Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mary E. Sunderland, University of California, Berkeley; Joonhong Ahn, University of California, Berkeley; Cathryn Carson, University of California, Berkeley; William E. Kastenberg, University of California, Berkeley

Tagged Topics

NSF Grantees Poster Session

andexisting ethical frameworks, which may be expressed emotively. Rather than portraying emotionas a threat to rationality, we outline pedagogical strategies that encourage students to explore therelationship between emotions and feelings, logic and reason, and values and ethics. Thepedagogical strategies presented here are being piloted in an advanced (upper-division)undergraduate seminar course, “Ethics, Engineering, and Society.” This seminar, which was firsttaught during the 2011/12 Academic Year at the University of California, Berkeley, alsoinformed the development of our funded project. This paper describes early student responses tothe new curriculum. Our results suggest that engaging students’ emotions encourages andenables them to reflect

Collection

2000 Annual Conference

Authors

Sheila A. O'Connor; Don Malzahn

the students. Students were surveyed initiallyto determine their prior experiences with teams, their preferences related to learning styles,decision styles, and conflict resolution styles, and their knowledge about team processes.Throughout the semester the students reflected on questions related to their teamfunctioning, completed peer evaluations, weekly team symptom checklists and instrumentsthat measured team cohesion. All of this information was stored in the database and theknowledge-based system accessed the database as needed. The information in thedatabase was also used to perform analysis to determine how the teams functioned anddeveloped over time. The third main component of the model consisted of the seven teamprocess modules

Conference Session

Women in Engineering Division (WIED) Technical Session 7 - Multi-URM Perspectives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Vianney Lara-Prieto, Tecnologico de Monterrey; Maria Ileana Ruiz-Cantisani, Tecnologico de Monterrey; Marcela Paola Bentin; Maria Haydée Peralta, National University; Laura Romero, Tecnologico de Monterrey

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

reality and is characterized by varied factorsthat influence this gap to continue, even with the efforts of private, public, social, andeducational initiatives to reduce it. Among the factors are the preconceptions in relation toSTEM careers, gender stereotypes, family attitudes, lack of women leaders in these areas whoare an example to inspire or to mentorship. The lack of gender equity for women inengineering is a global problem that has implications for society, as it means losing theopportunity to have this talent that is in such high demand today. [6]This context that gives us the environment leads us to reflect on the initiatives that are beingcarried out globally to further promote and create this culture of gender equality, where

Collection

2024 ASEE Annual Conference & Exposition

Authors

Patrick Joseph Tunno, Penn State University; Lori Miraldi, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University

Tagged Divisions

International Division (INTL)

has been a prominent means to develop a global skillset [1].Since 2019, Penn State University’s College of Engineering has offered a three-week summerstudy abroad program to develop global competencies through a technical communication coursepaired with a cultural course in a Como, Italy. In 2023, the faculty employed innovations to bothprepare participants for their sojourn while enhancing the potential to foster global competencies.An asynchronous, remote pre-departure course primed students before departure. They wereintroduced to the language and culture of the region, including using tools/ assignments such asrecording dialogues, and reflections, engaging with natives through a digital cultural exchangeplatform, and creating individual

Collection

2023 ASEE GSW

Authors

Mohammad Shafinul Haque; Anthony Battistini; Soyoon Kum; Azize Akcayoglu; William Kitch

1 Hands-on Experiential Learning Modules for Engineering Mechanics (Work-in-progress) Mohammad Shafinul Haque, Anthony Battistini, Soyoon Kum, Azize Akçayoğlu, William Kitch David L. Hirschfeld Department of Engineering Angelo State University AbstractExperiential learning includes concrete experience (CE), reflective observation (RO), abstractconceptualization (AC), and active experimentation (AE) modules to form a complete learningcycle. It promotes active learning and can significantly improve comprehension of engineeringmechanics problems. This paper

Conference Session

College Industry Partnerships Division (CIP) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

J. Eliseo De León, New Mexico State University; Patricia A. Sullivan, New Mexico State University; Sara Patricolo, New Mexico State University

