Conference Session

First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Hicks, Texas A&M University, Kingsville ; Michael Preuss, Exquiri Consulting, LLC; Matthew Lucian Alexander P.E., Texas A&M University, Kingsville; Rajashekar Reddy Mogiligidda, Texas A&M University, Kingsville; Mahesh Hosur, Texas A&M University, Kingsville

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

potential for improving learningoutcomes for diverse students by helping them connect theoretical concepts with practicalengineering applications [28]. When utilized in introductory level engineering courses, project-based learning has been shown to be beneficial for student performance in subsequentengineering courses [28]. The social component of project-based learning has also beenobserved to be an effective tool in helping students develop and refine soft skills such ascommunication, collaboration, creativity, and critical thinking that will be very important to theirfuture success in a career [3].Assessment MethodsPre- and Post-Participation SurveysPre- and post-participation surveys were developed by the project’s evaluator based

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jae Hoon Lim, University of North Carolina; Jerry Lynn Dahlberg Jr, University of Tennessee, Space Institute; Terry L. Miller, Alabama A&M University; Corion Jeremiah Holloman, Alabama A&M University; Luke Childrey V, Alabama A&M University; Mohamed Jamil Barrie, Alabama A&M University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

make sure that I'm leading a great example.The three participants shared many stories testifying to their resilience and persistence in the faceof many personal and academic challenges, some of which were even beyond their control.However, they kept a growth mindset while dealing with those challenges, endured times ofuncertainty and turbulence, and maintained hope and faith. They depended on their intellectualastute and bicultural adaptability and utilized pragmatic and creative problem-solving skills andother soft skills, which are often considered as lacking among typical engineering students. Mostimportantly, they showed an unwavering commitment to their engineering career andprofessional success. For example, Calvin admitted that he had a

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shannon M Clancy, University of Michigan; Shanna R. Daly, University of Michigan; Colleen M. Seifert, University of Michigan

Tagged Topics

NSF Grantees Poster Session

through, but I felt experience-wise, [the internship project] forced me to really think out of the box and really grow in terms of being more multidisciplinary and learn to hone my soft skills, like communication. And in general, just other technical skills. So I think those really help... I think it was more outside of education.”Evelyn mentioned how her internship project allowed her to navigate more ambiguous problemsand options where there isn’t one right way to solve the problem, or an easy or existing solution,unlike her experience at times within curricular contexts.Evelyn, in hindsight, wished she would have asked more critical questions in the beginning ofher project to get a better understanding of who will be

Conference Session

Increasing Engagement in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kylie Chau Vuu, AECOM Canada Ltd.; John R. Donald Ph.D., P.Eng., University of Guelph; Kimberly Mary Levere, University of Guelph; Cameron Farrow, University of Guelph

Tagged Divisions

Engineering Ethics Division (ETHICS)

ethical terms to applying ethical principles to a dilemma?Communicating the importance of social skills to incoming students is difficult as they often havean expectation that the focus of engineering education is solely the development of strong technicalskills. Historically, a strong technical background was the main requirement when hiringengineering graduates due to the fast development of technology [1]. More recently, there has beena growing demand for better-rounded graduating engineers with well-developed professional skills– often referred to as soft skills [2]. It is difficult to intentionally teach professional skills inengineering studies, as students and faculty typically prioritize the technical aspect of their degree[3]. This

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ying Lyu, Beihang University; Chuantao Yin, Beihang University; Qing Lei, Beihang University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

andsolve complex engineering problems. Although training in these skills was part of theircurriculum, some reported they did not fully appreciate the value of these ‘soft skills’ courses,often deeming them marginal, or more often than not, lacking in the Chinese engineeringeducation curriculum(Yuan & Lei, 2023). Internship experience has helped students to makesense of the importance of generic competencies, as indicated by one student who reflectedon how he came to realize the importance of communication: Communication was one of the things I learned. My mentor said something that left me with a very deep impression. He said that no matter whether you're providing a service or a product, you're essentially communicating with people

