Conference Session

CoNECD Session : Day 2 Slot 4 Technical Session 4

Collection

2021 CoNECD

Authors

Sharnnia Artis, University of California, Irvine; Gregory N. Washington, George Mason University

Tagged Topics

CoNECD Paper Submissions, Diversity

youth development. Afterschool Matters, 16, 48–57. 8. Jolly, E.J., Campbell, P.B., & Perlman, L. 2004. Engagement, Capacity and Continuity: A Trilogy for Student Success. GE Foundation. www.campbell-kibler.com. Accessed April 1, 2016. 10. Campbell, P.B., and Jolly, E.J. Ten Years of Engagement, Capacity and Continuity: Reflections on a Triology for Student Success, http://www.campbellkibler.com/ECC_10_final.pdf. Accessed April 1, 2016. 9. Campbell, P. B., Jolly, E. J., Hoey L., & Perlman, L. K. (2002). Upping the Numbers: Using Research-Based Decision Making to Increase Diversity in the Quantitative Sciences. Newton, MA: Education Development Center, http://www.campbellkibler.com

Conference Session

CoNECD Session : Day 1 Slot 1 Technical Session 4

Collection

2021 CoNECD

Authors

Medha Dalal, Arizona State University; Stacy S. Klein-Gardner, Vanderbilt University; Jennifer Kouo, Towson University; Kenneth Reid, University of Indianapolis; Cheryl Beauchamp, Regent University; Briana O'Neal, University of Maryland College Park; Jackelyn Raquel Lopez Roshwalb, University of Maryland, College Park; Darryll J. Pines, University of Maryland College Park

Tagged Topics

CoNECD Paper Submissions, Diversity

for anxiety experienced in evaluative situations [17]. ● Provide students with alternate, positive stereotypes [21]. ● Emphasize high standards as you provide feedback to students, holding them accountable to those standards. Reassure students that they are capable of meeting the standards [22]. ● Teach students to self-affirm – the act of reflecting on a valued, personal attribute. [23], [24]. ● Teach female math students about women who have achieved high levels of success in math [25]. ● Limit or eliminate variables that are likely to “trigger” negative stereotypes during test- taking situations [26]. ● Improve a group’s critical mass in a setting as this may allow the marginalized group to

Conference Session

CoNECD Session : Day 1 Slot 4 Technical Session 2

Collection

2021 CoNECD

Authors

Yousef Jalali, Virginia Tech ; Christian Matheis, Guilford College; Christine Tysor, Virginia Tech; Vinod K. Lohani, Virginia Tech

Tagged Topics

CoNECD Paper Submissions, Diversity

collaborationinternationally. One significant work was a series of sessions that were held in differentinternational engineering education conferences from July 2007 to December 2008 in whichengineering education research and scholarship were discussed (Borrego et al. 2009; Jesiek et al.2010). Borrego et al. (2009) reported that participants in the workshops agreed on the need ofcollaboration, knowledge, and skills from multiple disciplines to advance engineering educationscholarship. They also reflected on the challenges of collaboration such as language barriers,exchanges between engineers and non-engineers, shared language, culture, and body ofknowledge. In another effort, Beddoes et al. (2011) reported the details and the results from threeinternational workshops

Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emma Tevaarwerk, Northwestern University; Kathleen Carmichael, Northwestern University; Ordel Brown, Northwestern University; Lisa Davidson; Elise Gruneisen

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, combining the Fall 2019 and Winter 2020 data for a totalof 226 responses. The total incoming freshmen class consisted of roughly 450-500 students, sothe responses were gathered from more than half of the class. These data are useful inunderstanding incoming student preparation, and which areas they may perceive as relativestrengths because of this preparation.We present here the data combined from Fall 2019 and Winter 2020 data, summarized in table 1below. For the areas of project management and secondary research, the majority of studentsgenerally perceived that they had enough or a lot of knowledge in these areas, as reflected byboth their self-reported knowledge and an analysis of their narrative responses. Appendix Aincludes the full survey

