Conference Session

Engineering Education During the COVID-19 Pandemic

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2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Aldeman, Illinois State University; Theodore J. Branoff, Illinois State University

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Educational Research and Methods

from 1986-2014. He also worked for Siemens- Switchgear Division and for Measurement Group, Inc. Dr. Branoff’s research interests include constraint- based solid modeling strategies and spatial visualization abilities in undergraduate students. He has con- ducted CAD and Geometric Dimensioning and Tolerancing workshops for both industry and education professionals. Dr. Branoff served as President of the International Society for Geometry and Graphics from 2009-2012. In 2013 he was elected into the Academy of Fellows of the ASEE, and in 2014 he received the Distinguished Service Award from the Engineering Design Graphics Division of ASEE. In April of 2015 Dr. Branoff received the Orthogonal Medal for

Conference Session

Studies of Shifting In-person Courses to Online and Students' Online Behavior

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Chiu Choi, University of North Florida

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offering ofthis course on campus in fall 2019. In the table, Exam 1 covered the materials in Modules 1 and2. Exam 2 covered the materials in Modules 3 and 4. Exam 3 covered the materials in Modules 5and 6. The level of the exams in those two offerings were about the same. © American Society for Engineering Education, 2021 2021 ASEE Annual Conference Fig. 7: a sample of weekly announcementsThe demographics for the fall 2019 offering was that 88% of the 44 students were seniors and12% were postbac students. The GPA of 82% of students were greater than 3.0 and 17% between2.0 and 2.99. The gender distribution was that 88% male and 12% female.The demographics for the

Conference Session

Tools to Enhance Student Learning of Undergraduate Engineering Content

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Paniz Khanmohammadi Hazaveh, Michigan Technological University; Linda Wanless, Michigan Technological University

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content mastery in EET2141between two groups of students. The first group of students attended EET2141 in Fall 2019 andthey were administered real-world problems to solve in the form of printed worksheets handedout after each class lecture. The printed worksheets were related to that day’s lecture materialand were collected in class. The second group of students attended EET2141 during Fall 2020semester and after each class session they were assigned the same worksheets but only availableonline (on Canvas Learning Management System). Students submitted their completedworksheets online via the LMS. The recitation sessions for both groups were held face to face inorder to evaluate the absolute impact of physical and online worksheets between the

Conference Session

Medley of Undergraduate Programming and Pedagogies

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2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew J. Ford, Cornell University; Soheil Fatehiboroujeni, Cornell University; Elizabeth Mills Fisher, Cornell University; Hadas Ritz, Cornell University

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PhD from U.C. Berkeley.Dr. Hadas Ritz, Cornell University Hadas Ritz is a senior lecturer in Mechanical and Aerospace Engineering, and a Faculty Teaching Fellow at the James McCormick Family Teaching Excellence Institute (MTEI) at Cornell University, where she received her PhD in Mechanical Engineering in 2008. Since then she has taught required and elective courses covering a wide range of topics in the undergraduate Mechanical Engineering curriculum. In her work with MTEI she co-leads teaching workshops for new faculty and assists with other teaching excellence initiatives. Her main teaching interests include solid mechanics and engineering mathematics. Among other teaching awards, she received the 2020 ASEE St

Conference Session

Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection

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2021 ASEE Virtual Annual Conference Content Access

Authors

Soheil Fatehiboroujeni, Cornell University; Matthew Jordan Ford, Cornell University; Hadas Ritz, Cornell University; Elizabeth Mills Fisher, Cornell University

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James McCormick Family Teaching Excellence Institute (MTEI) at Cornell University, where she received her PhD in Mechanical Engineering in 2008. Since then she has taught required and elective courses covering a wide range of topics in the undergraduate Mechanical Engineering curriculum. In her work with MTEI she co-leads teaching workshops for new faculty and assists with other teaching excellence initiatives. Her main teaching interests include solid mechanics and engineering mathematics. Among other teaching awards, she received the 2020 ASEE St. Lawrence Section Outstanding Teaching Award.Prof. Elizabeth Mills Fisher, Cornell University Elizabeth M. Fisher is an Associate Professor in the Sibley School of

