Conference Session

Cooperative and Experiential Education Division Technical Session 4 - Innovating Engineering Education through Industry and Community Partnerships, Maker Spaces, Competitions, Research Initiatives, and Experiential Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Casey Thelenwood, Grand Valley State University; Paul D. Plotkowski, Grand Valley State University; Brent Michael Nowak, Grand Valley State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

. [Online] Available:https://www.bls.gov/opub/mlr/2015/article/stem-crisis-or-stem-surplus-yes-and-yes.htm[Accessed April 19, 2020].[3] National Academy of Sciences, National Academy of Engineering, and Institute of Medicine,Rising above the gathering storm: energizing and employing America for a brighter economicfuture. Washington, DC: The National Academies Press, 2007[4] S. Q. Sheikh and E. Arvaniti, STEM Education Outreach through IEEE’s Pre-UniversityPrograms – Engaging Volunteers to benefit K-12 education and local communities, 2014 IEEEFrontiers in Education Conference (FIE) Proceedings, October 22 – 25, 2014, Madrid, Spain.IEEE 978-1-4799-3922-0/14.[5] Michigan Constitution. art. I, § 26, [Online] Available:http://www.legislature.mi.gov/(S

Conference Session

Novel Strategies for Studying Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael Lachney, Michigan State University; Madison C. Allen, Michigan State University ; Briana P. Green, Michigan State University

Tagged Divisions

Liberal Education/Engineering & Society

might social classshape FLL teams’ preparations and performances? Future work could compare FLL teams fromcommunities that represent different socioeconomic conditions. What is more, studying FLLteams from different racial and ethnic communities might help us think about culturally respon-sive robotics education. How might FLL teams engage with identities, heritages, families, andother local community assets as sources of socio-technical innovation to support their achieve-ment at FLL competitions? These questions suggest that there is much work to be done by criti-cal engineering researchers and pedagogues on the social, economic, and cultural factors thatshape pre-college robotics competitions.References 1. S. Papert, The Children’s Machine

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zachary Minken, Arcadia University; Augusto Z. Macalalag Jr., Arcadia University; Najah Naylor

Tagged Divisions

Pre-College Engineering Education

, we gathered data from identical pre- and post-testsadministered at the beginning and end of the course to all 17 participants. The test was designedto measure participants’ knowledge of the EDP and pedagogical moves to scaffold students’learning experiences of the EDP. Similar to the study of Hynes [10] that found their teachersshowed mixed levels of subject matter knowledge of EDP, but were successful in constructing aprototype and redesign, the analysis of our findings indicate three points that bear furtherdiscussion. First, our analysis of data suggests that participants had a deeper understanding ofEDP at the conclusion of the course, with particular emphasis on ​brainstorming​, ​planning​, andprototyping a​ s steps of the EDP (see

Conference Session

Minorities in Engineering Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mais Kayyali, Florida International University; Mohamed ElZomor, Florida International University; Piyush Pradhananga, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

the 4+1program. Another supplementary question was asked to the remaining 16% of students (whowere still not interested following the explanation of the program), to select the reason/s behindtheir decision. Their answers were as follows: 12% due to limited funding, 18% because theyhave not heard or thought about it before, 18% not interested in graduate school, 44% prefergaining experience in industry before pursuing an advanced degree, and the remaining 9% hadlisted other responses.Students were also asked to explain if they recognize any advantages to the program and toexplain why. Approximately 95% of the respondents perceived an advantage to the programwhile the remaining 5% either mentioned that they did not see any advantages to the

Conference Session

Engineering Leadership Skills Development Across the Undergraduate-to-Workforce Transition

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrea Chan, Troost Institute for Leadership Education in Engineering (ILead); Cindy Rottmann, University of Toronto; Doug Reeve P.Eng., University of Toronto; Emily Moore P.Eng., University of Toronto; Milan Maljkovic, Troost Institute for Leadership Education in Engineering; Emily Macdonald-Roach

Tagged Divisions

Engineering Leadership Development

final failureare themselves the units of analysis [20].In this varied arena of literature, failures can be defined as broadly as any “deviation(s) fromexpected and desired results” [17]. More specifically, these can include errors that arepredictable and preventable, as well as failures that are inevitable in work that has a complexlevel of risks and high uncertainty. Sitkin [21] conceptualizes “Intelligent failures” as minor,non-threatening failures that result from deliberate action and can most readily facilitate newlearning. Edmondson extends this idea and emphasizes intelligent failure as being at the frontierof innovation, the inherent error in ‘trial and error’ [22]. Of course, failure can also be asmundane as everyday miscommunication

