Conference Session

Viewpoints, Perspectives, and Creativity in Civil Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aatish Bhatia, Princeton University; Maria E. Garlock P.E., Princeton University; Evelyn Hanna Laffey, Princeton University

Tagged Divisions

Civil Engineering

 question to assess understanding of the relation between form and forces in a suspension  bridge. Image: Maria Garlock  4. To encourage experiential learning.​  Here we use a sequence of polling questions to guide students through an interactive lecture demonstration or hands­on activity.  Encouraging experiential learning through lecture demonstrations and hands­on activities  We typically implement an interactive lecture demonstration in three stages: ​ predict​ experience​ , ​ ,  reflect​and ​  [3]. In the first step, students make their predictions about the outcome of an experiment or

Conference Session

Make It!

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sheng-Jen Hsieh, Texas A&M University; Vania Willms

Tagged Divisions

Manufacturing

, whichbounces off a reflective surface and returns to the sensor. Then, using the amount of time it takesfor the wave to return to the sensor, the distance to the object can be computed.The ultrasonic range finder emits a high-frequency sound wave that alerts the robot to things inits path. A Programming Kit is needed to change the program in the VEX Controller. These arespecific behaviors achieved by the ultrasonic range finder: measure distances from 1.5in to115in; detect obstacles using high frequency sound waves; create more autonomous functions.The sensor can be used to determine distances to objects. It can be used as a tool to determine ifany objects are in the robot’s path at all. To increase the sensing range, the sensor can bemounted to a

Conference Session

Track: Learning Spaces, Pedagogy, and Curriculum Design Technical Session I

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Tikyna M. Dandridge, Purdue University, West Lafayette ; Hassan Ali Al Yagoub, Purdue University, West Lafayette; Sharlane Cleare, Purdue University, West Lafayette; Justin Charles Major, Purdue University, West Lafayette; Shalin Lena Raye, Purdue University, West Lafayette; Casey E. Wright, Purdue University, West Lafayette; Alice L. Pawley, Purdue University, West Lafayette

Tagged Topics

Diversity, Learning Spaces, Pedagogy & Curriculum Design

staff primarily evaluated based on their engineering education research pro- ductivity. She can be contacted by email at apawley@purdue.edu. c American Society for Engineering Education, 2019 Engaging in STEM education equity work through a course: studying race, class and gender theory in engineering educationAbstractEach of the authors are currently enrolled as students or serving as an instructor in a graduate-level engineering education course which is cross-listed with the women’s, gender, and sexualitystudies program at a large research university in the Midwest. Through engagement withpodcasts, readings, reflection, and discussion with others, this course seeks to help

Conference Session

Engineering and Math Potpouri

Collection

2008 Annual Conference & Exposition

Authors

John Schmeelk, Virginia Commonwealth University; Jean Hodges, VCU\Qatar Campus

Tagged Divisions

Mathematics

expand upon rotations, reflections, andtranslations. In addition, the course begins with mathematical formulas that speak to the issue ofgeometric shapes, followed by an intense development of the Fibonacci sequence and several of Page 13.1184.3its properties illustrating the utility of the sequence in the “real world.” In the current study,students were shown some past student projects submitted as partial fulfillment in the previousMATH 131 courses to introduce each new topic visually and were required to complete a muchmore comprehensive project component (hence the term Implementing Techniques for Project-Directed Mathematics). The students

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Liusheng Wang, Jackson State University; Jianjun Yin, Jackson State University

Tagged Topics

NSF Grantees Poster Session

onesemester. Student participants were freshmen who were involved in the required communityservice learning projects. Participating students were assigned to the community servicelearning sites, required to provide innovative solutions to the problems they identified on thesites, and facilitated with the designed interventions of question prompts on self-regulatedlearning and creative problem solving, which included metacognitive prompts, proceduralprompts, elaboration prompts, and reflective prompts, as well as prompts for creative problemsolving strategies. The presented results were based on analysis of data collected throughstudents’ process journals and project reports. The students’ utilization of question prompts, andself-regulated learning