Tagged Divisions

College Industry Partnerships Division (CIP)

provides the REPs with masterydigital badges. The curriculum guides REPs on utilizing mentoring as a leadership developmenttool that helps navigate career advancement in their respective engineering fields. Integrated intoeach of the three courses are best-practices designed to positively influence the development of aself-directed learning mindset and building leadership capacity among REPs as future engineeringleaders.Mentors often cite the ability to increase their professional skills as personal benefits gainedthrough the mentoring process, stating that serving as mentors caused them to reflect on andsharpen their own skills, including coaching, communicating, and introspection.2 We report on ourongoing efforts to scale a novel leadership

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bernard White, George Mason University; Eileen Patricia Mazzone, George Mason University; Vicki L. Dominick, George Mason University

Tagged Divisions

First-Year Programs

-week (July 11th through August 13th) Online Summer 2010 BridgeProgram. Finally, some reflections and plans for refining and broadening the academic concepts,skills, and support services for next year’s Online Summer Bridge Program are also presented. Afollow-up paper will be prepared on the effectiveness of the Online Summer Bridge Programafter we have had time to collect sufficient data and make comparisons of the academicperformances of the On-Campus versus Online Summer Bridge Program participants.Background Information on Summer Bridge ProgramsThe Virginia-North Carolina (VA-NC) Louis Stokes Alliance for Minority Participation(LSAMP) Program received a five-year grant from the National Science Foundation during thesummer of 2007. The goal

Collection

2024 ASEE North East Section

Authors

Jonathan Mellor, University of Massachusetts Dartmouth; Stephanie McGoldrick, University of Massachusetts Dartmouth

panels to reduce their carbon footprint. The teams worked together to make their sites aestheticallyappealing and conducive to low-impact, sustainable development while also serving as an economic boom to the city.Key components of the class were team member evaluations and personal reflection essays. Students were requiredto evaluate themselves and their peers to assess the success of the teams. This helps students be accountable to theirpeers across disciplines. Additionally, reflection questions were posed to the students throughout the course toconsider potential project challenges, evaluate successes, and propose alternative approaches for the future. The paper“Measuring the Impacts of Project-Based Service Learning” by Paterson, Swan, and

Collection

2024 ASEE-GSW

Authors

Matthew Kuester, University of Mary Hardin-Baylor; Paul R Griesemer, University of Mary Hardin-Baylor

Tagged Topics

Diversity

University of Mary Hardin-Baylor (UMHB) was redesignedfor the Fall 2022 semester to improve student engagement and retention in the engineering program.The course design centered around an individual design project, with supporting modules to preparestudents for the project. Student feedback (in the form of student reflections) provided insight intohow students interacted with the project. Despite being an individual project, many students describedcommunity building that occurred through collaboration. Students also described a sense ofaccomplishment from completing a difficult, open-ended design problem. The redesigned course hasbeen offered in two semesters (Fall 2022, Fall 2023), and the retention rates for students enrolled inthese courses

Conference Session

S1A: Workshop I

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Lisa Lampe, University of Virginia

Tagged Topics

Workshops

Inclusion, Director and Assistant Director of the Centerfor Diversity in Engineering, Clark Scholars Director (4)2. Accessibility Specialist, Assistant Dean of Student Safety and Support, 2 Counselors (4)3. Associate and Assistant Dean for Undergraduate Affairs, Director of Undergraduate Success,Engineering Undergraduate Registrar and Office Manager (5)After describing the context and our team, we will provide multiple reflective prompts for audiencemembers to think through ways to identify researched student barriers in the first year and more specificto first year engineering, followed by four case studies. Our case study include barriers well documentedin literature which first year face: financial, racial minoritization, disability

Conference Session

Construction Engineering Division: Curriculum Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carmen Paz Munoz, Universidad Andres Bello, Santiago, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile

Tagged Divisions

Construction Engineering Division (CONST)

workshops and structuredinterventions (intentionally designed activities with guided steps, such as promptingquestions, that help students reflect, think conceptually, and reach the appropriate solution toa problem) [16]. Haas et al. [17] demonstrated that workshops focused on team effectivenesssignificantly enhance teamwork perceptions by ensuring all members are familiar withproposed solutions. At the same time, Miralami et al. [3] warned that a lack of formal trainingin teamwork skills can exacerbate inequalities, particularly those based on gender and race,negatively impacting students’ sense of belonging and team dynamics.Innovative approaches, such as game-based methodologies, offer additional opportunities todevelop critical teamwork skills

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 3: Identity, Professionalization, and Belonging II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Erin A. Cech, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

for Master’s and upper-divisionundergraduate engineering students. The course had three learning goals: (1) teach students torecognize their public welfare responsibilities, (2) motivate students to act on public welfareissues, and (3) equip students with intervention strategies (e.g., understanding whistleblowingprotections, writing an op-ed) to confront issues they may encounter in their future professionalwork. In this paper, we provide a detailed description of the course and present data from pre-and post-class surveys and open-ended reflections to illustrate how the class produced notablechanges in students’ (a) recognition of their public welfare responsibilities, (b) motivation totake action, and (c) familiarity with intervention

Conference Session

Two-Year College Division (TYCD) Technical Session 2: Student Success and Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hilda Cecilia Contreras Aguirre, New Mexico State University; Maryanne Long PhD, University of Texas - El Paso; Concepcion Martinez Miller, New Mexico State University

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

mentees achievehigher GPAs [6] and graduation rates [9] compared to students who do not have a peer mentor. There has been less research exploring the impact of the peer mentor role on peermentors themselves, however. First-generation students serving as mentors to first-year,first-generation students participated in a qualitative research study exploring the leadershipskills gained during their time mentoring students [13]. Mentors reflected on their experience inguiding students and how they exhibited exemplary leadership practices. Furthermore, mentorscan make a difference in student mentees’ academic experience by creating inclusive learningspaces [17]. One study suggests peer mentors reported gaining leadership skills necessary to

Conference Session

Track 1: Technical Session 3: Beyond deficits: Developing an elicitation mechanism for engineering practitioners with ADHD to create autoethnographic counterstories

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Hector Enrique Rodríguez-Simmonds, Boston College; Sage Maul, Purdue University at West Lafayette (COE); Levi Xuan Li, Purdue University at West Lafayette (COE); Ruby J Barnett, Boston College

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

traditionalengineering curricula, where creative solutions and innovation do not always positively affectacademic performance. Taylor et al. [19] found that while ADHD traits did not predict students’overall GPA, they negatively predicted students’ engineering GPA. Engineering GPA does notreflect creativity, so the strengths students with ADHD have are not reflected in exam scoreseither, further undermining the value ADHDers bring to engineering. The misalignment ofADHD traits and numerical academic assessment in engineering helps illustrate one way thatengineering is less hospitable to ADHDers.Fostering creative problem-solving in engineering curricula remains an important goal.Attracting and retaining neurodiverse engineering students and faculty, including

Conference Session

Construction Engineering Division: Innovative Pedagogy annd Student Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kirsten A. Davis, Boise State University

Tagged Divisions

Construction Engineering Division (CONST)

engineering and construction context aims to engage engineering and constructionmanagement students in world history in a way that is more interesting for them than a typicalhistory course. Essays throughout the course ask them to reflect on aspects of the projects thatdirectly relate to construction such as (1) challenges that were encountered during theconstruction, (2) examples of modern structures that were inspired by the projects, and (3) howconstruction techniques and project management have evolved over time. Students are alsoasked to reflect on political, economic, and social aspects of the projects, which help to engagethem in the historical context and be exposed to the fact that many complexities of constructionprojects go beyond just

Conference Session

Engineering Physics and Physics Division (EP2D) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rodrigo Alonso Vergara, Universidad Andres Bello; Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico; Universidad Andres Bello, Santiago, Chile