Conference Session

Studies of Student Teams and Student Interactions

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Md Nizamul Hoque Mojumder, Florida International University; Arif Mohaimin Sadri, Florida International University

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, “Comparing methods for comparing networks,” Sci. Rep., vol. 9, no. 1, pp. 1–19, 2019, doi: 10.1038/s41598-019-53708-y.[35] B. D. Gane, D. Denick, N. Jorion, L. V. Di Bello, J. W. Pellegrino, and R. A. Streveler, “Continuous improvement of a concept inventory: Using evidence centered design to refine the thermal and transport concept inventory,” ASEE Annu. Conf. Expo. Conf. Proc., vol. 122nd ASEE, no. 122nd ASEE Annual Conference and Exposition: Making Value for Society, 2015, doi: 10.18260/p.23743.[36] D. L. Denick, “Difficulty as a concept inventory design consideration: An exploratory study of the concept assessment tool for statics (CATS),” ProQuest Diss. Theses, p. 192, 2015, [Online]. Available

Conference Session

Academic Success and Retention

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Authors

Nong Ye, Arizona State University; Ting Yan Fok, Arizona State University; James Collofello, Arizona State University; Tami Coronella, Arizona State University

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Educational Research and Methods

implemented to increase retention in engineering programs across the United States,” in Proceedings of the 2017 ASEE Zone II Conference, San Juan, Puerto Rico, March 2 – 5, 2017.[24] A. F. Melissa, “Engineering persistence: Designing and testing a communal strategies intervention to increase the retention of women in engineering,” PhD. dissertation, Department of Psychology, Miami University, 2019.[25] S. Munir, “Effects of academic and nonacademic factors on undergraduate electronic engineering program retention,” PhD dissertation, College of Education, Walden University, 2016.[26] J. L. White and G. H. Massiha, “The retention of women in science, technology, engineering, and mathematics: A framework for persistence

Conference Session

Research on Diversity, Equity, and Inclusion

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2021 ASEE Virtual Annual Conference Content Access

Authors

David Ray Waller, Purdue University, West Lafayette; Yukiko Maeda, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Louis Tay, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

, team assign- ment, peer evaluation, and active and collaborative teaching methods has been supported by the National Science Foundation and the Sloan Foundation and his team received for the best paper published in the Journal of Engineering Education in 2008, 2011, and 2019 and from the IEEE Transactions on Education in 2011 and 2015. Dr. Ohland is an ABET Program Evaluator for ASEE. He was the 2002–2006 President of Tau Beta Pi and is a Fellow of the ASEE, IEEE, and AAAS.Louis Tay, Purdue University, West Lafayette Louis Tay is William C. Byham Associate Professor in Industrial-Organizational Psychology. His research interests are in well-being, research methodology, and data science

Conference Session

Studies of Student Teams and Student Interactions

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2021 ASEE Virtual Annual Conference Content Access

Authors

Ellen M. Swartz, North Dakota State University; Lauren Singelmann, North Dakota State University; Ryan Striker P.E., North Dakota State University; Mary Pearson, North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Stanley Shie Ng, Biola University

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students and teams within the model, even in its simplistic form, are influential infurther understanding the innovation process, as very little is known about it [22]. Suchinformation is crucial to develop courses that strive to educate students in innovative learningenvironments with hopes of preparing them for the complexities of an ever-evolving world.References[1] L. Singelmann, E. Swartz, M. Pearson, R. Striker, and E. A. Vazquez, “Design and Development of a Machine Learning Tool for an Innovation-Based Learning MOOC,” in 2019 IEEE Learning With MOOCS (LWMOOCS), 2019, pp. 105–109.[2] R. Striker, M. Pearson, E. Swartz, L. Singelmann, and E. A. Vazquez, “21st Century Syllabus: Aggregating Electronic Resources for Innovation

Conference Session

Research on Diversity, Equity, and Inclusion

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2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo; Nathan R. Johnson, University of South Florida; Fernando Sánchez, University of St. Thomas; Walter R. Hargrove

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Diversity

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Educational Research and Methods