Conference Session

Minorities in Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Jianjun Yin, Jackson State University

Tagged Divisions

Minorities in Engineering

’ metacognitive skills in learning andcreative problem solving in their engineering education. This will help students to enhance theiracademic performance and pursue engineering studies as their career goals. The outcomes fromthe prior implementation are outlined through students’ responses and reflections on theirlearning experience. It is expected that the presented scaffolding could have positive impact onstudents’ self-efficacy and higher-order skill development, and further experimental research isneeded to validate this conclusion. Page 25.575.2

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Melissa M. Bilec, University of Pittsburgh; Daniel Mosse, University of Pittsburgh; Margaret S. Smith, University of Pittsburgh; Jennifer L Cartier, University of Pittsburgh

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

attract college STEM majors into the teaching profession and bydeveloping a rigorous middle grades teacher preparation program that reflects core commitmentsof effective middle grades educators. We will present some of our progress thus far related toSUSTAINS development.IntroductionBeginning in 2012, teacher educators throughout Pennsylvania launched programs to prepareteachers who specialize in middle grades (4-8). The Commonwealth of Pennsylvania’s newemphasis on highly qualified middle grades teachers provides a unique opportunity to impactchildren at a crucial time in their formal education experience, when they are developing a senseof their efficacy as learners, exploring career aspirations, and developing as adolescents alongsocial

Conference Session

Serving the Information Needs of Engineering Technology Educators

Collection

2004 Annual Conference

Authors

Marilyn Dyrud

emerged over the years: the publication now servesas a research aid to members of the engineering technology community. Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Page 9.1258.1 Copyright 82004, American Society for Engineering EducationTrendsIn addition to providing an annual snapshot of engineering technology scholarship, thebibliography also reflects changes within the discipline. The first bibliography, which listed1986 publications, included just a few entries for computers and electronics: SPICE was the ragefor teaching electronics, and computer-aided

Conference Session

Recruiting/Retention--Lower Division

Collection

2002 Annual Conference

Authors

James Wood

meet a specific industry'sneeds, a model using the PBL-approach will be presented. In this model, an interdisciplinarydevelopment team, consisting of technical and general education instructors familiar withinterdisciplinary and problem-based instruction, is formed. Through interviews with plantemployees and visits to the plant floor, the team evaluates the scope and sequence of an existingcourse and identifies potential PBL modules to fit both the educational requirements of thecourse and workplace activities. Workplace scenarios are written, reviewed with industrypersonnel, and modified, if necessary, to reflect actual workplace situations. When the material ispresented, students are presented a problem that relates to their workplace and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Janna Jobel, University of Massachusetts, Lowell; Hsien-Yuan Hsu, University of Massachusetts, Lowell; Yanfen Li, University of Massachusetts, Lowell

Tagged Topics

Diversity, NSF Grantees Poster Session

junioryear in undergrad through the completion of a master's degree or through the completion of theirqualifying exam within a Ph.D. program, the program provides opportunities throughout todeeply engage students in reflecting on social issues. The goal of the program is to foster theprofessional development of S-STEM scholars to develop socially conscious engineers andengineering faculty who support students and come up with innovative solutions that meet thediverse needs of different populations.Socially Conscious ProgrammingUML’s S-STEM Program is halfway through the second cohort’s first year. The programmingdescribed was offered in the first year for the first cohort and is being offered to the secondcohort during their first year in the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Janeth Martinez-Cortes, The University of Texas at San Antonio; Mark Appleford, The University of Texas at San Antonio; Jose Francisco Herbert Acero, The University of Texas at San Antonio; Harry R. Millwater Jr., The University of Texas at San Antonio; Heather Shipley, The University of Texas at San Antonio