Conference Session

CoNECD Session : Day 1 Slot 4 Technical Session 4

Collection

2021 CoNECD

Authors

Memoria Elizabeth Matters, Purdue University at West Lafayette; Carla B. Zoltowski, Purdue University at West Lafayette (COE); Andrew O. Brightman, Purdue University at West Lafayette (COE); Patrice Marie Buzzanell, University of South Florida

Tagged Topics

CoNECD Paper Submissions, Diversity

inclusion. The reasoned action model was identified asthe theoretical framework, and the second cycle themes were integrated into a final thematic map(Figure 3) and corresponding written analysis around the three main factors for intention. Table 1: First cycle coding categories Category (Prefix) Description Example Codes Sentiments (S) Feelings about their job S-Rewarding to help others grow S-Resentment regarding conflicting responsibilities Motivations (M) Motivations to pursue and continue M-Career progression and money

Conference Session

Ethics, Mindfulness, and Reform During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shahrima Maharubin, Texas Tech University; Shamsul Arefeen, Texas Tech University; Ryan C. Campbell, Texas Tech University; Roman Taraban, Texas Tech University

Tagged Divisions

Liberal Education/Engineering & Society

] H. S. Truman, "Statement by the President making public a report of the commission on higher education," December, vol. 15, p. 1947, 1947.[5] J. McFarland et al., "The Condition of Education 2019. NCES 2019-144," National Center for Education Statistics, 2019.[6] L. Berkner, C. C. Wei, S. He, S. Lew, M. Cominole, and P. Siegel, "National Postsecondary Student Aid Study (NPSAS: 04), 2003-04: Undergraduate Financial Aid Estimates for 2003-04 by Type of Institution. ED TAB. NCES 2005-163," National Center for Education Statistics, 2005.[7] D. J. Boyd, "Public research universities: Changes in state funding," in American Academy of Arts and Sciences, 2015.[8] U. S. D. o. L. Bureau of Labor

Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

Farbod Khoshnoud, California State Polytechnic University; Clarice D. Aiello, University of California, Los Angeles; Bruno Marco Quadrelli, Jet Propulsion Laboratory, California Institute of Technology; Maziar Ghazinejad, University of California, San Diego; Clarence W De Silva, The University of British Columbia; Farbod Khoshnoud; Behnam Bahr, California State Polytechnic University, Pomona; Lucas Lamata, Universidad de Sevilla

Conference Session

Faculty Track - Technical Session II

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Nicole N. Aljoe, Northeastern University; Stacy Blake-Beard, Simmons College; Michele C. Deramo, Virginia Tech; Barbara J. Guthrie, Northeastern University; Kathleen Kenney, Northeastern University; Carol B. Muller, Stanford University; Jan Rinehart, Northeastern University; Rania Sanford, Stanford University; Shawna Vican, University of Delaware

Tagged Topics

Faculty

analysis from Stanford, and continues to build upon research in the design and implementation of programs.Ms. Jan Rinehart, Northeastern University Jan Rinehart is Executive Director of the Northeastern ADVANCE Office of Faculty Development. She has over 20 years in higher education, with most of her work focused on diversity in STEM fields. She previously served as Executive Director of the Rice University ADVANCE and Director of Engineering Student Programs at Texas A&M University. While at Texas A&M, she was co-PI on NSF RET, S- STEM, STEP grants, and senior personnel on the NSF Coalition and LSAMP grant. She sits on several ADVANCE External Advisory Boards.Dr. Rania Sanford, Stanford University Rania

Conference Session

Design Tools and Skill Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Maria R. Young, University of Michigan; Shanna R. Daly, University of Michigan; Sara L. Hoffman, University of Michigan; Kathleen H. Sienko, University of Michigan; Madeline A. Gilleran, University of Michigan