Conference Session

Experiential Learning in ET Programs II

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anne M. Lucietto, Purdue University ; Dyane Roesel, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology Division (ETD)

and effective assessment methods are crucial forstudents to understand their progress and areas for improvement. They appreciate a learningenvironment that offers constructive feedback and fair evaluations.Individual perspectives can vary widely, and not all engineering technology students will sharethe same views. Additionally, the specific program, institution, and cultural context can influencehow students perceive their learning environment.Engineering Technology FacultyEngineering technology faculty members typically believe that students need a combination oftechnical knowledge, practical skills, critical thinking abilities, and soft skills to succeed in theirchosen field [35]. Here are some common beliefs and priorities that

Conference Session

MECH - Technical Session 11: Integration of Problem-Solving and Design Thinking

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amanda Sterling, Auburn University

Tagged Divisions

Mechanical Engineering Division (MECH)

“escape”. The features aretypically themed in context of a larger narrative which often meets the genre expectations of theselected story. In addition to the fundamentals, participants strengthen their communication andleadership abilities, alongside other soft skills important for professional engineers throughouttheir careers [1].There are some challenges to implementing this type of education tool, including, but not limitedto, the time-consuming process of creating the room, designing and fabricating the puzzles, andthe fixed nature of the solution [8]. Instructors must take care to update the room each semesterto avoid the solution becoming widespread, diluting the educational benefit.To address the typical drawbacks while maintaining the

Conference Session

First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sonia Travaglini, Stanford University; Aya Mouallem, Stanford University; Sheri D. Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

. Theprogram serves marginalized and non-traditional students, at an education stage of pre-college,as well as Freshman, Junior and Sophomore students enrolled in four-year engineering degrees.Applicants for the fellowship are generally pursuing engineering fields or tangential fields withheavy computational emphasis, such as statistics or bioinformatics. The program focuses onsupplementing students who are transitioning into higher education with the soft skills,networking opportunities, shadowing experiences, and community bonds necessary tosuccessfully launch a career in technology.Communications, application and admissions process designThe LebNet Tech Fellows program is advertised by the communications team through themonthly LebNet Tech Fellows

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tobias Rossmann, Lafayette College; Martin Johnson

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

, and measured risk [3]. Faculty have incorporated the entrepreneurial mindset[4], head/heart alignment and passion finding, creativity, and an innovators identity [5] into variouselements of experiential and project based courses. Capstone design instructors often teach tenetsof entrepreneurship to their design teams to build “soft skills” and develop “well-rounded”engineers [6]. These activities are both necessary for ABET accreditation as well as desired by theengineering workforce.In addition, employers seek more creative, entrepreneurial engineering graduates. Increasingly,they believe that gaining knowledge beyond traditional engineering curriculum is more importantthan discipline knowledge [7]. In addition, learning creativity and

Conference Session

The Best of Design in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eckehard Doerry, Northern Arizona University; Bridget N. Bero, Northern Arizona University

Tagged Divisions

Design in Engineering Education

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Colleen A. McDonough, Michigan State University; Daina Briedis, Michigan State University; Neeraj Buch, Michigan State University; Renée S. DeGraaf, Lansing Community College; Jon Sticklen, Michigan State University; Sarah J. Stoner, Michigan State University; Mark Urban-Lurain, Michigan State University; Claudia E. Vergara, Michigan State University; Thomas F. Wolff, Michigan State University

Tagged Divisions

First-Year Programs

development of critical thinking skills andprovides both the participants and the PAL Leaders with an opportunity to engage incollaborative learning. These benefits directly support the project’s stated goal of improvingretention of early engineering students, as well as criteria set forth by The Accreditation Boardfor Engineering and Technology (ABET), which is increasingly placing emphasis on “soft skills”development within engineering programs 16, 17, 18. While the primary goals of the grant areaimed at students enrolled in targeted courses, our research has shown that the program also Page 22.1148.4provides numerous benefits to the PAL leaders and