Tagged Topics

Diversity, NSF Grantees Poster Session

students experience.” Such data can contextualize the design and the delivery ofthe intervention. To examine FOI, an LR-LS fidelity rubric was developed by the research teamto score faculty on five “critical components” [1] of the LR-LS framework: 1) STEM/academicliteracy, 2) affordances for student interaction, 3) orientations to student learning, 4) reflectivepractice, and 5) faculty leadership. Our FOI rubric was intended to capture the extent to whichLR-LS components were enacted during lesson study (quality measure). The five LR-LScomponents were measured using a four-point scale. A score of “0” means the component wasnot present, “1” reflects minimal implementation, “2” reflects moderate implementation, and “3”reflects strong

Conference Session

Identity Formation and Engineering Cultures

Collection

2024 ASEE Annual Conference & Exposition

Authors

Timothy Duane Reedy, University of Maryland, College Park; David Tomblin, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

ofdesigning and building technologies. However, they do this within the context of unique placesand among distinct milieu that reflects its own engineering culture [8]. Thus, engineering cultureand the development of engineering identity is inextricably tied to the places that reproduce itand contains within it specific organizational patterns, embedded norms and routines, sharedbeliefs, and values that often mediate how students engage with faculty, staff, and one another.In short, culture cannot be decoupled from the place in which it is experienced and imparted.Extant research delineates visible manifestations of culture as “ways of doing things” within theclassroom and laboratory spaces—which often prioritizes the teaching and development

Collection

2024 ASEE Midwest Section Conference

Authors

Sangjin Ryu; Jessica Deters; Jonathan Janecek; Christian Sunderland; Laurel S. Wagner; Rachael Wagner

for students, midpoint and endpoint focus groups withstudents, and interviews with students’ mentors. Separately, Deters (Author 2) asked the cohort toparticipate in additional data collection for research purposes. The cohort was asked to do weeklyself-reflection with given prompts, and upon their return, each IRES scholar will be interviewedabout their IRES experience. These data will be analyzed in-depth over the next year. Preliminaryfindings from the student reflections are provided below.FindingsStudents’ reflection: what they learned by conducting research in JapanFor their final report, the IRES students, who are co-authors on this paper, were asked to reflectwhat they learned by conducting research in Japan, and what the biggest

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Amit Bandyopadhyay

experiences of a situationand the way one learns alternative or more appropriate kinds of organizing experiences.In brief, cognitive theorists contend that humans learn cognitive structures orunderstanding rather than movements and that the behaviorists are merely looking at theresults of learning rather than the process of learning when they focus on behavior.Learning StylesStudents take in and process information in different ways: by seeing and hearing,reflecting and acting, reasoning logically and intuitively, analyzing and visualizing,steadily and in fits and starts. Teaching methods also vary. Some instructors lecture, otherdemonstrate or lead students to self-discovery. Some focus on principles and other otherson applications. Some emphasize

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

George Weinschenk; Koenraad Gieskes

ethicalconsiderations before completing the main assignment. Following a class-wide lecture on ethics,it begins with an individual task to identify personal biases; next, it branches out into otherethical perspectives with a team-based task more realistically representing the viewpoints foundin real-world settings. Along with each task, students are required to reflect on their choices andethical positions.In the first, orienting task, a more traditional approach is taken wherein the students are guidedthrough a discussion of the classic trolley problem [12] as applied to the development of self-driving cars. Once students have responded to the question, “Would you save five people bychoosing to kill one?” the students are shown the TED talk, What moral

Collection

2008 ASEE Zone 1 Conference

Authors

Wenzhang Luo; Fan Chen; Junling Hu

model:1. The influence of the surrounding soil on the pile is neglected. The pile is considered as a homogeneous body with no constraints.2. Gravity is neglected in the dynamic equations.3. Damping is neglected in the pile.4. The computational domain is considered elastic in the process. Hammer impact point Accelerometer point Fig.1 FEM mesh of pipe pile headNumerical damping is considered in case of the pipe pile to reduce the high frequencydisturbance caused by the FEM mesh, which also reduced the useful high frequency waveand the reflection echo from the pile end.Numerical Calculation ResultsTwo common pile styles are