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics and Physics Division (EP2D)

has been given to the unique experiences and challenges of nontraditional students inonline and evening programs. This study seeks to fill this gap by providing insights into theirexpectations, perceptions, and learning outcomes.MethodologyA qualitative, focus group-based study explored students' perceptions of physics courses in anevening and online engineering program. This approach was selected because it generates rich,dynamic, and collaborative discussions, allowing participants to reflect and build on theirexperiences [6] collectively.ParticipantsThe study included seven students enrolled in an engineering program at a private university inChile. The participants were divided into two focus groups: one composed of four students andthe

Conference Session

Sustainability & Civil Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dalya Ismael, Old Dominion University; Vukica M. Jovanovic, Old Dominion University; Murat Kuzlu, Old Dominion University; Charles Lowe, Old Dominion University; Lisa Bosman, Purdue University

Tagged Divisions

Civil Engineering Division (CIVIL)

Retrospective SurveysThe questions were designed to evaluate students’ understanding of the key learning outcomesassociated with the three EOP framework topics: EIA, MS, and ST. The surveys assessed students'perceived proficiency both before and after the course. To measure self-reported learning gains, aLikert scale ranging from 1 (“strongly disagree”) to 5 (“strongly agree”) was employed. This scalewas tailored to capture the extent of students' agreement with statements regarding their knowledgeand skills in sustainability concepts. A score of 1 indicated strong disagreement, reflecting that thestudent perceived minimal proficiency in the topic, while a score of 5 indicated strongagreement,indicating high proficiency in the learning outcome. The

Conference Session

MATH - Works in Progress for Mathematics Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Poornima Jayasinghe, University of Calgary; Placida Amali Dassanayake, University of Calgary; Andre Oliveira, University of Calgary; Anthony Starr Kroll, University of Calgary; Irushi Jayathunga, University of Calgary

Tagged Divisions

Mathematics Division (MATH)

our instructional approach, still inits development stage, in its first classroom setting. At the beginning of the term, we gatheredpre-course reflections from students that guided our adaptations to teaching methods. Post-coursefeedback was used to evaluate the success of our implementation. Initial observations from thisfirst iteration reveal both successes and challenges in promoting contextualized learning aseducators. In addition to enhancing problem-solving skills and applying numerical methods tovarious real-world scenarios, we also emphasize the application of computer programmingabilities, which are essential in engineering contexts.Since our approach is still in the development phase and this is our first implementation iteration,we

Conference Session

Tech Session 4: Embedding Engineering for One Planet (EOP) Framework in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xinyu Zhang, Purdue University; Roneisha Wynette Worthy, Kennesaw State University

Tagged Divisions

Environmental Engineering & Sustainability Division (ENVIRON)

University, contributing to a group funded by the Department of Energy. Her primary research focused on the long-term evaluation of near-surface waste disposal under climate change impacts at nuclear waste sites. With a background as an environmental engineer/planner at Gresham, Smith, and Partners, as well as General Motors Corporation, Dr. Worthy brings a wealth of industry experience to her academic roles. She has a proven track record of addressing critical environmental challenges. In her recent endeavors, Dr. Worthy is actively collaborating with the Lemelson Foundation to institutionalize the Engineering for One Planet framework at Kennesaw State University. This initiative reflects her commitment to sustainability

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher George Pierce, University of the Incarnate Word; Okan Caglayan, University of the Incarnate Word

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

opportunities fora diverse group of undergraduate research assistants; and 2) To develop a novel adaptive real-timeoptical sensing algorithms in near-Ultraviolet (UV) spectrum by combining reflected-UV and UVfluorescence techniques to transform our ability to detect biological surface contaminants, such assaliva, that could potentially contain infectious pathogens. The reflected-UV and UV fluorescenceimaging methods are used in various scientific, industrial, and medical optical sensing systems,such as in germicidal irradiation (disinfecting), digital forensics, food/agricultural industries,remote sensing, space science (NASA Perseverance), etc. The recent use of UV light surfacedisinfection mobile robot platforms and devices has shown promising

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mariam Manuel, University of Houston ; Jerrod A Henderson, University of Houston - COE; Bereket Mego, University of Houston