Conference Session

FPD VII: Innovative Curriculum Elements of Successful First-Year Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chris Plouff, Grand Valley State University; Deborah Morrow, Grand Valley State University

Tagged Divisions

First-Year Programs

Lehmann[7] provide anexcellent overview of the goals of the ABET a-k criteria in relation to the real challenges facingstudents and academic institutions: academic institutions must matriculate not-yet-fully-matureadolescents, and in the course of a 4- or 5-year curriculum, foster growth in their knowledge,skills, and attitudes, ideally graduating students who are prepared to progress successfully intoprofessional work or graduate studies. These authors give particular attention to lifelong learningand “soft” skills which have not historically been the explicit goal of engineering education.Oxnam[8] provides a detailed look at the intersection of ABET engineering program evaluationcriteria and essential IL skills endorsed by the Association of

Conference Session

Student Entrepreneurial Skills and Mindset I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Erik Sander, University of Florida

Tagged Divisions

Entrepreneurship & Engineering Innovation

challenges in transitioning to the world ofinnovation champions (entrepreneurs and “intrapreneurs”) such as: An engineering education is typically focused on technical depth rather than breadth in fields such as business practice, accounting and finance, operations management, etc. Additionally, the historical engineering curriculum has not included a substantial component of “soft skills” such as ethics, persuasive communications, written and oral presentations, team building, crisis management, and the other skills necessary to succeed as an entrepreneur, the value of which have been recognized by ABET and other organizations.iv, v An engineering education typically does not provide sufficient opportunity to lead teams

Conference Session

Civil Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christianna Irene White, Iowa State University, Institute for Transportation; David J. White, Iowa State University

Tagged Divisions

Civil Engineering

Conference Session

Study Abroad, International Exchange Programs, and Student Engagements

Collection

2011 ASEE Annual Conference & Exposition

Authors

Donal McHale, Dublin Institute of Technology; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Michael J. Dyrenfurth, Purdue University, West Lafayette; Brian Bowe, Dublin Institute of Technology

Tagged Divisions

International

learning.Research questions developmentAt the outset, four general themes of enquiry were proposed. These are as follows: 1. To examine the perception of transatlantic exchange students pertaining to the general differences in teaching styles experienced between their home institution and their study abroad transatlantic institutions. 2. To examine transatlantic exchange students’ perception of the general differences in assessment practices and other important “course related” variables between the home continent and their study abroad continent. 3. To examine transatlantic exchange students’ perception of differences in the degree of emphasis (if any) on “soft skills” critical to the development of Engineering and

Conference Session

Case Studies, Engineering Education and Outcome Assessment Around the Globe

Collection

2010 Annual Conference & Exposition

Authors

Dan Baker, The University of Vermont; John Merrill, The Ohio State University; David Munoz, Colorado School of Mines

Tagged Divisions

International

summarizes the experience of three university service-learning programsengaging in community development in rural and peri-urban Honduras from differentdisciplinary starting points and who have shared information along the way. The program at theUniversity of Vermont started as a series of community development and added engineeringcomponents and expertise over time. The Ohio State University and Colorado School of Minesbegan their respective work through the College of Engineering and encountered challengesrequiring the “soft-skills” of community development disciplines. The latter developed a minorcalled humanitarian engineering to help prepare interested students for the practicum to follow.Over time the programs have sought to learn from each

Conference Session

Experiential Learning

Collection

2005 Annual Conference

Authors

Michael Thompson; George Bodner; William Oakes

women.A5. Students learned how to work in a communal environment. and A6. Students learned how tomanage their time. While much of the data described has shown how service-learning can fulfill ABETcriteria. These two assertions with the data that follows can be correlated with the currentreforms of the engineering educational models. Models directed by the "Engineering Criteria2000" to give the engineering skills that engineering students will need when they enter theworkplace and or to help give them a full spectrum of professional, or "soft" skills that willstimulate current industrial practices (Hughes 2001). In the workplace students have to be able tofunction in a timely manner and not only function in multidisciplinary teams on many