: Grantee poster session - Year 1,” ASEE Annu. Conf. Expo. Conf. Proc., 2019.[7] L. L. Long, “Toward an antiracist engineering classroom for 2020 and beyond: A starter kit,” J. Eng. Educ., vol. 109, no. 4, pp. 636–639, 2020.[8] K. J. Cross, K. B. H. Clancy, R. Mendenhall, P. Imoukhuede, and J. R. Amos, “The double bind of race and gender: A look into the experiences of women of color in engineering,” ASEE Annu. Conf. Expo. Conf. Proc., vol. 2017-June, 2017.[9] K. Crenshaw, “Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color,” Stanford Law Rev., vol. 43, no. 6, pp. 1241–1299, 1991.[10] K. Crenshaw, “Demarginalizing the intersection of race and sex: A black feminist

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

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2021 ASEE Virtual Annual Conference Content Access

Authors

Jiaqi Zhang, University of Cincinnati; P.K. Imbrie, University of Cincinnati

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Educational Research and Methods

member of ASEE since 2000 and has been actively involved with the Society in var- ious capacities. He has served in multiple leadership roles in the ERM and FPD divisions, including: ERM board of directors (2002-2004), program chair for ERM (2005 and 2009), ERM program chair for Frontiers in Education (FIE) (2004), FIE Steering Committee ERM representative (2003-2009), as well as program chair (2016) and division chair (2016-17) for FPD. He has also served on two ASEE advisory committees. American c Society for Engineering Education, 2021 The Student Attitudinal Success Inventory III (SASI III): Construct Validity and Measurement

Conference Session

Research Methods and Studies on Engineering Education Research

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2021 ASEE Virtual Annual Conference Content Access

Authors

Johanna Naukkarinen, Lappeenranta-Lahti University of Technology; Marja Talikka, Lappeenranta-Lahti University of Technology

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Educational Research and Methods

and use of the design sciencesearch terms in the text.ResultsThe analysis of the final sample of 32 peer-reviewed journal articles resulted in the followingfindings. These primary studies are listed in Appendix 1. The timeline of the articles startsfrom 2005, with only a very moderate growth for more than ten years and a more substantialincrease in past three years. As the literature search was conducted in autumn 2020, when allthe papers published in 2020 were not yet available, it is likely that the number for 2020 doesnot represent the full number for that year. Using the Scopus “Analyze search result” tool, thenumber of yearly published research articles (2010–2019) using the query “design science”AND “engineering education” and the

Conference Session

Efforts to Understand and Support Students' Socioemotional Factors

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2021 ASEE Virtual Annual Conference Content Access

Authors

Saira Anwar, University of Florida; Ahmed Ashraf Butt, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette

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Elgin Wickenden Award by the American Society for Engineering Education. Dr. Menekse also received three Seed-for-Success Awards (in 2017, 2018, and 2019) from Purdue University’s Excellence in Re- search Awards programs in recognition of obtaining three external grants of $1 million or more during each year. His research has been generously funded by grants from the Institute of Education Sciences (IES), Purdue Research Foundation (PRF), and National Science Foundation (NSF). American c Society for Engineering Education, 2021 WIP: Challenges and Mitigation Strategies in STEM Courses – Students' PerspectiveBackground and Motivation With various

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Darryl A. Dickerson, Florida International University; Stephanie Masta, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Alice L. Pawley, Purdue University, West Lafayette

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Diversity

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methods has been supported by the National Science Foundation and the Sloan Foundation and his team received for the best paper published in the Journal of Engineering Education in 2008, 2011, and 2019 and from the IEEE Transactions on Education in 2011 and 2015. Dr. Ohland is an ABET Program Evaluator for ASEE. He was the 2002–2006 President of Tau Beta Pi and is a Fellow of the ASEE, IEEE, and AAAS.Dr. Alice L. Pawley, Purdue University, West Lafayette Alice Pawley (she, her, hers) is an Associate Professor in the School of Engineering Education and an affiliate faculty member in the Women’s, Gender, and Sexuality Studies Program, Environmental and Ecological Engineering, and the Purdue Climate Change Research Center

Conference Session

Medley of Undergraduate Programming and Pedagogies

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2021 ASEE Virtual Annual Conference Content Access

Authors

Gretchen A. Dietz, University of Florida; Leann Wishah, University of Florida; Elliot P. Douglas, University of Florida; Erica D. McCray, University of Florida

