Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Claire L. A. Dancz, Clemson University; Elizabeth A. Adams, Cuesta College; Nihal Orfi, Fresno City College; Carol Haden; Yushin Ahn

Tagged Topics

Diversity, NSF Grantees Poster Session

engage with students preparing to transfer.In addition, in year 4 program leadership transitioned due to a new role at new university and morestudents support requests of leadership at both the two-year college and the four-year transferuniversity than originally anticipated. This has resulted in reflection on the program administrationand the people and structures that sustain it. This poster will include summaries of scholaractivities, transition in and impact on program leadership, program evaluation results, and researchfindings from the first cohort of students that have transferred and completed a full year at theirnew institution.IntroductionThe Engineering Scholar Program (ESP) project aims to increase the graduation and persistenceof

Conference Session

Chemical Engineering Division (ChED) Technical Session 1: Diversity, Equity, and Inclusion in ChE

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kavitha Chintam, Northwestern University; Alexis N. Prybutok, University of Washington; Willa Brenneis; Jonathan M. Chan; Joie Green; Ruihan Li; Meagan Olsen; Sapna L. Ramesh; Carolyn E. Ramirez; Dhanvi Ram Vemulapalli; Jennifer Cole, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

, many institutions increasedofferings of diversity trainings for faculty and staff. But whether those diversity trainings wereeffective is up for debate, with evidence pointing to some promising initiatives but fewinstitutional changes that disrupt racism [13]–[15] and some well-intentioned trainingsexacerbating the problem of bias [16]. In turn, many campuses moved to embracing student-centered pedagogies. Tools and resources, such as the “Advancing Inclusion and Anti-Racism inthe College Classroom: A rubric and resource guide for instructors” [17] and “Toward anantiracist engineering classroom for 2020 and beyond: A starter kit,” [18] were developed to helpfaculty reflect on their identity and positionality, consider their students’ lived

Conference Session

Developing Teamwork, Student Attitudes, and Hardware Solutions for Laboratory Courses: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Erin A. Henslee, Wake Forest University; Kyle Luthy; William N. Crowe; Lindsey J. Gray, Wake Forest University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

. Thisdata suggests that topics students spent more hands-on time with resulted in better performance.IntroductionAccording to the Bureau of Labor and Statistics, the average person has 10 jobs by the age of 40[1]. This can be seen in Engineering and also reflected in what Engineering graduates are doingfive and ten years post degree[2], [3] . Further, nearly 25% of the Best Performing CEOs startedwith a B.S. in Engineering [4]. Industry continues to ask for more well-rounded competencies ofnew Engineers. The T-shaped engineer combines a depth of engineering technical knowledgewith broad knowledge across domains such as business, communications, entrepreneurship, andethics [2], [5]. Fostering 21st century skills ensures Engineers are equipped to

Conference Session

Graduate Studies Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hoda Ehsan, Georgia Institute of Technology; Shabnam Ghotbi, Purdue University at West Lafayette; Hossein EbrahimNejad, Purdue University at West Lafayette; Seyedali Ghahari, Purdue University at West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

andreflection of the authors as well as over ten other graduate students. The students and us share thesame nationality, religion, and language. We are at different levels of our doctoral program indifferent engineering majors. The findings we share in this paper are the accumulation of all storieswe heard, reflections on the stories, and our own experiences. This cooperative inquiry processcan serve as a guide for other graduate students in discovering their personal journey during theirgraduate years. In addition, the findings can provide insights for university administrations andpolicymakers to ease this transformation process, especially for immigrant students.Keywords: Graduate school, cooperative inquiry, immigration, policy, administration

Conference Session

Social Justice: Pedagogy, Curricular Reform, and Activism

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joseph Valle, University of Michigan - Ann Arbor; Israa Ali, University of Michigan ; Corin L. Bowen, California State University, Los Angeles; Donna M Riley, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

educationresearch [13]. Figure 1 leverages this model to show how the engineering and labor theory ofchange fits into this study of engineering graduate students engaging in a strike. The modelconnects Mejia et al.’s critical consciousness model [17], which engages Freire’s principles ofcritical pedagogy [18], with Hassan’s model of learning-assessment interactions [19]. “Mejia etal.’s model is represented in the center of this model, showing relationships between theory,action, reflection, and concepts of scholarship, praxis, concientização, and liberation that resultfrom their overlap. Hassan’s model of learning-assessment interactions is overlaid, with theoverlap taking the form of reflection as an assessment method and action as a learning method”[13

