Conference Session

Systems Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Karlin, Minnesota State University, Mankato; L. James, Minnesota State University, Mankato; Lauren Singelmann, North Dakota State University

and graphics of all varieties, math, software, and more. • Conclusion/evaluation – comparing the results from the model to real world situation. This is a reflective process as well as an opportunity to determine both limitations of the model and opportunities to extend and/or formalize their thinking. • Communication – rather than a stand-alone phase, the communication element calls out the collaborative nature of the entire process. Participants bring their own knowledge and experiences, learn from those of their co-participants, and develop both their understanding of the problem and potential solutions in collaboration with those who experience the problem in their day-to-day world

Conference Session

Pedagogy in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sidney Stone, The University of Toledo; Breanne Crockett; Kevin Xu, The University of Toledo; Matthew Liberatore, The University of Toledo

information may be presented in the text along with theassociated images, the information is not guided and may require significant cognitive load toconnect visuals with concepts conveyed in text.Educational animations research on learning and instruction applies the cognitive load theoryframework to design animations for learning by reducing the cognitive load on working memory.Multimodal learning, or multimedia learning, is defined as learning through the use of picturesand words that construct mental representations for learning [12]. Principles of reflection,feedback, and pacing apply the cognitive load theory of multimodal learning environments foreducational animation design [17, 24]. Text (words) and visual (pictures) appearing togethercreate

Conference Session

Social Justice and the Curriculum: Equity, Culture & Social Justice in Education Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathryn O'Harra, The University of Alabama

diversify and reflect the society which they serve,due to a myriad of institutional, structural, and systemic barriers.[3] Representation and retentionof students from marginalized groups in STEM fields have certainly increased in recent decades;however, these efforts have sometimes been characterized (or criticized) as chasing numbers andattracting participants rather than shifting climate and creating inclusive educational cultures.[4]While this work takes time, some approaches may be limited in efficacy, evidenced the still laggingpresence and persistence of underrepresented groups across several engineering and computerscience disciplines. Consideration of this requires expansion beyond conventional perspectives ofdiversity and equity, which

Conference Session

Student Division Technical 2: Instruction & Learning Delivery

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, Amazon; Kritin Mandala; Zoë Dailey; Lilianny Virguez, University of Florida; Kayli Battel; LISSA ERICKSON

] and focused on pragmatic reflections and takeaways rather thanemotions related to a phenomenon.Research quality was of importance as we conducted this autoethnographic exercise. Ourresearch team ensured that the methods followed were in line with recommendations of expertsin the field. We began with a reflection protocol which was developed collaboratively by thethree engineering educators on our research team during multiple meetings. The protocol wasintentionally kept broad and general and did not align with any specific Theoretical Framework(such as those related to Identity Development or Motivation), thus allowing reflections to begrounded in the insights of the participants’ experiences, and the themes to be emergent andanalysis

Collection

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

Authors

Laura Albrant, Michigan Technological University; Pradnya Pendse; Laura E Brown, Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Jon Sticklen, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University

National Science Foundation award #2142309. Recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNSF. Any opinions, findings, conclusions, or recommendations expressed in this material arethose of the authors and do not necessarily reflect the views of the NSF.References[1] L. C. Ureel II, “Integrating a colony of code critiquers into webta,” in Seventh SPLICE Workshop at SIGCSE 2021 “CS Education Infrastructure for All III: From Ideas to Practice”, 2021.[2] L. C. Ureel II, Critiquing Antipatterns In Novice Code. PhD thesis, Michigan Technological University, Houghton, MI, Aug 2020.[3] L. Albrant, P. Pendse, M. E. Benjamin, M. E. Jarvie-Eggart, J. Sticklen, L. E. Brown, and L

Conference Session

PCEE Session 9: Virtual Summer Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Aziz Shekh-Abed, Ruppin Academic Center; Nael Barakat, The University of Texas at Tyler

’ performance within thisSTEM course during this unusual year of the pandemic. The only change in educational practiceswas that all PBL steps were carried out using remote tools and in a social distance setting. Thechange in results raised many questions regarding the resilience of the used methods andtechniques as well as its level of reliance on circumstances as significant factors in its effectiveness.These observations triggered this study where the target was of twofold: First, the study targetedunderstanding the factors influencing PBL effectiveness reflected by students’ performancedeterioration and identifying the subgroup of factors which were altered by the COVID-19situation. Second, based on findings from the first part, the target was to