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Craig J. Scott, Morgan State University; Russell Korte, George Washington University; Barry J. Sullivan, Electrical & Computer Engineering Department Heads Association; Miguel Velez-Reyes P.E., University of Texas at El Paso

Tagged Topics

Diversity, NSF Grantees Poster Session

social justice movement motivated by the death of George Floyd alsoled IEC to rethink part of the workshop series. In the summer of 2020, IEC leadership posted thefollowing statement on their website.The world witnessed George Floyd's horrific death captured with cell technology. The blatantdisregard for his life and that of so many others like Ahmaud Arbery, Sandra Bland, MichaelBrown, Philando Castile, Eric Garner, Botham Jean, Atatiana Jefferson, Trayvon Martin, TamirRice and Breonna Taylor is inexcusable and demands justice. Systemic racism must stop!We use this moment to call on all IEC members to reflect on the brutal murder of innocentAfrican Americans and to consider ways to change our institutions. We can no longer tolerateracism

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pasquale Sanfelice; Mia Erdenebileg; Doris J. Espiritu, Wilbur Wright College- One of the City Colleges of Chicago

Tagged Topics

Diversity

Tagged Divisions

Student

5members’ academic success. The research will also be extended to other community collegesthat do not provide opportunities for engineering organizations, and we will compare them to4-year institutions that yield plenty of opportunities for student participation.ACKNOWLEDGEMENT Ruzica Todorovic and Bridget O'Connell This material is based upon work supported by the National Science Foundation under Grant No. DUE-1832553. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Wright College IRB protocol # 108007

Conference Session

Engineering Libraries Division Technical Session 1: Diversity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anamika Megwalu, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries

]. Ina small group, learners have greater control on self-directed learning and have the opportunity topractice self-reflection and self-discipline [23]. These skills are essential for lifelong learning[23]. Small group discussions promote deep, rather than surface learning [24]. Despite many advantages, small group discussions can be a challenge for many students.According to [25], “ Many of the difficulties arise because group work involves the comingtogether of groups of individuals, each with their own knowledge, attitudes to learning, sets ofexperiences and personalities.” In a typical classroom, diversity amongst students is inevitable,even amongst domestic, English speakers. Students’ social and communication behaviors

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amy Kramer P.E., Ohio State University; Bailey Braaten, Ohio State University; Rachel Louis Kajfez, Ohio State University; Emily Dringenberg, Ohio State University

Tagged Topics

Diversity, NSF Grantees Poster Session

part of who I am” – J (honors)This may reflect the social stratification of educational tracking, with students internalizingavailable stories (narratives) of overachieving related to being smarter for those in moreprestigious pathways [13]. Overall, we have noted that smartness is a function of the context inwhich it is constructed, and the context of each pathway is of importance in understanding howstudents construct their identities. As such, this finding is being further explored acrosspathways, and a conceptual model of smartness identity is in progress to help us further explorethis finding.Future WorkFuture work will consist of the full analysis of the second and third rounds of interviews alongwith a more in-depth exploration of

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Monica B. Setien, North Carolina Agricultural and Technical State University; Tobin N. Walton, North Carolina Agricultural and Technical State University; Matthew B. A. McCullough, North Carolina Agricultural and Technical State University; Stephen B. Knisley, North Carolina Agricultural and Technical State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

selected demographic groups. Females (24.8) reported ahigher level of negative impacts from COVID-19 than Males (26.2). We found no notabledifference in COVID-19 impact between Black or African American students and non-Black orAfrican American students. The data do reflect some noticeable difference in COVID-19 impactand employment status with students who are employed full-time reporting fewer negativeimpacts (29.8), students who are employed part time and students who are unemployed.Students across all income categories report at least some negative impacts from COVID-19 withscores on the index ranging from a low of 24.8 for students with annual household incomes of$20,000-$39,999 to 26.4 for students with annual household incomes of less than

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Luis G. Daza, University of Puerto Rico, Rio Piedras; Humberto Eduardo Cavallin, University of Puerto Rico, Rio Piedras; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez

Tagged Topics

Diversity, NSF Grantees Poster Session

\* ARABIC 5- Exterior view with facades modifications. Figure 3- Cross bracing option. From [8]‘ Figure 4- Interior view of retrofitted building. From [8] Figure 5- Exterior view with facades modifications. From [8].The final activity consisted of preparing a final report and presenting the case study for thescrutiny of other students and mentors. The students answered questions, reflected on the lessonslearned including how this course contributed to their academic preparation. Figure 6- “Map” search screen of the case study repository.Current state of development of the case study cloud-based repositoryThe cloud-based case study repository has been

Conference Session

College Industry Partnerships Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mohammad Al Mestiraihi, Utah State University; Kurt Henry Becker, Utah State University ; R. Ryan Dupont, Utah State University; David K. Stevens, Utah State University

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

internal consistency was determined for eachquestionnaire (Cronbach's alpha = 0.77–0.85) and reflected good validity; therefore, nofurther changes were made before the questionnaires' broader distribution.2.3 Statistical analysis After collecting data from the returned responses, the Statistical Package for theSocial Sciences (SPSS) (version 23) was used for analysis. The results are presented aspercentages, means, standard deviations, and frequencies.2.4 Results The following sections show the study results of the courses' importance as evaluatedfrom the academic and non-academic perspective. Participants in the questionnaires ratedwater courses in terms of importance on a 5-point Likert scale (5 is important, 1 is

Conference Session

Pre-College Engineering Education Division Technical Session 11

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

J. Jill Rogers, The University of Arizona; Tirupalavanam G. Ganesh, Arizona State University; Jennifer Velez M.Ed., Ira A. Fulton Schools of Engineering, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

. 2. Provide documentation of their design decisions in the form of written reflection, sketches, and evidence from data. 3. Build a prototype as part of their solution (a simulation, drawing or a physical object) 4. Present their solution to others.The Committee then recruited a broad range of experts including those in education, engineering,health care, and counseling services to help define the parameters of the challenge and the formatby which it was delivered. The problem needed to be narrow enough for students to grasp andaddress in a short period of time but broad enough to foster creativity. The resulting challengefocused on physical locations and the nature of human interactions in those

Conference Session

'Diversity' and Inclusion? Pedagogy, Experiences, Language and Performative Action

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Erin A. Cech, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

survey of engineering deans4 This research was supported by a grant from the National Science Foundation (grant 1539140; PI: StephanieFarrell; Co-PIs: Rocio Chavela Guerra, Erin Cech, Tom Waidzunas, and Adrienne Minerick). Any opinions,findings, and conclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation.and program directors in fall 2015 produced a list of eight deans willing to allow the survey to beadministered in their programs (see [25] for details). To protect confidentiality, I do not providethe names of the schools included in the study. Given that an institution’s participation in thestudy was determined by deans who were supportive of

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marissa H. Forbes, University of San Diego; Chell A. Roberts, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

the challenging time of the pandemic and/or the program being held entirelyvirtually, or whether we would have experienced the same faltering engagement if this programwere running in a typical in-person, non-pandemic academic setting.An additional challenge we are facing is a lack of diversity in our mentorship pool, across gender(just two of the mentors in the ISMP TEAM group are women) and engineering discipline, as wellas an underrepresentation of black, Indigenous, and people of color (BIPOC) program participants.This lack of diversity is similarly reflected in the SMSE advisory board and alumni pools fromwhich the program mentors were selected, and is a critical challenge that the SMSE is working toaddress. That said, the students

Conference Session

CoNECD Session : Day 3 Slot 2 Technical Session 3

Collection

2021 CoNECD

Authors

Julia D. Thompson, University of San Francisco; Amalia Kokkinaki, University of San Francisco; Jes Parker, University of California, Berkeley; Hana M. Böttger, University of San Francisco; N. Jeremy Kasdin, University of San Francisco

Tagged Topics

CoNECD Paper Submissions, Diversity

equity and inclusion, we invited the vice provost of diversity and inclusion to conducta workshop with the students on microaggressions in summer zero. Additionally, within the firstyear project course, we held conversations of saviorism and had regular reflection assignmentsfor them to integrate how topics of equity are important within their work as engineers and howthey can regularly engage and reflect on equity within their work.As faculty members, we take regular professional development opportunities to create a moreinclusive space. Currently, the first author is exploring ways to integrate an anti-racist gradingapproach in the first year project course, with a faculty learning community on campus. Theantiracist grading process, originally