Conference Session

Tools of Teaching

Collection

2002 Annual Conference

Authors

Dave Cress

first two exams for study.For the first step of the exercise, students need to correct the mistakes on their exam. I allowthem to use any resources to find an acceptable answer, including discussions of the problem withother students and asking me for advice. If the problem is not reworked correctly, no credit isallowed as the follow-up steps are likely to be invalid.The second part of the exercise challenges student performance; finding what “caused” themistake(s). Students need to recall and reflect on their own thinking during the exam. They alsoneed to think about their study habits and learning styles. There is a tendency for all of us to avoidthinking about our failures. We can help students to be more comfortable about reflecting on

Conference Session

Aerospace Technical Session

Collection

2010 Annual Conference & Exposition

Authors

Moshe Barak, Ben-Gurion University of the Negev

Tagged Divisions

Aerospace

to monitor or control any aspect of cognition, forexample, memory, attention, communication, learning, or problem-solving.Metacognition is also about learners’ ability to set goals, consider the nature of a taskand reflect on their learning [7]. In the context of technology education, successfullearning also involves the intentional use of strategies, techniques or heuristics thatcan help in the process of problem-solving and invention.The motivational aspect of SRLT refers to students’ intrinsic satisfaction from beingengaged in challenging assignments and their self-efficacy beliefs about their abilityto accomplish a task [8]. According to Bandura’s [9] socio-cognitive theory, self-efficacy beliefs are determined by previous positive

Conference Session

ENT-3: Transforming Engineering Curriculum through Entrepreneurial Approaches

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kristen Peña, Arizona State University; Medha Dalal, Arizona State University; Anoop Singh Grewal, Arizona State University; Michael Machas

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

-tests, while qualitative data fromstudent reflections were examined using thematic analysis. Findings indicate significantimprovement in students’ entrepreneurial mindset (p < .01); however, quantitative measures ofvalue creation did not show statistically significant changes. Qualitative findings suggeststudents valued collaborative problem-solving and the use of structured decision-making tools,such as decision matrices. Even small interventions can influence online students’entrepreneurial mindsets.IntroductionThere is a growing need to better understand how intentional course design embeddingentrepreneurial mindset (EM) principles impacts engineering education [1, 2]. Specifically, suchdesign interventions can influence students’ ability

Conference Session

WiP: Interdisciplinary Connections

Collection

2025 ASEE Annual Conference & Exposition

Authors

Justin Vento, Villanova University

Tagged Divisions

Chemical Engineering Division (ChED)

synthetic biology. Students assembled a podcast project report throughout the semesterthat included asking questions to the speakers, reflecting on a set of speakers, and following upon one speaker area for new learnings. Introducing this type of organized guest speaker series inchemical engineering elective courses should bolster career development by offering studentstime to reflect on their own career path and by connecting them with professionals who bringdiverse perspectives on evolving career paths available for chemical engineering graduatesacross emerging industries.Introduction:Chemical engineering curriculums include core courses such as Transport Phenomena and UnitOperations that teach fundamental chemical engineering concepts

Conference Session

Mentorship in Engineering Leadership Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Seth C. Sullivan, Texas A&M University; Maria Polyzoi; Sheila Rivera; Rachel Elizabeth Rice, Texas A&M University; Nicholas Aleczander Barrio, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

, indicating a need for broader acceptance and integration [10]. In engineering education, the integration of empathy takes several forms. Incorporatingempathy into engineering curricula can shift students' perceptions of their roles as engineers. Forinstance, empathy modules in first-year engineering courses have been shown to influencestudents' engineering identity and enhance their understanding of the social and culturalimplications of their work [11]. Empathy also plays a crucial role in fostering productivecooperative problem-based learning environments, where it aids in team dynamics and problem-solving [12]. Reflective thinking and social learning frameworks are used to develop empathy inteam settings, which is essential for effective

