Conference Session

Women in Engineering Division: Faculty and Gender Issues

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ari Turrentine, VentureWell

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

awareness and education. Second, recommendations for policy change andorganizational change are made to encourage cultural and practical shifts in the academy.Awareness and EducationThis literature review, in itself, reflects the need for more awareness and education around thebarriers facing women in the academy. Much of the literature is focused on individual factors asexplanations for the disparity in the rates of women in higher ranks and engaged in academiccommercialization. Although this research is a positive first step, institutions, departments,leaders, and faculty must take a critical look at their entire system. Before they can criticallyassess their institutional environments, they must develop awareness and become educated aboutall of

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

Frank Blubaugh, Purdue University; Joyce B. Main, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. Therefore, we examine studentmusic genre preference in the context of self-efficacy to reflect multiple aspects of the studentexperience.With  the  nation’s  call  for  more diverse engineering professionals, engaging music preferencemay provide a unique approach to broadening participation in engineering. Therefore, weexplore whether music preference plays a role in engineering discipline choice. Our researchfindings have the potential to inform how diversity in experiences and preferences may play a Page 26.347.2role in student choices. The findings therefore may have implications for how key stakeholders,instructors, academic

Conference Session

Assessment and Outcomes: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Arizona State University; Shannon Katherine Gilmartin, Stanford University; Helen L. Chen, Stanford University; Holly M Matusovich, Virginia Tech; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

ePortfolios and reflective practice in higher education; and 3) reimagining the traditional academic transcript.Dr. Holly M Matusovich, Virginia TechDr. Sheri Sheppard P.E., Stanford University Page 26.371.1 c American Society for Engineering Education, 2015 Comparing Disparate Outcome Measures for Better Understanding of Engineering GraduatesAbstractDespite a strong emphasis on increasing post-graduation engineering retention, few researchstudies have examined what it actually means to stay in or leave engineering work. This studyaddresses this limitation using a

Conference Session

Civil Engineering Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stuart G. Walesh P.E., S. G. Walesh Consulting

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

/innovation can be integrated intoundergraduate CE and similar programs. Most of the listed tactics are drawn from myexperience and research and reflect what I have presented or published3,26,27,28,29. I amindebted to Professor Richard H. McCuen, Ben Dyer Chair in Civil Engineering at theUniversity of Maryland, for encouraging the presentation of this list of ideas and forproviding some of the content. 1. Learn from others and share what you are learning with them. Interact with colleagues and others by drawing on your network, searching the internet, and attending conferences. 2. Arrange for in-house faculty development activities focusing on what we have recently learned about the amazing human brain and how that

Conference Session

Student Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael Galczynski, University of Maryland - College Park

Tagged Divisions

Student

understand what it is, and that maybe no one has ever really explained it to you or shown you what these things are? Jimmy: Yeah. I like, I am always in like this constant struggle…it kind of worries me but I feel like I made the right choice but I guess I will see as I progress on this. Interviewer: That is a pretty big life choice to make without all the things… Jimmy: It is! And that's why I feel weird about college all the time because we are forced to make these like life choices that are, I mean not only do they affect us for the rest of our life but they cost a lot of money upfront.Professor X also reflects back on his choice to choose a particular engineering discipline. Interviewer: was there

Conference Session

Research on Diversification, Inclusion, and Empathy II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joanna K. Garner, Old Dominion University; Michael Alley, Pennsylvania State University - University Park; Christine Haas, Engineering Ambassadors Network; Avi Kaplan, Temple University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

student participants. Our researchquestions were threefold: (1) How do components of individuals’ role identities align to inform the motivation tobecome an engineering ambassador? (2) How does the training crystallize students’ role identities as professionals andambassadors for the field of engineering? (3) Which features of the workshop emerge as the most powerful experiences fortriggering the formulation of an engineering ambassador role identity?MethodParticipants. A diverse sub-set of participants was selected, reflecting differences in gender(n=3 male, n=3 female); ethnicity (Hispanic/Latino = 1, African American = 1, Caucasian = 4)school type (large northeastern state universities = 3, mid-size eastern state

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

J. Jill Rogers, University of Arizona; Rebecca Primeau, University of Arizona; Noel Kathleen Hennessey, University of Arizona; James C. Baygents, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