Conference Session

Product and Venture Creation Curriculum

Collection

2002 Annual Conference

Authors

Ken Vickers; Otto Loewer; John Ahlen; Ron Foster; Greg Salamo

to assess eightkey components of the proposed program: (i) effectiveness of the partnership to nurture newideas and provide the resources needed for proof-of-principle; (ii) increase in opportunities foruniversity researchers to work with Arkansas small businesses and transfer new knowledge; (iii)increase in the number of start-ups in Genesis; (iv) number of new innovative products reachingthe market due to Incubator partnership; (v) establishment of an “innovation” culture withstudents and faculty; (vi) identification of problems suitable for student research theses; (vii)improvement in student creativity and related soft-skills, and (viii) demonstrations of thedifference the university enterprise can have on the state economic well

Conference Session

Track 8: Technical Session 2: Adapting the Gender Based Analysis Plus (GBA+) to Engineering: A Digital Tool to Aid Inclusive Design

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Audrey Anne Blanchet, Université de Sherbrooke; Nathalie Roy, Université de Sherbrooke

Tagged Topics

CoNECD Paper Sessions, Diversity

and building applicableknowledge around [EDI]. [Their] approach supports instructors in reimagining their pedagogy toimprove student teams’ abilities to work together in more effective, equitable, and engagingways.”Secondly, some strategies intend to develop soft skills related to EDI such as communication,leadership and teamwork that enhance students’ ability to interact in a diverse work context. Forexample, “the OPSIDIAN training program [24] provides trainees with the Power Skills neededto integrate interdisciplinarity and diversity for creative sciences and engineering research teams.Power skills include diversity- and interdisciplinary-driven communication, teamwork, andleadership’’.Thirdly, some strategies are integrating EDI into

Conference Session

Best of DEED

Collection

2014 ASEE Annual Conference & Exposition

Authors

R. Keith Stanfill, University of Florida; Amy Rigby, www.amywriting.com; Maureen Milch, University of Florida

Tagged Divisions

Design in Engineering Education

level of compliance by allstakeholders to consistent practices. As a consequence, the IPPD financial and travel procedureswere removed from the training manual and replaced with a series of how-to presentationsdelivered during IPPD class time.Since its inception in 1995, the IPPD Program has always included a lecture component. Thelectures traditionally only focused on technical topics relevant to product development. Feedbackgathered from sponsoring companies and faculty mentors indicated there were weaknesses instudent team project management, effective meetings, and presentation skills. Industry-ledseminars were incorporated to address shortcomings in these so-called “soft”skill/professionalism areas.While the liaison engineer and faculty

Conference Session

Research Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Helena Isabel Scutt, Stanford University; Shannon Katherine Gilmartin, Stanford University; Sheri Sheppard, Stanford University; Samantha Ruth Brunhaver, Stanford University

Tagged Divisions

K-12 & Pre-College Engineering

a spatial skills workshop. Sincethere are several types of spatial skills, choosing one that is especially relevant to a class activityor concept and giving students a chance to practice that skill is a way to gradually build spatialskills.Regarding the emphasis on communication skills, using the typical communication or writingexercises but situating them in the context of a science or math activity can introduce the ideathat these so-called “soft” skills are necessary in the hard sciences. In fact, with the nature ofboth topics, a spatial skills exercise could be combined with a communication skills exercise.Further development of these four “Skills to Emphasize” also lies in research. A potentialdirection for further research is