Conference Session

Professional Development and Lifelong Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nicholas Robert Welling, Seattle University; Nathan E. Canney, Seattle University; Yanna Lambrinidou, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

in order to gain insight into the largerand multi-faceted culture in which these experiences take place5. This approach places value onthe subjectivity of the researcher, acknowledging the inherent bi-directional influences betweenthis individual and the culture they are studying. The autoethnography herein focuses on onestudent’s experiences of identity formation and reflection spurred by his involvement in aresearch project about engineers’ imaginaries of “the public.” These experiences are discussedin three journal entries and analyzed with the lens of identity formation described below.Through this research, the student was able to gain a deeper understanding of experiencesfoundational to his personal and professional identities as well

Conference Session

Tricks of the Trade I

Collection

2008 Annual Conference & Exposition

Authors

Aly Tawfik, Virginia Polytechnic Institute and State University; Janis Terpenny, Virginia Polytechnic Institute and State University; Richard Goff, Virginia Polytechnic Institute and State University

Tagged Divisions

New Engineering Educators

, and then appliedthese during the Friday class. These adjustments were based on instructor reflections, peersuggestions, and students’ feedback. The workshops are the active learning sessions for the“Engineering Exploration” class, which is a core introductory engineering course for all first-year engineering students at Virginia Tech. The study was performed over the fall semester of2007. Statistical tests and measures show that while the two similar workshops belonged to thesame population, with respect to means and standard deviations of the learning outcomemeasures, they significantly differed with respect to students’ satisfaction. Statistical methods forappropriate analysis of data are also reported.BackgroundThe Engineering Exploration

Conference Session

Innovative Course Structures and Learning Environments

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brian P. Helmke, University of Virginia

Tagged Divisions

Biomedical Engineering

rather than on how closely they metthe learning objectives of the activity or assessment.In a “specifications grading” system [2], students earn credit for completing activities (or bundlesof activities) by meeting clearly defined specifications shared at the time of assigning theactivities. If the work does not meet the specifications, then credit is not earned. This system hasseveral advantages. Specifications are closely mapped to the learning objectives for the activitiesand the course, making it easier to document and to reflect on learning. Students focus theireffort on meeting specifications much as they would in the professional field when addressingclient needs or competing for a project bid. Specifications can include aspects of the

Conference Session

Engineering Ethics Division Technical Session - Classroom Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; David Zhao; Alexandra Danielle Kulich, Tufts University; Madeline Polmear, University of Colorado, Boulder; Nathan E. Canney, CYS Structural Engineers Inc.; Chris Swan, Tufts University; Daniel Knight, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

differences in the interests and/or training indifferent majors. The very short responses from many students are somewhat troubling, giventhat all students should be able to readily answer these questions with more complex and detailedresponses after having taken a course that included ethics content. This raises interesting issuesaround students’ feelings about the importance of these topics, and indicates that these questionsmay reflect on the affective domain (e.g. value) to an equal or greater extent than the cognitivedomain (e.g. knowledge, reflected in the response to Q2).IntroductionEngineering has significant and important impacts on society, being critical to providing basicnecessities (e.g. access to clean water) as well as contemporary

Conference Session

ERM Technical Session 6: Technology-enhanced Instruction and Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica Watkins, Vanderbilt University; Merredith D. Portsmore, Tufts University; Rebecca D. Swanson, Tufts University

Tagged Divisions

Educational Research and Methods

he’s such a lovely polite person, he’s not going to argue with me, and he hasn’t tested it yet, so he doesn’t have the evidence to counterclaim or whatever. So I would have really stolen from him the opportunity to think that through. (Interview 5)In her reflection, Margaret recalls specific details of Charlie’s latest rocket design. She notes thathe had been attending to a particular problem—how to keep the rocket from leaking out air. Shealso acknowledges her own understanding of the mechanics underlying his design—the weightof the rocket needed to be considered alongside how well it traps air. While she was aware thatCharlie’s design was too heavy to be launched, she let him try out his ideas on his own. Shereasons that if she were to