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kristen Moore, University at Buffalo, The State University of New York; Liesl Folks, The University of Arizona; Erin Rowley, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

infiltrates many areas of engineering andscience. Yet within engineering programs, students often have few opportunities to developexpertise in data science or even to explore how data science is relevant to their degreespecializations. This paper reports on an NSF-funded study of a program that prepares STEMstudents to engage with data science in coursework and then mentors them as they secureinternships and complete a capstone that demonstrates their application of data science expertise.Drawing on a mixed-methods study, including student reflections, capstone project assessment,and survey reporting, this paper suggests not only that students make deep connections betweentheir existing majors and data science but also that students trained in our

Conference Session

Design in Engineering Education Division (DEED) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University of Science and Technology; Diane T. Rover, Iowa State University; Henry Duwe, Iowa State University of Science and Technology; Mani Mina, Iowa State University of Science and Technology; Phillip H. Jones III, Iowa State University of Science and Technology

Tagged Divisions

Design in Engineering Education Division (DEED)

education and develop structures and systems tosupport more effective design among both novice and advanced designers [7]. While the resultsof this area of study have been widespread and influential, it is widely acknowledged that there isno “one right way” to practice design, no single way designers think. In part, this finding reflectsthe diversity of design practitioners, who may experience design in a variety of ways [8]. In part,this finding also reflects the diversity of settings in which design is practiced, the changingnature of those settings over time [7], and expansion of design thinking outside of the traditionaldesign settings (e.g., architecture, product design) from which it emerged [4].One important setting for novel applications of

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Betul Bilgin, The University of Illinois, Chicago; Hasiya Najmin Isa; Emily Seriruk; Cody Wade Mischel

Tagged Topics

NSF Grantees Poster Session

Engineering ProgramsAbstractChemical engineering education needs to be updated to reflect its growth and inclusion ofelements from various fields, such as pharmaceuticals, renewable energy, biotechnology, andconsumer products. As the industry continues to expand and there is a greater need forcommunication and leadership abilities in the 21st century, engineers who are working areanticipated to possess both technical expertise and professional skills. However, the typicalchemical engineering undergraduate core curriculum has not adapted to prepare students for themultiple needs encompassed by the chemical industry. Lack of industry-relevant examples/topicsand applications in the course contents results in less motivated and/or engaged

Conference Session

Impact of COVID-19 on Design Education 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Victoria Bill, New York University, Tandon School of Engineering; Anne-Laure Fayard, New York University, Tandon School of Engineering

Tagged Divisions

Design in Engineering Education

, thecommunity of academic makerspace managers began to meet monthly to discuss PPEproduction and makerspace operational recommendations.Over March 2020 - February 2021, this community of practice had nine regular meetingsto continue to share practices about how each space reacted and pivoted to pandemicchanges. Several new members from local academic makerspaces were included in themeetings as they progressed, reflecting a growing and true community of practice withdiffering levels of interaction and involvement. The first author co-hosted these meetings.The methodology used for this exploratory study is a qualitative approach, combining in-depth ethnographic interviews and a “diary” [13]. Interviews were conducted overJanuary and February 2021 via

Conference Session

Cooperative and Experiential Education Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Candyce Hill, Michigan State University; Katy Luchini-Colbry, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

engineeringdisciplines, and the context of their research varied considerably. Some students were part oflarge, established experimental laboratories while other students worked individually or in smallgroups on computational or theoretical projects. As this course was launched in Fall 2020,students in this class experienced the additional challenge of starting college (and undergraduateresearch) remotely during a global pandemic. The design and content of this course wereevaluated using anonymous feedback and a review of reflective discussion posts in order todetermine whether the course supported the stated learning goals. This evaluation indicates thatstudents found the course material helpful in understanding their role as undergraduate researchassistants

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Claudia Paz Gwynn, Universidad Andres Bello; Genaro Zavala, Tecnologico de Monterrey; Universidad Andres Bello

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

bachelor's degrees of a largeprivate university in Chile during the first semester of the academic year 2020. During thatsemester, education changed from experiential face-to-face teaching to synchronous virtualeducation. In the presented model, we had to reflect on how sessions should be structured toteach content. The Module's design objective was to have the possibility of bringing the value ofthe face-to-face experience -focused on active methods from the constructivist educationalparadigm- to the virtual world. Besides, we had to maintain the expected learning levels andmake them significant. To analyze the students' perception of the Module's success, weadministered an instrument already used before. The tool consisted of a Likert

Conference Session

Energy Conversion and Conservation Division Technical Session 1: Mechanical and CAD Track

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nina T. Jones, University of Florida; Sean R. Niemi, University of Florida; Matthew J. Traum, Engineer Inc.