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

, including developing students’ funds of knowledgeand culturally responsive mentoring, supporting teachers in incorporating these practices intolesson planning and instruction. Pre-service teachers engaged in workshops, reflective journaling,interactive activities, and actual teaching experiences with students. Throughout the program,mentors were supported with training in culturally responsive mentoring practices to ensureongoing guidance.To assess the impact of this experience, data were collected through semi-structured interviewsconducted after the program and a post-program survey. Findings suggest that exposure to EDPand CRP with guided implementation experiences solidified participants’ beliefs, encouragedthem to apply these methods in real

Conference Session

First-Year Programs Division (FYP) - Technical Session 5: Supporting Success 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sahar Mari, Northwestern University in Qatar; Sara AlBanna, SLB; Nayef Alyafei, Texas A&M University at Qatar

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

dedication to student suc- cess, her innovative approach to program design, and her collaborative spirit, Sahar Mari is a true asset to the field of student support services.Ms. Sara AlBanna, SLB Sara AlBanna is a recent graduate from Texas A&M University at Qatar with a degree in petroleum engi- neering. She currently works as an field engineer at SLB. As a dedicated engineer, she is passionate about creating positive change in the industry. Her diverse undergraduate research projects, ranging from the impacts of migration on education to the development of multilateral wells, reflect her interests in multi- disciplinary pursuits. AlBanna is a multifaceted individual, identifying as an author, artist, and petroleum

Conference Session

Student Assessments and Tests

Collection

2023 ASEE Annual Conference & Exposition

Authors

Viyon Dansu, Florida International University; Yashin Brijmohan, University of Nebraska Lincoln; Nathaniel Hunsu, University of Georgia

Tagged Divisions

Educational Research and Methods Division (ERM)

to metacognitive learningengagements. In the process of self-assessing, students activate self-regulatory functions thatenable students to take ownership of their own learning. Self-assessment activities includestudents reflecting on, evaluating, and monitoring their own learning performances. Studentswho self-assess are better able to identify areas they need to improve upon, and to determine themost appropriate courses of action to achieve academic success. However, little is known aboutthe congruence in students’ perception of self-assessment and instructor's intent in requiring self-assessments. Hence, the purpose of this study is to explore the perceptions of engineeringstudents who participated in self-assessment in an engineering

Conference Session

Women in Engineering Division (WIED) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Catherine MacKenzie Campbell, University of Toronto, Canada; Andrea Chan, University of Toronto, Canada; Jessica J. Li, P.E., University of Toronto, Canada; Philip Asare, University of Toronto, Canada; Emily Moore, University of Toronto, Canada

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

learning is widely accepted as an integral part of engineeringeducation, as these experiences have been shown to improve students’ vocational self-conceptand work self-efficacy, as well as provide higher starting salaries post-graduation [10-11]. In thecontext of this study, enrolment in the program may signal students’ intent to be part of theengineering profession, or at least to obtain some professional experience in the field of theirdegree. However, given that the students are in their first year, we assume that they remain at anearly stage of professional socialization. Therefore, their expectations for the profession and theirown career trajectories may reflect their implicit assumptions about engineering and serve as abaseline for future

Conference Session

Research Methodologies – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brent K. Jesiek, Purdue University at West Lafayette (COE); Brooks Michael Leftwich, Purdue University, West Lafayette; Russell Korte, The George Washington University; Cory Brozina, Youngstown State University - Rayen School of Engineering; Aditya Johri, George Mason University

Tagged Divisions

Educational Research and Methods Division (ERM)

unpredictable futures as professionals and citizens. By expandingthe capacity to study engineering practice through students serving as participant observers, wepropose that academia can learn more about the engineering workplace while students gain atruer understanding of engineering work. At the same time, reflectively engaging with practicemay help students develop new professional competencies, while potentially also identifyingmisalignments between their own identities and goals, on one hand, and current educational andworkplace realities, on the other. This paper will likely be of interest to researchers who studyengineering practice, and especially those concerned with the full range of practical andmethodological challenges associated with