Conference Session

DISTINGUISHED LECTURE: 2019 Best PIC, Zone, and Diversity Papers Live Q&A

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado Boulder; David Zhao; Alexandra Kulich; Madeline Polmear, University of Florida; Nathan E. Canney; Chris Swan, Tufts University; Daniel Knight, University of Colorado Boulder

Tagged Topics

2019 Best Zone & PIC Papers

questions with more complex and detailedresponses after having taken a course that included ethics content. This raises interesting issuesaround students’ feelings about the importance of these topics, and indicates that these questionsmay reflect on the affective domain (e.g. value) to an equal or greater extent than the cognitivedomain (e.g. knowledge, reflected in the response to Q2).IntroductionEngineering has significant and important impacts on society, being critical to providing basicnecessities (e.g. access to clean water) as well as contemporary conveniences and entertainment.While largely positive changes have resulted from the use of technology, engineers should alsocarefully weigh the potential for negative outcomes. The process of

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

David F. Radcliffe, Swinburne University of Technology; Mary K. Pilotte, Purdue University, West Lafayette

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

, the inclusionof Objective 5: Design and Objective 7: Creativity reflect the inductive and generative thinkingthat is an integral part of engineering investigations and “real-world” problem solving. Viewedanother way, the inclusion of these two objectives reminds us that design and creativity bothinvolve investigatory elements, exploration, data and information gathering, analysis andinterpretation, often through the design and conduct of experiments. The power of designthinking by Brown [19] with its emphasis on early and frequent prototyping to test ideas,physically or virtually, is a manifestation of the interdependence between engineering design andengineering investigation. The contemporary mantra associated with design thinking

Conference Session

Engineering Leadership Competency and Skill Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas at El Paso; Debbie Chachra, Olin College of Engineering; Kate Roach, UCL; Emanuela Tilley, University College London; Kyle G. Gipson, James Madison University

Tagged Divisions

Engineering Leadership Development

leadership that have typically been a part of industry frameworks and arewell described within the organizational psychology literature [8]. We go on to further considerleadership in an engineering context, and how ideas of engineering leadership may, or indeedshould, be reflected in learning experiences for undergraduate students.Leadership in engineering practiceProfessional leaders and individuals leading engineering teams often resist conventionaldefinitions of leadership [10], [1], such as the definition in Northouse's well-known text:“Leadership is a process whereby an individual influences a group of people to achieve acommon goal” [7]. The emphasis on interpersonal influence runs counter to certain engineeringnorms that see decision-making

Conference Session

First-Year Programs: Professional Skill Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn Schulte Grahame, Northeastern University; Susan F. Freeman, Northeastern University; Jake Alexander Levi, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

included in the communitypartnerships with two main foci: middle school robotics leagues and a community makerspace.Two surveys (Pre and Post course) helped to identify initial impressions and changes in students’(1) understanding of community partner’s geographic location, (2) impressions of location, (3)propensity to frequent a business in that location, and (4) knowledge of actual persons residing inthe community. Students were asked to write reflections after S-L site visits which acted asassessments of their growth in understanding of course concepts. The reflections were also usefulto see the students’ perception of professional growth and their perception of the community andtheir impact on it.Initial surveys indicated that news and word of

Conference Session

Working in Teams: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan Mentzer, Purdue University, West Lafayette; Andrew Jackson, Purdue University, West Lafayette; Kevin Andrew Richards, Northern Illinois University; Angelika N Zissimopoulos, Purdue University, West Lafayette; Dawn Laux, Purdue University

Tagged Divisions

Educational Research and Methods

;7, 10 provides exposure to different views, ideas,and perspectives;10 leads to opportunities for negotiation;11 and supports questioning among teammembers;7, 12 among other benefits. Through social interactions with other learners, studentshave an opportunity to learn through reflection on their own experience and benefit from hearingthe experiences of others.13 Learner-learner interactions present an opportunity to learn bothcontent and these “group behavior or group leadership skills” (p. 462)14. According to Verzat,Byrne, and Fayolle15 “in the case of teamwork, doing it rather than listening about how importantit is, is likely to have a more direct impact on student understanding” ( p. 359). Burdett9 surveyed344 senior business students