-reporting in the categories of “not at all” and “not verywell”. These observed differences reflect existing findings in the fear of failure literature. Table 4. Chi-Square Analysis of Fear of Failure Test: How well can you cope with doing poorly on a test? Column Very Row Not at all Not very well Neutral Somewhat Well Male Obs 25 138 194 295 210 Exp 30.3 145.9 196.2 287.9 201.7 Column % 2.90

Conference Session

Environmental Engineering Division: Sustainability and Hands-On Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado - Boulder; Sharon A. Jones P.E., University of Portland; Jennifer Mueller PE P.E., Rose-Hulman Institute of Technology; Kathryn Schulte Grahame, Northeastern University; Andrew Gillen, Northeastern University

Tagged Divisions

Environmental Engineering

courses. The largest increase in the median, 19 points, was in courseA3, the one-credit seminar course fully focused on sustainability via readings that primarilyfocused on social science aspects. There were similar increases of 14-15 points in the medianconfidence of students in the A1, B1, and C1 courses. The smallest increase of ~3 points wasfound in the Introduction to Environmental Engineering course (A2); sustainability was only asingle lecture in that course. It is evident that 13-36% of the individual students in each coursedecreased in their average confidence in sustainability knowledge (Table 8). As discussedpreviously, some students started the semester 100% confident, so a decrease among thosestudents would be appropriate and reflect

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Heather Marie Sapp, Ohio Northern University; David Reeping, Ohio Northern University

Tagged Divisions

Educational Research and Methods

approach is that, by being alerted by students toproblematic language or missing content before the rubric’s application, the researchers can meetto address the issue by making appropriate modifications to the rubric in question.Engineering Education MajorsThe engineering education majors were asked to write reflective essays at the conclusion of thesemester. In terms of the positive effects that the rubrics had as a formative assessment tool, oneengineering education major mentioned the following: “We have made many changes that have improved this project for us and for the all the students involved. The communication level has been much better this year and we have been able to help improve the quality of the

Conference Session

Concurrent Paper Tracks Session II Skills Development

Collection

2016 ASEE International Forum

Authors

Rockwell Franklin Clancy III, University of Michigan-Shanghai Jiao Tong Joint Institute; Gang Zheng, University of Michigan-Shanghai Jiao Tong University Joint Institute; David L.S. Hung, University of Michigan-Shanghai Jiao Tong University Joint Institute

Tagged Topics

International Forum

responsibilities. One of the hypotheses of our broader research agenda isthat certain fields of engineering more easily lend themselves and give rise to reflection on andawareness regarding the ethical and professional responsibilities of engineers. In the cases ofcivil and mechanical engineering, for example, the negative consequences of acting unethicallyworking on bridge and engine projects, for instance, might be more obvious than in computerengineering working on cyber security.On this basis and in conjunction with other research, our goal is ultimately to makerecommendations about how to improve engineering ethics curricula, not only in China but alsocontexts where Chinese and other non-US and Western students comprise large percentages ofstudent

Conference Session

Developing Identities for Robust Careers in Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicole M Yates, National Society of Black Engineers; Barry Nagle, Evaluation and Action Research Associates

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

Conference Session

Maker Spaces within the University

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vincent Wilczynski, Yale University; Joseph Zinter III, Yale University; Larry Wilen, Yale University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

to the learning and teaching styles in engineering education by Felder and Silverman.9Active learning encourages not only high levels of physical engagement with course content(such as physically experimenting with concepts) but also reflection on the results of thatactivity. Teaching styles that are correlated with prevailing learning styles lead to higher successand greater fulfillment. Engineers are more likely to be active learners and engaging learningenvironments have a significant impact on this segment of learners. The role of active learningthrough the use of cooperative learning environments and project-based exercises has also beenendorsed by other researchers as means to improve design education.10 It is our thesis that

Conference Session

Tips and Tricks for Actively Engaging Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Clifton B. Farnsworth, Brigham Young University; Donna Harp Ziegenfuss, University of Utah; Matthew W. Roberts, Southern Utah University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