Tagged Divisions

Design in Engineering Education

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico P.E., Virginia Tech; Angela Harris, Stanford University; Holly M. Matusovich, Virginia Tech; Samantha Ruth Brunhaver, Arizona State University, Polytechnic campus; Ruth A. Streveler, Purdue University, West Lafayette; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

graduate with an engineering degree. We chose this focus because considerableliterature already addresses the development of technical and professional skills amongengineering students and recent graduates.4-6FrameworkThis research is a subset of a larger research project situated in our model, ProfessionalPathways Model, which combines Sampson et al.’s model of Cognitive Information Processing7and Eccles et al.’s Expectancy X Value Theory of Achievement Motivation (EVT).8, 9Combined, these models represent a series of factors that influence career choices. For thisparticular analysis, we focused on elements of the EVT model that are most salient to the role ofsocializers in shaping career pathways. EVT focuses on the perspective of an individual

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

John M. Santiago Jr, Colorado Technical University; Jing Guo, Colorado Technical University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

Conference Session

Experiences of Multidisciplinary Engineering Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Vicki Stieha, Boise State University; Noah Salzman, Boise State University; Amy J. Moll, Boise State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

of students; our 2019 engineering designcourse includes 40% (8) women and 20% (3) underrepresented minorities in a class of 20students. Given this increased diversity, we can apply the tools we have developed to betterunderstand if and how the curriculum and instructional approaches we are using is supportingwomen and underrepresented students in the program. We look forward to sharing ourcontinuing research including more student voices and the next phase of our curriculum designchallenge.References[1] S. Olson and D. G. Riordan, "Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics. Report to the President," 2012.[2] ABET. (2017, 13 Jan

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph E Michaelis, University of Wisconsin - Madison; Mitchell Nathan, University of Wisconsin, Madison

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Conference Session

Knowing Our Students, Part 2

Collection

2007 Annual Conference & Exposition

Authors

Mica Hutchison, Purdue University; Deborah Follman, Purdue University; George Bodner, Purdue University

Tagged Divisions

Educational Research and Methods

: National Academies Press, 2007.4. Bandura, A., Self-Efficacy: The Exercise of Control, New York: W. H. Freeman and Company, 1997.5. Pajares, F., "Self-Efficacy Beliefs in Academic Settings," Review of Educational Research, Vol. 66, No. 4,1996, pp. 543-578.6. Lent, R. W., Brown, S. D., Schmidt, J., Brenner, B., Lyons, H. and Treistman, D., "Relation of ContextualSupports and Barriers to Choice Behavior in Engineering Majors: Test of Alternative Social Cognitive Models,"Journal of Counseling Psychology, Vol. 50, No. 4, 2003, pp. 458-465.7. Schaefers, K. G., Epperson, D. L. and Nauta, M. M., "Women's Career Development: Can TheoreticallyDerived Variables Predict Persistence in Engineering Majors?," Journal of Counseling Psychology, Vol. 44, 1997,pp

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Holly Matusovich, Virginia Tech; Ruth Streveler, Purdue University; Ronald Miller, Colorado School of Mines; Barbara Olds, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

been studiedwithin this framework.Identity and Career Choice With roots in Erik Erikson’s 20 foundational theory, career choice has remained connected todiscussions of identity development. In Erikson’s theory 20 successful resolution of the identitycrisis phase of development marks the end of childhood and the beginning of adulthood. Crisisresolution includes selecting and committing to a vocation 20, 21. Marcia 22 operationalizedErikson’s theory as a four-staged model with the lowest stage representing no identity crisis andno career choice and the highest stage incorporating resolution of identity crisis and careercommitment. In this theory, identity and career choice are tightly linked. In the 1970’s and 1980’s, many identity studies

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Julie Trenor, Clemson University; Shirley Yu, University of Houston; Denise Grant, Clemson University; Hibah Salem, Univesity of Houston

Tagged Divisions

Educational Research and Methods

work.BackgroundThe eleven middle and high school teachers who participated in the RET site during the summerof 2008 spent six weeks conducting research under the mentorship of an engineering facultymember. Teachers typically interacted with a graduate student(s) or a post-doctoral fellow on aday-to-day basis. Program deliverables included several short presentations on researchprogress, a scientific poster for their classroom describing their research project, and the creationof a teaching module related to their engineering research project, which teachers were toimplement during the subsequent academic year. Professional development activities took placeonce or twice per week during the summer program. Some of these sessions were directly relatedto