Conference Session

Mathematics Division Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eliza Gallagher, Clemson University; Lisa Benson, Clemson University; Geoff Potvin, Florida International University

Tagged Divisions

Mathematics

qualitative in nature, and our chosen research methods reflectthat. Rather than conduct a quasi-experimental design with a selection of GTAs participating incase analysis and others not, we instead used mixed qualitative and quantitative methods tocollect and analyze data solely from participants who experienced the use of case analysis in theirfirst semester of graduate school. This paper focuses in particular on two quantitative measures(survey data and student performance) and on two qualitative measures (case discussion recordsand reflective writings). We give a summary of the data within each of those four categoriesseparately. However, the nature of the research questions is such that a more significant analysisinvolves integration of those

Conference Session

Women in Engineering Technical Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrea Nana Ofori-Boadu, North Carolina A&T State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

-telling, andpeer mentoring; and (4) Physiological states through reflections, I-CAN statements, power poses,and fine and performing art.Data analysis of pre and post-tests, pre and post self-reporting 5-point Likert scale surveys, focusgroup sessions, and reflection sheets showed that this program had been effective. The 91%increase in Sustainable Construction Engineering knowledge, 7.41% increase in self-efficacy,and 7.35% increase in STEM attitudes were all statistically significant (p<0.01). The girls’strongest sources of self-efficacy were from observing peers (vicarious experiences),encouragement from parents (verbal persuasion), positive attitudes from fine and performing arts(physiological states), and continuous improvement and

Conference Session

Developing Teaching and Mentoring Skills

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alison J Kerr, University of Tulsa; Bradley J. Brummel, University of Tulsa; Bret Austin Arnold, University of Tulsa; Michael W. Keller, University of Tulsa

Tagged Divisions

Graduate Studies

discussed whether or not he considered himself a facilitator of studentdevelopment. First he said, “My role is a facilitator” but then said, “Facilitator feels wrong”.Upon reflection, the advisor decides that with some competencies such as oral and writtencommunication his role was to provide feedback saying, “My goal is to give them feedbackwhenever I can” and provided examples of student presentation and writing feedback. But thenwhen it came to the competency of leadership he said, “That’s where I feel I am a facilitator tosort of remind them about opportunities.” The distinction between facilitator and feedbackprovider was made by the advisor not the interviewer.Throughout the interview, the advisor spoke about different ways in which he tried

Conference Session

ERM Potpourri

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Turns, University of Washington; Jessica Yellin, University of Washington; Yi-Min Huang, University of Washington; Kathleen Gygi, University of Washington

Tagged Divisions

Educational Research and Methods

Page 11.1446.10sections do not explicitly take into account the characteristics of the participants in the ETPPprogram, specifically characteristics that are relevant to their role as learners. In particular, ourdata reflects the activities of adult learners (graduate students and post-docs) who had a range ofprior teaching experiences. Transformative learning theory is a theory with potential to take thisfeature of our situation into account.Transformative learning theory is a theory of learning that stems from adult education and seeksto explain instances where learner has more experience and significant commitment to priorbeliefs and where the learning is a process of reflecting on experience outside of formal learningenvironments (i.e., at

Conference Session

RET Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Zornitsa Georgieva, West Virginia University; Reagan Curtis, West Virginia University; Tyler A Saenz Saenz, West Virginia University; Miracle David Solley, West Virginia University; Darran Cairns, West Virginia University

Tagged Divisions

K-12 & Pre-College Engineering

solutions.Teachers need to move away from guiding students to a correct answer and move towardemphasizing student engagement 24. The teacher’s focus should target encouragement of theirstudents’ own reflection on their reasoning as well as interpretation of problem situations 25.Contrary to current practices of warning students when they take a wrong step in their solutionefforts, teachers need to encourage students to focus on interpreting specific ideas and theirconnections to the problem at hand 26. This type of facilitation requires significant scaffoldingmechanisms for effective learning to take place 27. The new role of the teachers includescarefully selection, preparation, and implementation of those scaffolds 16, 28. Lack of sufficientguidance will

Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Deborah Tihanyi, University of Toronto; Penny Kinnear, University of Toronto

Tagged Divisions

Educational Research and Methods

idea of possible selvesand identity play to examine this process.Interactive Response and InteractionsFrom our early observations of the students’ use of the portfolios, we could see that identitywork and play occur in a variety of contexts, mediated by individual reflections as well as theresponses and interactions of other individuals. These observations informed our categorizationof “Interactive Response” (IR) as a site of learning mediated by diverse interactions with bothpeople (instructors, peers, friends/family, clients) and symbolic artifacts (e.g., professional codesof ethics). In this conception of IR, we pick up on Hattie and Timperley’s broader notion offeedback as provided by multiple “agent[s]”[8] in response to a particular

Conference Session

Developing Systems Engineering Curriculum, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alice F. Squires, Stevens Institute of Technology; Jon Wade, Ph.D., Stevens Institute of Technology; Douglas A. Bodner, Georgia Institute of Technology; Masataka Okutsu, Purdue University; Dan Ingold, University of Southern California; Peter G. Dominick Ph.D., Stevens Institute of Technology, W.J. Howe School of Technology Management; Richard R. Reilly, Stevens Institute of Technology; William R. Watson, Purdue University; Don Gelosh, ODDRE/Systems Engineering

Tagged Divisions

Systems Engineering

could potentially accelerate the student’s learning of selected systems engineeringcompetencies.1.0 IntroductionSystems engineering educators are struggling to address workforce development needs requiredto meet the emerging challenges posed by increasing systems complexity1 and the widening gapin systems engineering expertise in the workforce.2 The systems engineering ExperienceAccelerator (ExpAcc) research project was conceived as a critical response to these needs andchallenges. The project was initiated to validate the use of technology to potentially create anexperiential, emotional state in the learner coupled with reflective learning so that time iseffectively compressed and the learning process of a systems engineer (SE) is

Conference Session

Artificial Intelligence (AI) and Case Studies in Construction Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hector Buyones-Gonzalez, Universidad Andres Bello, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Chile

Tagged Divisions

Construction Engineering Division (CONST)

, university programs inconstruction engineering must adapt to meet the current and future job market demands. Theresults will not only identify specific AI competencies deemed vital in the constructionindustry, per the perspectives of the interviewed professionals and experts, but also provideactionable insights into how these skills can be developed and integrated into the industry,enhancing project efficiency and quality. The analysis of semi-structured interviews withindustry experts reveals a labor market that highly values critical reflection, ethical principles,interpersonal and management skills, technical mastery in programming, data analysis,mastery of emerging technologies and construction-related software, English, andcybersecurity

Conference Session

TUESDAY PLENARY & Corporate Member Council Keynote Speaker

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kavitha Chintam, Northwestern University

Tagged Topics

Corporate Member Council (CMC)

] and some well-intentioned trainingsexacerbating the problem of bias [16]. In turn, many campuses moved to embracing student-centered pedagogies. Tools and resources, such as the “Advancing Inclusion and Anti-Racism inthe College Classroom: A rubric and resource guide for instructors” [17] and “Toward anantiracist engineering classroom for 2020 and beyond: A starter kit,” [18] were developed to helpfaculty reflect on their identity and positionality, consider their students’ lived experiences, andmove toward anti-racist pedagogy, assessments, and inclusive teaching practices.Within our department, there was a strong desire to make lasting changes to the culture andcurriculum. These efforts were driven by our graduate students with support from

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)

pathway toexplore and pressure test new ideas and ventures, understand systems, network and practicallybuild and foster resilient organizations and communities. Fellows receive stipends, training,mentoring and opportunities to field test their ideas and ventures over their entire college career.Fellowship outcomes are assessed through coded analysis of student reflections and applying theEntreComp entrepreneurial competency framework. This paper suggests that the fellowshipeffectively helps students develop and field test creative vision, cultivate greater self-awarenessand intrinsic motivation, take thoughtful risks, overcome challenges, and nurture teams andcollaborative environments while birthing impactful new ventures and bolstering their