Conference Session

Assessment of Student Work

Collection

2017 ASEE Annual Conference & Exposition

Authors

S. M. Mizanoor Rahman, New York University; Vikram Kapila, New York University

Tagged Divisions

Educational Research and Methods

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Darlee Gerrard, University of Toronto; Kirstin Newfield, University of Toronto; Narges Balouchestani Asli, University of Toronto; Chirag Variawa, University of Toronto

Tagged Divisions

First-Year Programs

student to complete the deliverable.The second survey was distributed to current students weekly throughout their first semester oftheir first-year in 2016. Twenty students were selected at random from each engineering programeach week (N~120/week). Surveys were distributed at the end of the week in order for studentsto reflect and respond based on that particular week of study. The survey received a response rateof 26.87% with a completion rate of 77.88%. This survey focuses on the perceived operationaland conceptual difficulty of course content, the nature of that content, the perception of courseassignments, deadlines and expectations, and the overall instructional experience. Data at thepoint of analysis will be anonymized and used in

Conference Session

Makerspaces

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hoda Ehsan, Purdue University, West Lafayette; Tikyna Dandridge, Purdue University, West Lafayette; Ibrahim H. Yeter, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

supported by the National Science Foundation under Grant No.DRL- 1543175. Any opinions, findings and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. 14The PictureSTEM curriculum that was implemented as part of this study was developed byTamara Moore, Kristina Tank, Elizabeth Gajdzik (and everyone else…). We would also like toacknowledge the other members of this project team who contributed to the design of this studyand collection of the data: Sean Brophy, Annwesa Dasgupta, Elizabeth Gajdzik, Morgan Hynes,Tony Lowe, Tamara Moore, Muhsin Menekse

Conference Session

Research, Innovation and Careers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ali Zilouchian, Florida Atlantic University; Nancy Romance, Florida Atlantic University; Annie Laurie Myers, Broward College; Dana Hamadeh, Palm Beach State College; Michael Vitale, East Carolina University

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

collaborate effectively for academic and careersuccess of students. The following is a summary of the lessons learned:  Learning in an undergraduate CS/CE program requires, at a minimum, a programmatic sequence of required courses (some of which are the gateway courses) that reflect a focused and conceptually-coherent development of disciplinary principles and practices. In turn, conceptually coherent courses provide students with the prerequisite knowledge necessary for success in subsequent courses within the CS program. Many students lack adequate and relevant background knowledge necessary to successfully complete those gateway courses that are required prerequisites for entry into a degree program in CS. With such

Conference Session

ERM Technical Session 14: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute; Sarah Appelhans, University at Albany; Alan Cheville, Bucknell University; Thomas De Pree, Rensselaer Polytechnic Institute; Soheil Fatehiboroujeni, Indiana-Purdue University; Jennifer Karlin, Minnesota State University, Mankato; Donna M. Riley, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

on our data to answer this question, when asked to reflect on thechanges that have occurred, many interviewees remark that faculty today do pay greater attentionto undergraduate education, and participate in more regular, if not always continuousimprovement efforts both at course and program level. Indeed, individuals from many differentinstitutions, regardless of position or institutional rank, mentioned that conversations in thedepartments and colleges that were stimulated by an ABET visit were helpful. (This said, manyinstitutions still rush to compile their ABET data two to three years before a visit.) Many of thoseinterviewed also admit that curriculum changes, especially at program level, were a moreinfrequent occurrence prior to EC

Conference Session

Liberal Education/Engineering & Society Division Technical Session 9

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cheryl Q. Li, University of New Haven; Judy Randi, University of New Haven; Jenna Pack Sheffield, University of New Haven

Tagged Divisions

Liberal Education/Engineering & Society

Conference Session

Research, Innovation and Careers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jorge E Loyo Rosales, Rice University; Armineh Noravian, Arizona State University; Alison Cook-Davis, Arizona State University; Carrie A. Obenland, Rice University; Carolyn Nichol, Rice University