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lara Chiaverini, University of Connecticut; Stephany Santos, University of Connecticut

Tagged Divisions

Faculty Development Division (FDD)

, andholding oneself accountable for results [3] They often emphasizes reflection and dialoguethrough sharing experiences and engaging in intellectual discussion. While these activities arecrucial for professional growth, at this university they often fall short of inspiring action ormeaningful change in teaching practices, student engagement, or broader institutional practices.As faculty engage in reflective discussions, they may recognize areas for improvement, butwithout a clear mechanism for translating knowledge into action, their reflections remaintheoretical.There is an increasing call for an action-oriented approach, where the expectation is that facultywill not only share and learn from one another, but also translate those discussions into

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Theresa Fs Bruckerhoff, Curriculum Research & Evaluation, Inc.; Jillian A DiBonaventura, Worcester Polytechnic Institute; Noemi Robertson, Worcester Polytechnic Institute; Thomas Noviello, Worcester Polytechnic Institute

Tagged Topics

Diversity, NSF Grantees Poster Session

Institute (WPI) has beenactively piloting components of Culturally Responsive Teaching (CRT) to better prepare ourpre-service teachers to feel confident and excited to teach in urban, high need public schooldistricts. With the awarding of an NSF Noyce Track 1 grant, we have intentionally createdworkshops that establish foundations for CRT while thoughtfully pairing pre-practicumexperiences in our local community. Realizing the necessity to have more CRT theory, focusedexperiences, and reflections, as well as to develop and deepen CRT practices with feedback, wehave mapped out different CRT competencies and approaches throughout the TPP curriculum.New pre-practicum courses and course assignments have been developed. This paper outlinesour results in

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jose Manuel Padilla, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Briana C Bettin, Michigan Technological University; Kathryn Laura Hannum, Michigan Technological University; Adrienne Minerick, Michigan Technological University

Tagged Topics

NSF Grantees Poster Session

communication, history, memory, and cultural intuition”), 4 - social (“networksof people and community resources”), 5 - navigational (“skills of maneuvering through socialinstitutions”), and 6 - resistant (“knowledge and skills fostered through oppositional behaviorthat challenges inequality”).Metacognitive skills refer to the ability of individuals to regulate and control self-learningbehavior [2]. Metacognition challenges students to think about their cognitive processes [3] andis a tool for students to learn how they best learn, therefore developing an intentional strategy forlearning [4]. Metacognition is learning awareness that is built from a reflection on knowledge [5]and integration of higher-order thinking, which includes behavior regulation

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maya Menon, New Jersey Institute of Technology; Stephanie Adams, Oregon State University; Prateek Shekhar, New Jersey Institute of Technology; Shane A. Brown P.E., Oregon State University; Jeff Knowles, Oregon State University

Tagged Topics

NSF Grantees Poster Session

, lasting 45–60 minutes, covered motivations, mentorship interactions, EBIPimplementation, challenges, and reflections, enabling an in-depth understanding of participants'perspectives. Theoretical sampling within interviews allowed the researcher to adjust questionsdynamically, focusing on emerging concepts and supporting iterative data collection and analysis[13], [14]. By incorporating both mentee and mentor viewpoints, the study captured diversecontexts and processes of EBIP adoption in engineering education.FINDINGSThe NSF-funded project has enabled multiple studies that provide a comprehensiveunderstanding of the process and outcomes of EBIPs in engineering education. These findingshighlight the program’s iterative, collaborative nature and

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Zain ul Abideen, Utah State University