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gary R. Mayer, Southern Illinois University Edwardsville; Allison Jane Fahsl, Southern Illinois University Edwardsville; Stephen McCaire Marlette, Southern Illinois University Edwardsville; Georgia Bracey, Southern Illinois University, Edwardsville

Tagged Divisions

K-12 & Pre-College Engineering

through a systematic process inorder to choose one. This process, typically called the engineering design process, is applicableto many complex problems, whether or not the person trying to solve them is formally anengineer6-8. To capture and present the essence of the engineering design process, a modifiedversion of the approach presented in Engineering is Elementary® 9 was used (see Figure 1). ASK IMAGINE PLAN TEST CRE ATE IMPROVE REFLECT Figure 1: Engineering Design Process Presented for the ClassroomEngineering is Elementary® (EiE) presents an iterative process of Ask, Imagine, Plan

Conference Session

Integrating Hands-On Technology and Project-Based Learning in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Wei Wu, Berea College; Scott Heggen, Berea College; Emmaley Clare Powell; Oussema Khlifi; Trayvion Jalan Newton

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

, we developed the Plug -n- Play approach, a flexiblepedagogical approach which ensures instructors have a fixed core structure, flexibility inleveraging their own teaching style, and a mechanism for constant reflection which allows foradaptations to the course structure over time. The PNP approach focuses course design around thestudent experience, while acknowledging and supporting individual teaching styles and teachingmethods.To assess PNP, a classroom observation protocol was developed to evaluate student engagement,as well as examination of sixteen sections worth of grades and student evaluations. The resultsshow that students are highly engaged with the course material, peers in the class, and theinstructors. Finally, the PNP approach

Conference Session

Virtues in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sergio Guillen Grillo, University of Virginia; Bryn Elizabeth Seabrook, University of Virginia

Tagged Divisions

Engineering Ethics Division (ETHICS)

preparing learners todevelop scripts and action plans for acting consistently with their values in ethically challengingscenarios. The approach moves away from discussing what the right action would be accordingto different ethical normative frameworks, and instead starts from the premise that most peopleare able to recognize the right course of action that is consistent with their values, and want topursue it; however, they have difficulties acting accordingly. Central to this learning model is theapplication of a thought experiment framed as: “Assuming I know what I want to do to act onmy values, how can I get it done?” The capacity to bridge the space between decision and actionis strengthened by reflection about past experiences and each

Conference Session

Engineering Leadership Development Division (LEAD) Technical Session: Engineering Leadership Competencies and Skills

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stacie Edington, University of Michigan; Michael Dailey, University of Michigan

Tagged Divisions

Engineering Leadership Development Division (LEAD)

, several barriers toimplementing these types of frameworks exist. First, many engineers continue to hold atraditional, hierarchical view of leadership and thereby may resist the notion that engineering is aleadership profession [7], [8]. Additionally, while many opportunities to gain experience exist,support is needed to provide students with more meaningful development through intentionalengagement and reflection [9]. Providing a comprehensive framework for competencydevelopment faces many challenges, including lack of shared curriculum across engineeringmajors, lack of faculty expertise or commitment to leadership development [10], difficultyimplementing efforts at scale, and misconceptions that leadership is a field best suited for studentsin

Conference Session

International Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sigrid Berka, University of Rhode Island; Bing Mu, University of Rhode Island; Lars Olav Erickson, University of Rhode Island; Iñaki Perez-Ibanez, University of Rhode Island

Tagged Topics

Diversity

Tagged Divisions

International

, adaptational, or causal process. Due to the limitation of space and relevance tothe purpose of this paper, focus will be placed on the developmental and compositional modelsof intercultural competence.  Developmental models are rooted in the recognition that intercultural competenceevolves over time. An influential example is the Developmental Model of InterculturalSensitivity (DMIS) created by Milton J. Bennett [10]. There are six stages in the DMIS modelwhere interactants progress from relatively ethnocentric understandings of other culturesto a more differentiated, sophisticated and ethnorelative comprehension and appreciation:“Denial” reflects attitudes that only one’s own culture is in some sense real or legitimate, whileother cultures are