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

. 13In summary, the REU program experience was positive and accomplished the key programmaticobjectives: (1) taught students about communication, (2) research kills, and (3) for a couplestudents, it provided ideas about a possible future in research.Of the nine participants, three (33%) (REU1, REU2, and REU7) said that they will likely pursuea graduate degree. REU4 said that he intends to look for other research opportunities. REU5and REU6 felt that they would like to enter a career in research, while REU8 said that the area ofwater treatment might be an option. For REU9, the experience had provided general knowledgeof what graduate school would be like. REU3 was not sure about what his plans would be.These reflections indicated an increased

Conference Session

ERM Technical Session 19: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marina Miletic, University of New Mexico; Vanessa Svihla, University of New Mexico; Jamie Gomez, University of New Mexico; Eva Chi, University of New Mexico; Sang M. Han, University of New Mexico; Catherine Anne Hubka, University of New Mexico; Yan Chen, University of New Mexico; Sung "Pil" Kang, University of New Mexico; Abhaya K. Datye, University of New Mexico

Tagged Divisions

Educational Research and Methods

, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] G. M. Rogers and J. K. Sando, “Stepping Ahead: An Assessment Plan Development Guide,”Rose-Hulman Institute of Technology, Terre Haute, Indiana, 1996.[2] M. J. Allen, Assessing Academic Programs in Higher Education. John Wiley & Sons, 2007.National Academy of Engineering Committee on the Engineer of 2020 Phase I, “The engineer of2020: Visions of engineering in the new century,” National Academy of Engineering,Washington, D.C., 2004.[3] T. Curran, C. Doyle, E. Cummins, K. McDonnell, and N. Holden, “Enhancing the first yearlearning experience for biosystems engineering

Conference Session

FOCUS ON EXHIBITS: Welcome Reception & NEW THIS YEAR! 2018 Best Division Paper Nominee Poster Session Sponsored by Engineering Unleashed

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sylvia L. Mendez, University of Colorado, Colorado Springs

Tagged Topics

ASEE Headquarters

naturalisticgeneralizations using the Benefits of Being a Mentor conceptual framework (Creswell & Poth,2017; Stake, 1995). Thus, both inductive and deductive analyses were employed throughout thedata collection and analysis process, with coding in cycles and frequent reflection as described inthe following sections. Cycle 1: Initial read-through with attribute coding. Silverman (1993) assertedsuperior qualitative research must draw interpretations and remain consistent with the dataIMPACT MENTORING PROGRAM 12collected. Therefore, an initial read-through of the transcripts was independently conducted usingthe basic deductive concepts of thematic content analysis to develop attribute

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Daniels; Sophia T. Santillan, Duke University; Ann Saterbak, Duke University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, First-Year Programs

at Duke University than they were about being successful inthe engineering industry after graduation. As was reflected in the open-ended responses fromSurvey 1 and Survey 3, participants in the focus group also listed math as their most difficultSTEM course. As far as their opinions on the Engineering Design and Communication course,students had a positive experience to date in the class. They appreciated learning a quantitativeapproach to choosing a design solution as well as the unique opportunities the course providedwhich they might not find elsewhere at Duke. Students elaborated on learning the engineeringdesign process, saying the process is different than expected as it took much more time than theythought would be necessary for

Conference Session

Expanding Diversity, Equity, and Inclusion in Engineering Cultures from a Theoretical Perspective

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brianna Benedict McIntyre, Purdue University, West Lafayette; Dina Verdín, Purdue University, West Lafayette; Rachel Ann Baker; Allison Godwin, Purdue University, West Lafayette; Thaddeus Milton

Tagged Topics

ASEE Diversity Committee, Diversity

inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. The authors wish to thank the STRIDE team and the interview participantsfor their participation in the study.References[1] The United States Department of Education, “Stem 2026 A Vision for Innovation in Stem Education,” U.S. Dep. Educ. Work., p. 55, 2016.[2] D. P. Giddens, R. E. Borchelt, V. R. Carter, W. S. Hammack, L. H. Jamieson, J. H. Johnson, V. Kramer, P. J. Natale, D. a. Scheufele, and J. F. Sullivan, Changing the conversation: messages for improving public understanding of engineering. 2008.[3] N. S. Foundation, “Women, Minorities, and Persons with Disabilities in Science and Engineering: 2017

Conference Session

Studies in Engineering Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicky Wolmarans, University of Cape Town; Jennifer M. Case, Virginia Tech