Tagged Divisions

Energy Conversion and Conservation

) 𝜈The Reynolds number dictates whether flow is laminar or turbulent. In the laminar regime,streamlines are smooth and orderly. In the turbulent regime, flow fluctuates and is disorderly. Thisregime is most reflective of practical flows encountered by mechanical engineers [8, 9]. When theReynold’s number is less than the critical Reynolds number, ReD,crit, flow is laminar, and when itis greater than the critical Reynolds number, the flow is transitional or turbulent [10]. 𝑅𝑒$,1234 = 2300 … (2)For both regimes, there is a length up to which flow is developing, referred to as the entrancelength, Le, and following this point the flow becomes fully developed (Fig. 1). This length is basedupon the merging of

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 3

Collection

2021 CoNECD

Authors

Amy Kramer P.E., Ohio State University; Emily Dringenberg, Ohio State University

Tagged Topics

CoNECD Paper Submissions, Diversity

education culture, reflects normative values and can actas a gatekeeper in engineering. Despite the decades of research to broaden participation inengineering education, very little research has explicitly explored the construct of smartnesswithin the context of engineering education and its’ exclusionary implications. For this researchpaper, we focused on the beliefs of high school students as selection of a collegiate major is oftenchosen during high school and student beliefs about smartness have serious implications for whoconsiders themselves smart enough (or not) to pursue an engineering degree. Althoughconstructions of smartness intersect with race, class, gender, and other social identities, for thisexploratory study we chose to investigate

Conference Session

DEED Postcard Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Molly H. Goldstein, Purdue University, West Lafayette (College of Engineering); Robin Adams, Purdue University, West Lafayette (College of Engineering); Senay Purzer, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Design in Engineering Education

approach innovation. She serves on the editorial boards of Science Education and the Journal of Pre-College Engineering Educa- tion (JPEER). She received a B.S.E with distinction in Engineering in 2009 and a B.S. degree in Physics Education in 1999. Her M.A. and Ph.D. degrees are in Science Education from Arizona State University earned in 2002 and 2008, respectively. c American Society for Engineering Education, 2017 WIP: Assessing Middle School Students’ Changing Conceptions of DesignAbstractDesign is a complex, ambiguous, and iterative process. Expert designers place extra emphasis onparticular design activities, such as framing problems, practicing idea fluency and reflecting ontheir design process

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kiersten Lenz, University of New Mexico; Eva Chi, University of New Mexico; Vanessa Svihla, University of New Mexico; Linnea K. Ista, University of New Mexico; Heather Canavan, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

engineeringskills (e.g., computer aided design, manufacturing, and prototype testing) [4].Working in collaborative teams increases critical thinking, test scores, and student engagementwith the material. Additional positive outcomes are increased self-esteem, personal assetidentification, and a gained appreciation of diverse perspectives [5]. Providing students with theopportunity to reflect on key areas of teamwork, such as communication, task management, andcooperation, can increase the effectiveness of team work [6].Research Design and MethodsThis study evaluates the effect of a collaborative prototype design project on students’ learningoutcomes and engagement with course material at a large Hispanic-serving research university inthe Southwest. The

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Katie Evans, Louisiana Tech University; Marisa K. Orr, Clemson University; David E. Hall, Louisiana Tech University; Mitzi Desselles, Louisiana Tech University

Tagged Topics

NSF Grantees Poster Session

toclasses. They recommended that the research be better integrated into the classes and programoverall, perhaps to more clearly connect the experience to their development as engineers.Future WorkProject assessment revealed a need to re-work the content of the professional developmentcourses. Students had a bimodal response to the spatial visualization course content: somestudents were not interested in the content and found it to be a waste of time while other studentsfound the material challenging. Students also reported that they wanted to see more time in theprofessional development course focused on the professional side of engineering and integratingthese professional skills and reflections with the industry trips. Additionally, more events

Conference Session

Assessing Design Course Work

Collection

2009 Annual Conference & Exposition

Authors

Keith Sheppard, Stevens Institute of Technology; Edward Blicharz, Stevens Institute of Technology; Peter Dominick, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

Design SequenceBackgroundThe ability to work effectively in teams, and especially multidisciplinary teams, is a keycompetency (rather a set of competencies) needed of engineers to be successful in the 21stCentury workplace. Industry has for quite some time been a strong advocate for engineeringeducation to include the development of teaming skills in undergraduate programs and this hasbeen reflected over the years in the reports of various national organizations and panels1,2.ABET responded in its accreditation criteria by requiring all undergraduate engineeringprograms to now include teaming in their educational outcomes.Not surprisingly given its significance there is a large body of literature on teaming in themanagement literature and this