Conference Session

Classroom Engagement

Collection

2009 Annual Conference & Exposition

Authors

Monica Cardella, Purdue University; Heidi Diefes-Dux, Purdue University; Amber Oliver, Purdue University; Matthew Verleger, Purdue University

Tagged Divisions

Educational Research and Methods

solution” (Interview One) and how she “struggle[s] with like, what is best” (InterviewTwo). This emphasis on a “best” solution type is in contrast with Chris’ approach to workingwith whichever solution type the individual team had chosen, and giving feedback tostrengthening that particular solution type. In his interview, Chris recognized that when he was anew TA, he also was tempted to “advise [every team] to do the exact same thing” (InterviewTwo), which suggests that it may be common for new TAs to advise teams to adopt the “best”solution type, rather than helping teams to fully develop a strong solution for whichever solutiontype they had chosen.Robin, as a new Teaching Assistant, often identified with the role of grader. An

Conference Session

Enhancing Recruitment and Retention in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin, Madison; Natalie Tran, California State University, Bakersfield; Amy Atwood, University of Wisconsin, Madison; Amy Prevost, University of Wisconsin, Madison; Al Phelps, University of Wisconsin, Madison

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

Design Cognition

Collection

2009 Annual Conference & Exposition

Authors

Daniel Jensen, United States Air Force Academy; Jason Weaver, University of Texas, Austin; Kristin Wood, University of Texas, Austin; Julie Linsey, Texas A&M University; John Wood, United States Air Force Academy

Tagged Divisions

Design in Engineering Education

5 3 3 4 7 6 6 TIPS 0 27 0 9 4 10 6 7 TOTAL # CONCEPTS 96 71 100 89Note from the table that the students were also asked to rate the “innovativeness” of each of theCG techniques. While this is quite subjective, it is interesting to note that each team chose adifferent CG method as most innovative (red 10’s in the table). There are some observabletrends in the innovation data. The 6-3-5/Morphological Analysis, Design by Analogy/WordTrees and Far-Field Analogies ranked high while Transformational Design/Mind maps rankedlower. However, the relative dissimilarity of the ranking

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2009 Annual Conference & Exposition

Authors

Doug Kueker, Vivayvic; Pam Newberry, Project Lead the Way

Tagged Divisions

K-12 & Pre-College Engineering

-mail: dkueker@vivayic.comPam Newberry, Project Lead the Way The Director of Strategic Curriculum Initiatives for Project Lead The Way, Inc. Prior to joining Project Lead The Way, Inc., in July 2002, she served as the Associate Director for the International Technology Education Association?s Technology for All Americans Project for five years. She taught technology education and mathematics for 10 years. During that time, she was an Albert Einstein Fellow in 1996 and received the Presidential Award for Excellence in Mathematics Teaching in 1994. Address: 177 Stone Meadow Lane, Wytheville, VA 24382 Telephone: (276) 228-6502 E-mail: pampltw@embarqmail.com

Conference Session

Beneficial Case Studies in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Joseph Betz, State University of New York

Tagged Divisions

Architectural

addition to their social status, their training and experience allows themto implicitly know where the boundaries are and what is appropriate in a complexmultidimensional and multivariable problem solving. Architectural historians and the generalpublic, on the other hand, are considered better long term arbiters. Many of the buildings thatreceive architectural awards and recognition by professional peers sometimes fade, or in extremecases are considered failures, by architectural historians and the general public. The Pruitt-IgoeHousing Project in St. Louis, designed in the early 1950’s, which won many architectural awardsbut was ultimately demolished less than twenty years later was considered a failure by thegeneral public and architectural

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy B. Chan Hilton, University of Southern Indiana

Tagged Divisions

New Engineering Educators

facultymember in an intentional and proactive mode that supports one’s goals.AcknowledgmentsThis time management framework and curation of resources is based on professionaldevelopment workshops created for and implemented with the faculty at the University ofSouthern Indiana by its Center for Excellence in Teaching and Learning. Support was providedby an AAC&U Bringing Theory to Practice grant.ReferencesBernazzani, S. (2016). 20 Productive Things to Do During Your Downtime. https://blog.hubspot.com/marketing/productive-holiday-ideasBoice R. (1997). Which is more productive, writing in binge patterns of creative illness or in moderation? Written Communication, 14, 435-459.Brans, P. (2013). The Top Ten Challenges in Time Management