Conference Session

CoNECD Session : Day 1 Slot 6 Technical Session 4

Collection

2021 CoNECD

Authors

Don Wittrock, University of Cincinnati CEAS Office of Inclusive Excellence and Community Engagement; Whitney Gaskins, University of Cincinnati; Jutshi Agarwal, University of Cincinnati; Gibin Raju, University of Cincinnati

Tagged Topics

CoNECD Paper Submissions, Diversity

, this was not feasible. Feedback surveys reflected the desire tomeet in person with hands-on learning using labs and interactives. This will be integrated intofuture courses. Figure 7: Feedback Survey Results on the course success Figure 8: Feedback Survey Results - Answer choices from "As the results of this course " As a result of this course, students reflected that they have had a better understanding ofphysics in real life, followed by consideration of a career in STEM. They also expressed increasedinterest in taking higher-level Physics and Math courses as well as learning more about theUniversity of Cincinnati. We received two write in responses which consisted of “I’m a nerd now”and “Learning more about

Conference Session

CoNECD Session : Day 4 Slot 1 Technical Session 1

Collection

2021 CoNECD

Authors

Kristina Rigden, California State Polytechnic University, Pomona

Tagged Topics

CoNECD Paper Submissions, Diversity

, whichincludes 6,521 undergraduate and graduate students. Within the demographics,international students are identified as Non-Resident Aliens according to the Cal PolyPomona Institutional Research, Planning, and Analytics office. Twenty point eightpercent of students are female, 79.154% are male and 0.046% identify as nonbinary. 11The pie chart (figure 3) above reflects engineering undergraduate and graduatestudents and their first-generation status. The pie chart reflects students that identifyas first in their family to attend college in pursuit of a degree, no response and notfirst-generation status

Conference Session

Design Across the Curriculum 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Caroline Grace Sawatzki, Saginaw Valley State University; Rajani Muraleedharan, Saginaw Valley State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

, and students are given specifications to which they must adhere while devising asolution. This method requires students to apply theoretical knowledge obtained throughcoursework and lectures to solve a given problem as specified by the instructor. In some cases,the instructor may provide a model design solution that the students can reference as they devisetheir own answer to the provided prompt [5]. Professors act as facilitators of this process,guiding students to resources where appropriate and providing students with the tools necessaryto shape their design approach.This model progresses through three main stages: the development of a prototype, testing andredesign, and then reflection on the task, culminating in the creation of a report

Collection

2021 First-Year Engineering Experience

Authors

Kristine K. Craven, Tennessee Technological University; Laura Cruz; Jennifer Renee Meadows

Tagged Topics

Diversity

of college enrollment than othermeasures reflected in standardized testing, such as SATs (Park et al., 2010; Wai et al., 2009;Webb et al., 2007). The effect appears to weaken as the student approaches mastery, and thedegree to which such abilities are sufficient or necessary for advanced work across all STEMfields remains unclear. In engineering, however, spatial reasoning has been identified as a corecompetency for students at both the K-12 and university levels (ABET, 1998; Barr, 2012).Researchers are still exploring what factors may contribute to students’ abilities to reasonspatially. Previous research on gender gaps has proven to be inconclusive, but other factors suchas childhood play, video gaming, and early interventions appear

Collection

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

Authors

Onashly Enia Hayes, California State University, Los Angeles; Jianyu Jane Dong, California State University, Los Angeles; Pearl Chen, California State University, Los Angeles; Jim Kuo; John Christopher Bachman, California State University, Los Angeles

Tagged Topics

Diversity

“provide a safe space” for students to learn. In addition, the interview data also reflected the assetthat our student brought into the classroom, particularly their “resilience” and “growth mindset”.Sample student quotes include: • “…like a safer space for students because STEM is really scary. And I don't think professors always really recognize like those things like in the classroom, like all the challenges. Like all the psychology that's coming in.” • “To kind of like correlate the emotional side of like learning. The relationship side of like bonding with students.” • “Maybe use a little bit more growth mindset language in there, particularly when there's like a challenging concept.” • “…to hear those