Collection

1996 Annual Conference

Authors

John S. Gillard; Gary P. Maul

relevance of the information.This suggests differences between training and education. Learning is the difference between education and training. Education is the “why” and training is the“how”. Learning, by contrast, requires a desire on the part of the learner. The theory of learning can be shownas a circle with four parts; questions, theories, testing, and reflection.5 Normally the circle starts with Questions. This could be in the form of a problem that needs to be solvedor a dilemma facing the learner. Learning needs intrinsic motivation. The learner, must have the question anddesire to know the answer. The proposed answer to this question can be thought of as a theory. Dr. W. Edwards Deming spoke of itas a ‘prediction.’ Problem

Conference Session

Knowing Our Students II

Collection

2006 Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University

Tagged Divisions

Educational Research and Methods

throughthe ABET standards. How does a student become a reflective thinker and effectiveproblem solver? This paper considers the role that text literacy may play in advancingengineering students toward the goal of making them reflective and creative problem-solvers.A bit of skepticism may surround the idea that effective reading has much to do withengineering. Indeed, some educators have suggested that course textbooks provide nomore than supplemental information and can be disposed of. To a large degree,associating scientific literacy with the passive deciphering of the words in a sciencetextbook takes too narrow a view of the concept 2. Rather, scientific literacy in afundamental sense encompasses all the basic abilities of skilled reading, but

Conference Session

Addressing the Human Dimension in Teaching Statics, Dynamics, Mechanics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sean Moseley, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Mechanics

engineering course is feasible without wholesale rethinking of the content.Hopefully, this paper will encourage statics instructors, and engineering instructors in general, toconsider taking steps to balance the EPS approach with acknowledgement of the human andsocial context in which engineering work takes place.MethodI identified example problems based on real-world situations that illustrate core technical ideaswithin the Statics curriculum. I then elaborated the problem description to place the situation in ahuman and social context. While keeping the technical questions basically unchanged, I added“Reflect” questions at the end of the problem.These questions require the student to move beyond the numbers, think about the relationshipbetween the

Conference Session

Division Experimentation & Lab-oriented Studies Electrical Engineering and Circuits

Collection

2017 ASEE Annual Conference & Exposition

Authors

Carl Iolani Pettiford, Liberty University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

ofdynamic fields without some form of scaffolding to aid them, while others prefer to learnkinesthetically by doing hands-on practical examples. A lab was designed to enable students tovisualize a mathematical vector field in real-time as well as post-processing (replay the event) foranalysis and reflection. The combination of hands-on (kinesthetic), documentation (read/write),collaborative (auditory discussion), and visual results in a single lab is intended to benefitstudents with different learning styles. This serves to reinforce student understanding of themathematics of vector fields in electromagnetics.The EM Fields course is 4 credit hours and generally held in an electrical and computerengineering teaching lab. Students are grouped into

Conference Session

Mechanics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amir Hedayati Mehdiabadi, University of Illinois, Urbana-Champaign; Rebecca A. Atadero, Colorado State University; Daniel W. Baker Ph.D., P.E., Colorado State University; Anne Marie Aramati Casper, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

their personal experiences, reflect on howthey are affected by the course, or critically assess the course curriculum and classroompedagogy” (p. 46). Moreover, as they argued, in traditional approaches, students’ knowledge andexperiences are often disregarded and more than not perceived as irrelevant to the coursecontent. Knowledge is treated as static, distant, and disembodied from class members (Ochoa &Pineda, 2008).Despite the sources of resistance that have been noted, other researchers have pointed out thepotential benefits of stretching engineering curriculum beyond technical content. Ochoa andPineda (2008) raised the importance of creating environments that benefit from collaboration byproviding democratic spaces to “enhance learning

Conference Session

Research Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Wilson-Lopez, Utah State University - Engineering Education; Karen Hazel Washburn Washburn, Utah State University; Indhira María Hasbún, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

generation processes. For example, an interview question may be wordedin such a way that it reflects the experiences and worldview of somebody who speaksAppalachian English versus African American English. To offset this possibility, the researchteam should consult with people who are familiar with the language and culture of the researchparticipants and ask them to evaluate data generation protocols as well as early collected data. Insummary, researchers can enact several validation procedures to increase the likelihood that theirdata generation methods are culturally responsive and result in a fit between a social reality andthe research report, rather than a deficit view. These steps include: • Recognize subtle (or non-subtle) linguistic

Conference Session

Global and Intercultural Competency

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brent K. Jesiek, Purdue University, West Lafayette; Natascha Trellinger Buswell, University of California, Irvine; Qin Zhu, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