Tagged Divisions

Design in Engineering Education

Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michael Alley, Pennsylvania State University, University Park

Tagged Topics

ASEE Board of Directors

Tagged Divisions

Liberal Education/Engineering & Society

on a Google sheet that the instructor manages.Tasks include grading daily quizzes, running critique workshops of three to six students, gradingmajor assignments, and special assignments, such as creating a format template in MicrosoftWord for the proposal.Background: Rather than having students bring drafts to class for on-the-spot critiquing,the course runs more formal critiquing based on the Iowa Writers Workshop One feature that distinguishes the course is the course’s peer critiquing, which follows theIowa Writers’ Workshop for creative writing [11]. In this approach, the students submit theirassignment excerpts at least two days before the workshop so that the peers and often a mentorhave the chance to read, reflect, edit, and

Conference Session

Accreditation and the BOK

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

to working as a civilengineer requires passing two exams (FE and PE) and M/30 that other engineeringdisciplines do not require. So more clear communication on these issues is important.Clearly outlining the necessity for requiring an M/30 prior to professional licensure will beimportant. The reasons that students used in their writings may provide insight into thearguments that they found most compelling. It is important that this message comes fromindustry and practicing engineers rather than academia. A number of the seniors usedlanguage that reflected their belief that the M/30 requirement was motivated by greedyuniversities. Some students proposed changes in the BS degree or changes in the PE examthat could ensure competency. There

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva, Utah State University; Laura Ann Gelles, Utah State University - Engineering Education; Marialuisa Di Stefano, Utah State University; Buffy Smith, University of St. Thomas; Renetta G. Tull, University of Maryland, Baltimore County; Susan M Lord, University of San Diego; Lisa Benson, Clemson University; Anne Therese Hunt, Hunt Consulting Associates; Donna M. Riley, Purdue University-Main Campus, West Lafayette (College of Engineering); Gery W. Ryan, Pardee RAND Graduate School in Policy Analysis

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

tofirst reflect upon and identify HC and then to respond and react to HC from an emotional, self-efficacy, and self-advocacy standpoint.C. Preliminary considerations for appropriate interventions for HC in engineeringRecent literature has indicated that when engineering educators and students fail to recognize thepersistence of a cultural influence in engineering education, undesirable consequences can result[51]. For example, a lack of culturally-responsive and holistic curricular content may limit students'understanding of their future professional roles [52], which may hinder students’ sense of"ownership" (i.e., self-efficacy) of their professional actions and beliefs [53], [54]. In addition, a lackof social capital for underrepresented groups

Collection

AEE Journal

Authors

Claire Dancz; Kevin Ketchman; Rebekah Burke P.E.; Troy Hottle; Kristen Parrish; Melissa Bilec; Amy Landis

intellectual behavior withinthe student homework assignments (“knowledge,” “comprehension,” “application,” “analysis,” “syn-thesis,” or “evaluation”) (Anderson, Krathwohl, and Bloom 2001, Bloom et al. 1956). McCormick etal. 2014 utilized Sustainability Links to evaluate the linkages between the three pillars of sustain-ability, including “concepts” (societal, economic, environmental), “crosslinks” (societal-economic,environmental-economic, societal-environmental) and “interdependency” (societal-economic-environmental) (McCormick et al. 2014b). McCormick et al. 2014 did not include a “no evidence”response option; the authors added this option. Table 1 reflects these three approaches to assessDimensions of Sustainability, Bloom’s Taxonomy, and

Collection

AEE Journal

Authors

Cheryl Bodnar; Matthew Markovetz; Renee Clark; Zachari Swiecki; Golnaz Irgens; Naomi Chesler; David Shaffer

-parametricstatistical analyses in this work, and their results were in general agreement. Another limitation to this work relates to the pre-constructed questions and responses built intothe focus group design. The space from which students could draw questions relevant to their designwas constrained in a manner that may not be reflective of what they might ask in a true industrial set-ting. This could be remedied by an open question format; however, this is difficult to regulate withinan epistemic game environment. It would be possible to further determine student valuation of thedesign metrics through qualitative analysis of the notebook logs students maintained during theseactivities. This work is currently underway and should serve as useful feedback