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diana G. de la Rosa-Pohl, University of Houston; Catherine Horn, University of Houston

Tagged Topics

Diversity, NSF Grantees Poster Session

the engagement levels could be analyzed.In addition, affective engagement data was also collected via class reflection papers at the end ofeach semester in the third and fourth semester of the program. The third-semester reflectionpaper assignment had 12 prompts which asked students to discuss their reasons for applying,their expectations for the program, and their perceived role in the program. The fourth-semesterreflection paper was more open-ended and asked students to reflect on their overall experience inthe Endeavour Program and also to describe how they felt that the pandemic had impacted theircollege experience. The reflection papers had no page limit but had a minimum lengthrequirement of two pages.Data AnalysisDescriptive

Conference Session

Engineering Libraries Division Technical Session 1: Diversity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shalini Ramachandran, Boise State University; Steven Matthew Cutchin, Boise State University; Sheree Fu, California State University, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries

that reflect gender stereotypes when doing a routinesearch,” was that 42.9% of females report as true compared to 34.4% of males. Furthermore,students seem to recognize gender bias when searching online with Latinx students reportingthe highest at 28.8% with the least being those who identified as Other at 16.1%. Our survey didnot directly ask students whether they had heard of or were aware of the concept of algorithm.bias. The survey questions were to determine if students had perceived any bias in their dailyinteraction with search engines and AI. Fig. 3. Government should regulate search engine resultsAdditionally, most students (83%) agreed that private companies should regulate themselveswith regard to correcting

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ekundayo Shittu, George Washington University; Dor Hirsh Bar Gai, George Washington University ; Saniya Leblanc, George Washington University; Erica Cusi Wortham, George Washington University; Annamaria Konya Tannon, George Washington University

Tagged Topics

Diversity, NSF Grantees Poster Session

examining and creating a comprehensive roadmap for includinginnovative ideas and best practices in engineering curriculum enhancements.The opportunity for this workshop was created by a confluence of needs, resources, and interdisciplinaryinterests. Integrating previous experiences with service learning and social innovation learningopportunities, our interests matched NSF IUSE’s exploration and development (E&D) implementationframework. The workshop, funded by NSF, implemented and reflected the steps of design thinking asincreasing the engagement of students is a classic human-centered opportunity. This opportunity prioritizesthe engagement of the targeted stakeholders, rather than experts who are often at a distance from theproblems they seek

Conference Session

Graduate Studies Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo, The State University of New York; Casey E. Wright, Purdue University at West Lafayette; Erica M. Stone, Middle Tennessee State University; Alice L. Pawley, Purdue University at West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

students in engineering education programs have typically been trained through ABET-accredited engineering programs. Despite ABET’s communication requirement, engineeringundergraduate students have limited opportunities to learn to write in their discipline [7]. Often,explicit writing instruction is limited to two courses: one in first-year writing, and one thatfocuses on engineering writing. The other writing engineering students do is integrated implicitlyin design and laboratory coursework. In these contexts, writing practices are often renderedinvisible as students are asked to fill forms, draw sketches, and incorporate appropriate equationsinto reports rather than write essays or reflections [6]. Instructors do not emphasize writingprocesses

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Erika A. Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan

Tagged Topics

Diversity, NSF Grantees Poster Session

feedback on how well an initial list of practices aligned with engineers’own academic and professional engineering experiences and asked for suggestions of additionalpractices that were reflective of their experiences. In addition, our team reviewed responses froman earlier study phase in which participants identified types of engineering skills they felt wereimportant in their work to capture those practices not on our original list [34]. Our team thensought feedback on the clarity of items through an informal focus group of undergraduate andgraduate engineering students in one of the authors’ labs. Finally, we conducted pilot interviewswith an additional seven engineering students to further check clarity and comprehensiveness ofthe list of