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Diversity

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Educational Research and Methods

-racialized-experiences-engineers[14] G. Ladson-Billings and W. F. Tate, “Toward a critical race theory of education,” Teach. Coll. Rec., vol. 97, no. 1, p. 23, 1995.[15] A. L. Pawley, J. A. Meija, and R. A. Revelo, “Translating theory on color-blind racism to an engineering education context: Illustrations from the field of engineering education,” presented at the ASEE Annual Conference, Salt Lake City, UT, 2018.[16] A. L. Pawley, “Learning from small numbers: Studying ruling relations that gender and race the structure of U.S. engineering education,” J. Eng. Educ., vol. 108, no. 1, pp. 13–31, 2019, doi: 10.1002/jee.20247.[17] T. J. Yosso, “Whose culture has capital? A critical race theory discussion of community cultural

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

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2021 ASEE Virtual Annual Conference Content Access

Authors

Mycala Read, South Dakota School of Mines and Technology; Micah Lande, South Dakota School of Mines and Technology

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Annual Conference & Exposition.Lande, M. (2020, June). Learning Trajectories through Undergraduate Engineering Curricula andExperiences. In 2020 ASEE Virtual Annual Conference.Lande, M., & Leifer, L. (2009, October). Student representations and conceptions of design andengineering. In 2009 39th IEEE Frontiers in Education Conference (pp. 1-2). IEEE.Lande, M., & Liu, Y. (2019, June). Design Process Geometries: Shapes and LearningTrajectories of Engineering Students’ Design Process Concept Maps. In 2019 ASEE AnnualConference & Exposition.Mosborg, S, R Adams, R Kim, C Atman, J Turns & M Cardella (2005). Conceptions of theEngineering Design Process: An Expert Study of Advanced Practicing Professionals.Proceedings of American

Conference Session

Innovative Pedagogies Afforded Through Technology and Remote Learning

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2021 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University, Polytechnic campus; Tahzinul Islam, York University

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Educational Research and Methods

Conference Session

Research Methods and Studies on Engineering Education Research

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2021 ASEE Virtual Annual Conference Content Access

Authors

D. Matthew Boyer, Clemson University; Luke A. Duncan, Clemson University

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Educational Research and Methods

Scholarships inSTEM (S-STEM) project. Our purpose in sharing our current situation is to gain feedback fromcolleagues experienced with projects of this size and type on how to effectively make midstreamcorrections to design-based methods in ways that maintain research and project fidelity. Duringthe 2019-20 academic year, the first year of the project, we created tools and procedures for datacollection and analysis that we piloted in Spring 2020 with the first cohort of students toparticipate in the S-STEM program. With regard to supporting undergraduate students, the planfor this multi-year, grant-funded project is to scale each year, along with increasing the size ofparticipant cohorts, through the fifth and final year of the project. As a two

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

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2021 ASEE Virtual Annual Conference Content Access

Authors

Tajmilur Rahman, Gannon University; Stephen T. Frezza, Gannon University

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Educational Research and Methods

University in Erie, PA. His research interests include Global Software Engineering, Affective Domain Learning, Engineering Education Research, as well as Philos- ophy of Engineering and Engineering Education. He is regularly involved in supporting the regional entrepreneurial ecosystem, as well as projects that serve the regional community. He is an active member and volunteer for both the Institute of Electrical and Electronic Engineers (IEEE) Computer Society and the American Society for Engineering Education (ASEE). He has published numerous conference papers and journal articles on innovations in Software Engineering curriculum development and Philosophy of Engineering & Computing

Conference Session

Student Engagement, Socioemotional Needs, and Social Support During Pandemic

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2021 ASEE Virtual Annual Conference Content Access

Authors

Matilde Luz Sanchez-Pena, University at Buffalo; Chloe Otis, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

,” Midwestern Higher Education Compact (MHEC), 2016.[16] ACHA, “Spring 2019 American College Health Association National College Health Assessment,” American College Health Association (ACHA), 2019.[17] K. Jensen and K. J. Cross, “Work in Progress: Understanding Student Perceptions of Stress as Part of Engineering Culture,” presented at the 2018 ASEE Annual Conference & Exposition, Jun. 2018. Accessed: Dec. 04, 2018. [Online]. Available: https://peer.asee.org/work-in-progress-understanding-student-perceptions- of-stress-as-part-of-engineering-culture[18] S. Parsons, T. Croft, and M. Harrison, “Engineering students’ self-confidence in mathematics mapped onto Bandura’s self-efficacy,” Engineering Education, vol. 6