Conference Session

Technical Session M3B

Collection

2022 First-Year Engineering Experience

Authors

Kathryn Schulte Grahame, Northeastern University; Richard Whalen, Northeastern University

Tagged Topics

Workshops

exercises in listening that have direct impact on student teaming. • Practice and discuss other mindfulness techniques that expand application for different situations. • Practice guided reflection exercise with selected readings on mindfulness. • Summarize in small groups to present takeaways and ideas for classroom and personal application.PRESENTERS/FACILITATORSDr. Richard Whalen, Teaching Professor and Director, First Year Engineering at Northeastern University. Over20 years’ experience teaching first year students and experience implementing mindfulness and mediation inthe engineering classroom.Email: r.whalen@northeastern.eduDr. Kathryn Schulte Grahame, Teaching Professor and Associate Director, First Year Engineering

Conference Session

First-Year Programs Division Technical Session 3: Online Learning and the Impact of COVID-19

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anna Holcomb, Georgia Institute of Technology; Joy Harris

fivepedagogical principles that were so deeply entrenched in the course design and learningobjectives: Highly Interactive: graded asynchronous discussions online (both in small groups and whole class), required student reflections after synchronous virtual sessions, formal question-and-answer sessions for all panels and guest speakers. Active Learning: incorporation of reflective practices in assignment sequencing, multimodal (written and video) assignment submissions, complete freedom for hands-on project selection. Collaborative Learning: peer feedback utilized on several assignments, manual team assignments by instructor with time zone considerations. Peer Instruction: planned small group breakout

Conference Session

Materials Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nicole Johnson-Glauch; Mohsen Kivy, California Polytechnic State University, San Luis Obispo; Emily Haykoupian, California Polytechnic State University, San Luis Obispo

year introduction to materials design courses. In total,fifty-two students consented to participate in the study (n=19 in the Winter 2021 term and n=33in the Fall 2021 term). Participants are first time freshman. Demographic information such asgender, race, and socioeconomic status were not collected. We also did not collect informationon whether they had any exposure to or training in the design process before enrolling in thecourse.We measured how students engaged with the design process through self-reported reflections. Inthese reflections, students identified which of the nine steps in the design process that they did,what order they did them in, and how much time they spent on each step. The activities werepresented to students out of

Conference Session

ERM: Teamwork makes the dream work!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robin Fowler, University of Michigan; Rebecca Matz, University of Michigan; Mark Mills, University of Michigan; Andrew Moffat, University of Michigan; Madison Jeffrey, University of Michigan; Trevion Henderson, University of Michigan; Caitlin Hayward; Stephanie Sheffield, University of Michigan

ideasharing are actually lower after the intervention than before; we hypothesize that the decreasedrating might reflect increased student awareness of inequities rather than a true decrease inequitable idea sharing. This pattern held for most gender and racial groups, with the notableexception of non-binary students, who instead reported greater idea equity post-intervention,though we note the small sample size for this group. Finally, we find that decreases in reportedidea sharing were largest when students reported the intervention was “highly relevant” to theirteam yet “not very helpful”.Keywords: teamwork, team communication, equity, voice safety, voice enactment Introduction and Conceptual FrameworkBeginning in

Conference Session

ERM: Student Professional Development: Professional Skills and Moving Beyond the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Laura Rios, California Polytechnic State University, San Luis Obispo; Benjamin Lutz, California Polytechnic State University, San Luis Obispo

paper we provide an analytical lens through which to assess epistemological developmentof LAs. This is critical to understanding and promoting LA development, but has been relativelyoverlooked to date. We define epistemology as the beliefs, ideas, and conceptions one has aboutthe justification, nature, and source of knowledge. Within the Learning Assistant program, thereare many avenues for participating LAs to reflect on and potentially rearrange their epistemology.To analyze LA epistemological development, we turn to Baxter Magolda’s EpistemologicalReflection Model, which describes student epistemological stances for the role of learners, peers,and instructors. In this paper, we adapt the model to account for the unique role of LAs