3 Slot 2 - Technical Session 4

Collection

2021 CoNECD

Authors

Agnieszka Miguel, Seattle University; J. McLean Sloughter, Seattle University; Jennifer M. Dorsey, University of Texas at Austin; Rebecca Hartley, Seattle University; Frank J. Shih, Seattle University; Joy Crevier, Seattle University

Tagged Topics

CoNECD Paper Submissions, Diversity

help and therefore, less capable. The author recommends changes to WIEprograms: offer their benefits to all students or those who are selected based on academics, notdemographic criteria or shift the emphasis of WIE programs to pre-emption of unprofessionalbehavior (for example, include activities on how to conduct yourself in engineering).In [21], Doerschuk describes a program developed for female computer science students. Theprogram involves multi-faceted mentoring, community building activities, and a researchprogram with significant educational components (work under the mentorship of a femalefaculty, conference presentation, participation in recruitment and outreach). Reed Rhoads et al.interview students in an engineering program that

Collection

ASEE 2021 Gulf-Southwest Annual Conference

Authors

Margo Cousins, University of Texas at Austin; Laura Suggs, University of Texas at Austin; Mia K. Markey, University of Texas at Austin

Handelsman, 2014) developed with support from HHMI. https://cimerproject.org/entering-mentoring/ (accessed 2020)4. M. Cousins, S. Young, E. Dolan, L. Gonzales, B. DeMont, M.K. Markey, L.J. Suggs, “A “Boot Camp” as in- laboratory introduction to research methods for a Research Experiences for Undergraduates program,” Biomedical Engineering Society (BMES) Annual Meeting (2016).5. S.R. Young, M. Cousins, L.J. Suggs, M.K. Markey, B. DeMont, “Developing science communication skills as a part of a summer Research Experiences for Undergraduates (REU) program,” Proceedings of the 2017 American Society for Engineering Education Annual Conference and Exposition (2017).6. M. Cousins, C. Sviatko, S. Young, L.J. Suggs, M.K. Markey, B