International

populations. We alsoexpect that instructors will benefit from this paper’s discussion of scenario-based instruction asan accessible and impactful way to promote global competency and other professional learningoutcomes among students in engineering and other professional fields. This work may especiallyresonate with those who are eager to help current and future engineers appreciate – and moreeffectively navigate – the kinds of cross-cultural dynamics often faced in global technical work.Literature ReviewAssessment ToolsThe extant literature reflects two prominent approaches to conceptualizing and assessinginter/cross-cultural competence and related constructs. First, so-called “compositional models”take a multidimensional approach to theorizing and

Conference Session

Novel Classrooms

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christina Smith, Brown University; Ann Sitomer, Portland State University; Milo Koretsky, Oregon State University

Tagged Divisions

Chemical Engineering

, teaching planning meetings, reflective practice meetings, and involvement withcurriculum and assessment development. Biology, chemistry, physics, and mathematics allincluded pedagogical development opportunities in seminars that were part of the core graduatecurriculum. In CBEE, GTAs were asked to attend bi-weekly meetings that focused on creating acommunity that reflected on problems of teaching practice in Studio and discussed alternativeways of approaching practice. These bi-weekly meetings were voluntary and organic in nature,such that topics differed week to week and generally were directed by issues the GTAs werecurrently facing.Table 1. Details of the major activities and progression for pedagogical development in CBEE Timeframe

Conference Session

ET Projects

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mohammed Benalla MB, Vaughn College of Aeronautics & Technology

Tagged Divisions

Engineering Technology

challenging,aesthetically pleasing and incorporating themes that reflected the history and culture of the cityin order to promote sightseeing and create a better area for the locals to enjoy time and have fun.The project was designed by students from Engineering Technology, ET, and Creative &Performing Arts, CPA, Departments. Groupmates from both departments operated closely underthe supervision of two faculties from ET and CPA to produce a design proposal along withgraphic illustrations that highlighted various themes related to the historical and cultural aspectof the city. The design started with a hand sketch that was modified to fit the course area; then,an architectural illustration was accomplished using AutoCAD. The theme of the mini

Conference Session

Design in Engineering Education Division: Capstone Design Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Giselle Guanes Melgarejo, Ohio State University; Genevieve Thanh; Emily Dringenberg, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

matrices or House of Quality. However, in the process of providing rationalistic toolsto students, engineering education may be implicitly perpetuating the belief that engineers makedecisions through rationalistic reasoning alone. In reality, other types of informal reasoning, suchas empathic and intuitive reasoning, are utilized for decision making in ill-structured contextssuch as engineering design. The beliefs that undergraduate students hold about decision makingin the context of design is not well understood, and this work contributes to this gap in theliterature.To learn more about students’ beliefs about decision making, we collected qualitative pilot datain the form of both one-on-one, semi-structured interviews and written reflections

Conference Session

Course Transformation in ECE

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie A. Claussen, Colorado School of Mines; Jessica Mary Smith, Colorado School of Mines

Tagged Divisions

Electrical and Computer

to introduce the device and the motivation for its design,state the objectives of the design, and present the final design using diagrams, tables, and text.One or more CSR considerations needed to be explicitly and clearly accounted for and integratedinto their design. Then, in their draft CSR report, the students were tasked with summarizing –for a broad audience—how they accounted for CSR in their design. They were also expected towrite a 1-2 paragraph reflection of how incorporating CSR influenced their design process andfinal design, because reflection is another suggested component of PBL [9]. Finally, they had togive a short in-class presentation to Peach’s Board of directors justifying their design and theincorporation of CSR.  Over

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rebecca A. Atadero, Colorado State University; A.M. Aramati Casper, Colorado State University; Karen E. Rambo-Hernandez, West Virginia University; Christina Paguyo, University of Denver; Jody Paul, Metropolitan State University of Denver; Ronald R. DeLyser, University of Denver

Tagged Topics

Diversity, NSF Grantees Poster Session

to consider a wide variety ofusers. A second assignment addressed the need for psychological safety [2] in teams via a casestudy of the NASA Columbia disaster. A third assignment had students watch TedX talks relatedto why diversity makes teams smarter and reflect on how the students should consider diversityin teams as a strength and a highly desirable quality. Existing activities and documents aboutteam norms, team compacts and conflict resolution have also been updated and refined to set amore inclusive tone in these classrooms.Activities to teach students about diversity within the engineering or computing contextThis portion of the project has focused on developing activities that fit within technicalengineering or computing courses