Collection

2024 ASEE Midwest Section Conference

Authors

Hamzah Mousa; Margarita O. Genes; Adam C. Lynch

contexts. Thus, in this term project students were asked to reverseengineering an existing product as if they were going to compete in the market. By addressingengineering challenges that reflect real industry scenarios, students understand the practicalsignificance of their education.1.4.5 Collaboration and Communication Students cultivate crucial soft skills such as effective communication, and teamwork. Theseabilities are highly prized in the professional engineering field, where the success of projectsfrequently relies on cross-disciplinary collaboration [19].1.4.6 Interdisciplinary Projects – Summary © American Society for Engineering Education, 2024 2024 ASEE Midwest Section Conference

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; William J Davis, University of Virginia; Bryn Elizabeth Seabrook, University of Virginia; Joshua Earle, University of Virginia

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

knowledge). Although the research is motivated by goalsthat at least in principle relate to social needs and commercial value, little to no attention is givento the details of implementation (the process of translating technical capability into fully realizedbenefits). The governing ideas and assumptions of educational contexts implicitly if notexplicitly devalue other kinds of knowledge and capabilities. The non-technical capabilities thatare valued in the context of practice (sometimes referred to as professional or contextual skills)have no obvious connection to disciplinary knowledge in the humanities and social sciences(HSS), a disconnect that may explain the persistence of the nomenclature of “soft skills” [9][10].Workplace Readiness for

Conference Session

Mr. Burns' Brainchild: AI in the Springfield STEM Classroom, Release the Hounds!

Collection

2024 ASEE Annual Conference & Exposition

Authors

S. Shailja, University of California, Santa Barbara; Satish Kumar, University of California, Santa Barbara; Arthur Caetano, University of California, Santa Barbara; Ayush Pandey, University of California, Merced

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

the potential of healthcare application as notonly invigorating but also providing a wide variety of diverse examples to facilitate projects. TheGitHub repositories for some of the projects and selected arXiv papers for the teams are publiclyavailable [33, 34, 35].4 Discussion4.1 Future research directions on self-efficacyThe structure of the program was unique and it afforded a communication mentor beyond thetechnical lab leading mentor. This setup helped all students to develop soft skills that acceleratelearning. However, our research did not collect any data that directly measures the impact of thecommunication TA. Student interviews and focus groups may be helpful in this regard, where qual-itative data on

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ashley R Taylor, Virginia Polytechnic Institute and State University; Josh Iorio; Kelly Scarff, Virginia Polytechnic Institute and State University; Angelo Biviano, Virginia Polytechnic Institute and State University; Christine Burgoyne, Virginia Polytechnic Institute and State University; Caroline Finlay Branscome, Virginia Polytechnic Institute and State University; Kathleen Carper, Virginia Polytechnic Institute and State University; Sara L Arena, Virginia Polytechnic Institute and State University

Tagged Divisions

Faculty Development Division (FDD)

in a 3-credit course that focuses on the development of soft skills,including writing and presenting. The students are diverse in terms of national and disciplinarybackground.Problem. Argumentative writing is a common (albeit not often well-known or studied) professionalcompetency in many engineering disciplines. Daily, engineers use argumentative writing to explainhow evidence supports their decision-making. Many students who enroll in the course are not ableto effectively structure a written argument but are able to write grammatically. Based on observationduring writing workshops, students spend a disproportionate amount of time focused on correctinggrammatical errors in their writing before ensuring that their writing is effectively

Conference Session

Engineering Empowered Communities: Place-Based Community Engaged Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

Micaha Dean Hughes, North Carolina State University; Aaron Arenas, North Carolina State University; Latricia Walker Townsend, North Carolina State University; Tameshia Ballard Baldwin, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

partnerships fall into each of the content areas, allowing students to makeclear connections between professional opportunities within their community and the informationpresented in class. The project-based course content offers opportunities for students to engage ingrowing soft skills like critical thinking and collaboration, as well as technical skills with tasks suchas building circuits and learning computer coding. Students in the program have participated inindustry and university tours, and also receive mentoring from engineering college-aged students whocome to their school during the DeSIRE class period. Lastly, a subset of interested students may optto participate in a university-sponsored STEM program which offers recurring