Conference Session

Capstone Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Valerie Vanessa Bracho Perez, Florida International University; Anilegna Nuñez Abreu, Florida International University; Ameen Anwar Khan, Florida International University; Luis Enrique Guardia, Florida International University; Indhira María Hasbún, Florida International University; Alexandra Coso Strong, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

students’perceptions of and reflections on the skills developed throughout the courses taken throughouttheir undergraduate engineering curriculum. Students in a senior design sequence were surveyedduring each semester of the course about their perceptions of senior design and the skills andprevious courses that were most relevant to design. The study was conducted within a large,public, MSI over the course of five semesters of the Mechanical Engineering Senior designsequence. Relationships between particular course groups and the skills students perceived asimportant for design were found. The results demonstrate that students perceived EngineeringCore Courses, Engineering Design Courses, and Engineering Track Core Courses as important inpreparing them for

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Erin A. Henslee, Wake Forest University; Lauren Lowman, Wake Forest University; Michael D. Gross, Wake Forest University; Anita K. McCauley, Wake Forest University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

Tech, her MS degree in Biomedical Engineering from the joint program between Virginia Tech and Wake Forest University, and her PhD in Biomedical Engineering from the University of Surrey.Dr. Lauren Lowman, Wake Forest University Lauren Lowman is a Founding Faculty member and an Assistant Professor in the Engineering Depart- ment at Wake Forest University and has served in this role since 2018. In this role, she has developed new interdisciplinary curriculum that bridges engineering fields and reflects the Wake Forest University motto of Pro Humanitate (”For Humanity”). Lauren received a Ph.D. and M.S. in Civil and Environ- mental Engineering with a focus in Hydrology and Fluid Dynamics from Duke University, and a B.A

Conference Session

Women in Engineering Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Giannina Costa, Universidad Andres Bello; Juan Felipe Calderón, Universidad Andres Bello; David Ruete, Universidad Andres Bello; Danilo Leal, Universidad Andres Bello; Lilian Pamela San Martín Medina, Universidad Andres Bello

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

representationof women in science (62%) while Argentina has 52%, Chile trails with 30% [2].STEM disciplines mirrors this underrepresentation, with areas such as computer science, physics andmathematics the least represented by women [1]. Factors that influence career selection in STEMdisciplines are deep-rooted gender stereotypes in Latin America, reflected both at family and societallevel [4], [5], [6]. Many countries and / or universities have yet to incorporategender equality as policy.Various initiatives are being developed that focus on promoting equality and empowerment of women(UN and UNESCO) [1] [2] The European W-STEM project coordinated by a research group operatingout of a university in Barranquilla, Colombia, has focused on three relevant

Conference Session

Women in Engineering Division Technical Session 10

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Safia Malallah, Kansas State University; Salah Alfailakawi, Kansas State University; Taiba Yousef Alkhurafi, Kuwait University; Joshua Levi Weese, Kansas State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

f5 Geography How the environment and physical location affect individuals’ perceptions of STEM f6 Finances How the economic status of a country and individuals affect STEM and individuals f7 Prestige Having the latest trend and showing off had affected STEM and individuals SOCIOCULTURAL: the ways habits, traditions, and beliefs consciously or unconsciously reflect a majority of F3 society groups F3.1 Institutions Group of people who come together for a common purpose f8 Family Certain life situations between common ancestors that help shape preferences f9 Friends Relationship of mutual affection between people that helps shape preferences f10 Schools

Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Henry Salgado, University of Texas at El Paso; Yamile A. Urquidi Cerros, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; Alexandra Coso Strong, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

. Therefore, this paper seeks to answer the following research question: Whateducational supports do engineering faculty at HSIs propose to embed in their curricula toincrease their students’ intrinsic motivation?To answer this question, thirty-six engineering educators from thirteen two- and four-year HSIsfrom across the continental United States were introduced to the SDT and approaches forsupporting students’ intrinsic motivation during a multi-institutional faculty developmentworkshop series. Participants were asked to reflect on and prototype learning experiences thatwould promote intrinsic motivation and fulfill students’ needs for competence, relatedness, andautonomy to learn engineering [1]. Data were collected through a series of reflection