Conference Session

Professional Development and Lifelong Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Serhiy Kovalchuk, University of Toronto; Mona Ghali, University of Toronto; Mike Klassen, University of Toronto; Doug Reeve P.Eng., University of Toronto; Robin Sacks, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society

Conference Session

Women in Engineering Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nicole Yates, National Society of Black Engineers; Roberta Rincon, Society of Women Engineers

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Conference Session

Minorities in Engineering Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

William Easley, University of Maryland, Baltimore County; Erin Buehler, University of Maryland, Baltimore County; Gabrielle Salib, University of Maryland, Baltimore County; Amy Hurst, University of Maryland, Baltimore County

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

stakeholdersand students’ investment of time in their extracurricular Maker activities. Pines, et al. suggestthat establishing maker curriculum in addition to the traditional curriculum has allowed for thedevelopment of broader skillsets which cover knowledge beyond engineering, includingteamwork, creativity, innovation, collaboration, critical thinking, project management, andsystems engineering. These skills are highly valued in the technical workforce but not alwayspracticed or developed in formal education settings.Oplinger et al.’s “Making and Engineering: Understanding Similarities and Differences” [6]covers a general survey which shows that both making and engineering are perceived to beactive, project developing fields. Stronger correlations are

Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hank Boone, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

cultural landscape in engineering education. J Eng Educ. 2010;69(1):5-22.3. Myer M, Marx S. Engineering Dropouts : A Qualitative Examination of Why Undergraduates Leave Engineering. J Eng Educ. 2014;103(4):525-548.4. Gregory S. African American Female Engineering Students’ Persistence in Stereotype- Theatening Environments: A Critical Race Theory Perspective. 2015.5. Ohland M, Brawner C, Camacho M, Layton R, Long R, Lord S, Wasburn M. Race, gender, and measures of success in engineering education. J Eng Educ. 2011;100(2):225- 252.6. Espinoza A. The College Experiences of First-Generation College Latino Students in Engineering. J Latin/Latin Am Stud. 2013;5(2):71-84.7. McLoughlin L. Spotlighting

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Natasha Perova-Mello, Oregon State University; Sean P. Brophy, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

) SurveyReflection Survey Week 16 39/64 students Qualtrics Online (end-semester) SurveyData Analysis Method Data analysis used in this study followed Miles et al.’s (2014) construct consisting of“data condensation, data display, and conclusions drawing/verification” activities (Chapter 1,Section 7, para. 1). According to the authors, all of these activities are part of the interactive,cyclical process of analysis. The goal of data condensation is to “sharpen, sort, focus, discard,and organize data…so that conclusions can be drawn and verified” (Miles et al., 2014, Chapter 1,Section 7, para. 2). The goal of the data display activity is “to put together organized

Conference Session

Two-year College Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elaine L. Craft, Florence-Darlington Technical College; Karen Wosczyna-Birch, CT College of Technology; Charlotte B. Forrest

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

Proposal Submission and Funding Outcomes Data for Cohort 1, 2, 3, and 4.Table 2Proposal Submission and Funding Outcomes Data Cohort Colleges #1 #2 #3 #4 # Project Succes (2013) (2014) (2015) (2016) Colleges s Rate Colleges Selected for 20 20 21 20 81 Project Cohort Cohort Colleges that 18 18 18 16 70 70/81, Submitted NSF-ATE 86.4% Proposals Cohort Colleges that 14 16 17 16 63 63/70, Submitted to Small

Conference Session

Tips and Tricks for Assessing Student Performance

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, Purdue University, West Lafayette (College of Engineering); Heidi A. Diefes-Dux, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

New Engineering Educators

of student work that illustrate grader misuse of rubrics and issues withreporting numbers.In each of Figure 4’s three examples, the student failed to acknowledge that the 9g and 30gpredictions fell outside the range of the original data. According to the rubric, this shouldautomatically drop all three students to no higher than “underachieved,” as one of the two piecesof evidence for achievement is not demonstrated. However, we can see that for students A and B,the graders assigned marks of “partially achieved” and “fully achieved.” This immediatelyindicates that the grader is either not using the rubric, does not understand the rubric, or does notcare to follow the rubric and reasonably indicates insufficient oversight (given that this