Tagged Topics

NSF Grantees Poster Session

and use oflearning strategies but also deep reflection and self-awareness. Self-regulated learners excelat monitoring their learning and understanding, which directly influences every stage of theself-regulation process. Accurate monitoring of learning can influence self-regulation atevery stage of the learning process [7].Self-regulated learning is an active and constructive process that involves various levels ofcontrol. To ensure effective self-regulation, students must possess knowledge about how theyare learning. Moreover, they need to apply self-regulation strategies effectively throughoutthe learning process [8]. Zimmerman’s [9] three-step academic learning cycle begins withforethought, which involves goal setting and self-efficacy

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kristen Ferris, University of New Mexico; Susannah C. Davis, University of New Mexico; Vanessa Svihla, University of New Mexico; Earl E Lee, Arizona State University; Katharine Getz, Pennsylvania State University; Cinthia Viviana Rojas Palacio, Arizona State University; Nadia N. Kellam, Arizona State University

Tagged Topics

Diversity, NSF Grantees Poster Session

, equity, inclusion, andjustice (DEIJ) initiatives facing persistent and systemic barriers. At the time of writing, thesechallenges have intensified as higher education institutions and diversity, equity, and inclusion(DEI) initiatives come under direct political attack, with a chilling effect on academic freedomand institutional autonomy. The termination of federally funded DEI-related grants signals anescalation in efforts to suppress research and programming that address systemic inequities. Inthis context, this study investigates how arts-based practices—specifically speculative design,remixing, and futurisms—can deepen members’ DEIJ change intentions and foster theirengagement as change agents. By blending critical reflection with creative

Conference Session

Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jonathan Seth Krones, Boston College; Jenna A. Tonn, Boston College; Russell C. Powell, Boston College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

historical context using a variety of instructional modes and pedagogicalinnovations.This paper presents the experience of developing and teaching MMW for the first time in 2020 inthe midst of the COVID-19 pandemic. MMW was designed and co-taught by an interdisciplinaryfaculty teaching team from the departments of history, theology, and environmental science. As adesignated “Complex Problems” course, a type of first-year interdisciplinary Core course, MMWoffered 70 students the opportunity to satisfy BC’s Core requirements in Natural Science andHistory through three linked pedagogical components: lectures, labs, and reflection sessions. Ourgoal was to integrate engineering, the history of science and technology studies, and ethical andmoral modes of

Conference Session

CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole Bowers, Arizona State University; Michelle Jordan, Arizona State University; Kate Fisher; Zachary Holman, Arizona State University; Mathew D. Evans, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

technical skills.Although these are necessary for career success and productive work, students must also developcapacities for authentic engineering practices within authentic engineering communities.Specifically, they must develop practices for engaging ill-structured, ambiguous problems, andnavigating complexity and uncertainty through careful, creative application of deep knowledgethat characterize engineering design1. And they must do so in collaboration with others,communicating successfully with diverse stakeholders in formal and informal settings2. Finally,they must cultivate the ability to reflect on the quality of their innovation and communicationefforts3.The NSF and other sponsors fund research experiences for undergraduates (REU

Conference Session

Advancing Diversity, Equity, and Inclusion

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kristen Moore, University at Buffalo, The State University of New York; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York; Qiuxing Chen; Anne M. McAlister, University of Virginia; Courtney Burris; Jada Vanessa Mowatt, Department of Chemical and Biological Engineering, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

. Establishing an environment of trust (362) 2. Creating an empowering space (362-363) 3. Setting a Clear Focus (363) 4. Creating an open space (363) 5. Encouraging Collaboration (363)These five values reflect our objectives in integrating a community mapping and participatorydesign methodology into our project. We assumed that our student participants (like the youthAmsden and VanWynsberghe engaged with) were seldom invited to shape the design ofprograms or engage in bottom-up critique. We created an iconographic mapping in lieu of acommunity map as an invitation to discuss/critique the whole gamut of places and people thatcomprised their experiences in the [engineering school].The iconographic map (see Figure 1) functioned much like a