Collection

2011 Pacific Southwest Section Meeting

Authors

Lily Gossage

groups so that individuals areable to develop a sense of diversity within an inclusive environment.Defining the ProblemThe supposition that lack of perceived similarity affects the level of career interest and identitydevelopment of Latino/Hispanic engineering students prompts minority engineering programs toarrange for ethnically/racially-themed activities and events. These programs though well-intentioned, aim less at improving math skills or engineering career awareness as much as theyare valued for instilling students’ personal confidence, soft skills, and camaraderie within anenvironment of racially/ethnically like peers. Even while the dictum of these programs is to‘recruit and retain more under-represented minorities’, few activities

Conference Session

Track 1: Technical Session 5: Motivations for Engineering Faculty Engagement in an Inclusive Pedagogy Program

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Renee M. Desing, University of Washington; Joyce Yen, University of Washington; Karen Thomas-Brown, University of Washington

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

skills, suchas giving presentations, while Jacob has a desire to learn how to fairly grade students in his lab-based class that work independently rather than as a group, noting that historically students thatwork independently receive a lower grade. I think what really excites me, going back to your original question, is trying to incorporate not only the didactic, like teaching fundamental ideas, but then also teaching them kind of the soft skills required in academic science. It's actually really intimidating, for example, to give a poster presentation or talk in a good way, and so trying to help them with those things and incorporate that into the curriculum would be really cool. That excites me to allow

Conference Session

Edifying Engineering Education through Multidisciplinary Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Behnaam Aazhang, Rice University; Randal T. Abler, Georgia Institute of Technology; Jan P. Allebach, Purdue University, West Lafayette (College of Engineering); L. Franklin Bost, Virginia Commonwealth University; Joseph R. Cavallaro, Rice University; Edwin K. P. Chong Ph.D., Colorado State University; Edward J. Coyle, Georgia Institute of Technology; Jocelyn B. S. Cullers, Boise State University; Sonya M. Dennis, Morehouse College; Yingfei Dong, University of Hawai'i at Mānoa; Prasad N. Enjeti, Texas A&M University; Afroditi V. Filippas, Virginia Commonwealth University; Jeffrey E. Froyd, Texas A&M University; David Garmire, University of Hawai'i at Mānoa; Jay George; Brian E. Gilchrist, University of Michigan; Gail S. Hohner, University of Michigan; William L. Hughes, Boise State University; Amos Johnson, Morehouse College; Charles Kim, Howard University; Hale Kim, INHA University; Robert H. Klenke, Virginia Commonwealth University; Magdalini Z. Lagoudas, Texas A&M University; Donna C. Llewellyn, Boise State University; Yung-Hsiang Lu, Purdue University, West Lafayette (College of Engineering); Kevin James Lybarger, University of Washington; Stephen Marshall P.E., University of Strathclyde; Subra Muralidharan, University of California, Davis; Aaron T. Ohta, University of Hawai'i at Mānoa; Francisco Raul Ortega, Florida International University; Eve A. Riskin, University of Washington; David M. Rizzo; Candace Renee Ryder, Colorado State Univerisity; Wayne A. Shiroma, University of Hawai'i at Mānoa; Thomas J. Siller, Colorado State University; J. Sonnenberg-Klein, Georgia Institute of Technology; Seyed Masoud Sadjadi, Florida International University; Scott Munro Strachan, University of Strathclyde; Mohsen Taheri, Florida International University; Gary L. Woods, Rice University Department of Electrical & Computer Engineering; Carla B. Zoltowski, Purdue University, West Lafayette (College of Engineering); Brian C. Fabien, University of Washington; Phiilp Johnson, University of Hawaii at Manoa; Robert Collins, Univesrity of Strathclyde at Georgia Tech; Paul Murray

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mary Ann Weitnauer; Jacqueline Rohde, Georgia Institute of Technology; Thomas Martin, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)