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

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2021 ASEE Virtual Annual Conference Content Access

Authors

Kelsey Scalaro, University of Nevada, Reno; Indira Chatterjee, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Jeffrey C. LaCombe, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

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Educational Research and Methods

latinas: The role of self- and outside recognition,” J. Hispanic High. Educ., vol. 18, no. 3, pp. 254–272, Jul. 2019.[20] A. D. Patrick, M. Borrego, and C. Conner, “A combined model for predicting engineering identity in undergraduate students,” in ASEE Annual Conference and Exposition, 2018.[21] S. Hidi and K. Ann Renninger, “The four-phase model of interest development,” Educ. Psychol., vol. 41, no. 2, pp. 111–127, Mar. 2006.[22] A. Bandura, “Self-efficacy: Toward a unifying theory of behavioral change,” Psychol. Rev., vol. 84, no. 2, pp. 191–215, 1977.[23] Z. Hazari, E. Brewe, R. M. Goertzen, and T. Hodapp, “The Importance of high school physics teachers for female students’ physics identity and

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bill M. Diong, Kennesaw State University; Craig A. Chin, Kennesaw State University; Sandip Das, Kennesaw State University; Ayse Tekes, Kennesaw State University; Walter Thain, Kennesaw State University

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, laboratory instructional materials were modified andintroduced to students in the Fall 2019 semester. One of the most significant modifications wasincluding more SPICE circuit simulations as part of the prelab assignments students completedbefore performing the lab exercises. The intent was to augment numerical calculations with thewaveform simulations that produced circuit output waveforms much like students would see withtheir breadboarded circuits. Another major modification was production of short videos thataddressed lab test equipment operation with emphasis on the oscilloscope. The lab instructionsthemselves were edited to improve circuit schematic diagrams, clarify procedures, and includemore comprehensive background theory.To help determine

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marcia Gail Headley, University of Delaware; Amy Trauth, University of Delaware; Haritha Malladi, University of Delaware; Jenni Buckley, University of Delaware

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Diversity

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Educational Research and Methods

manufacturing plan entailed the development of robust paperdesigns, including engineering drawing packets. Intermediate CAD validation tools, suchgeometric measurements and finite element analysis, were used to perform design validation.MeasurementThe current measurement tool was developed based on analysis and discussion of preliminaryversions used to assess the viability of collecting task choice information from students enrolledin super-study courses during prior semesters (Fall 2017 – Fall 2019). Table 1 summarizesvariations in the first three approaches to soliciting information about individuals’ task choices.Version 1 collected data about time (hours) spent on eight tasks (Problem Definition, ConceptSelection, Design Schematics, Engineering

Conference Session

Research on Diversity, Equity, and Inclusion

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2021 ASEE Virtual Annual Conference Content Access

Authors

Dina Verdin, Arizona State University

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Diversity

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Educational Research and Methods

focusing on the issues of access and persistence. She uses asset-based approaches to understand minoritized students’ lived experiences (i.e., including first-generation college students and Latinx). Specifically, she seeks to understand how first-generation college students and Latinx students author their identities as engineers and negotiate their multiple identities in the current culture of engi- neering. Her scholarship has been recognized in several spaces, including the 2018 ASEE/IEEE Frontiers in Education Conference Best Diversity Paper Award, 2019 College of Engineering Outstanding Graduate Student Research Award, and the Alliance for Graduate Education and the Professoriate (AGEP) Distin- guished Scholar

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

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2021 ASEE Virtual Annual Conference Content Access

Authors

Lea K. Marlor, University of Michigan; Cynthia J. Finelli, University of Michigan; Laura J. Carroll, University of Michigan

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Educational Research and Methods

Paper ID #34784Work in Progress: Barriers Instructors Encounter when Using ActiveLearning in an Online Classroom SettingMs. Lea K. Marlor, University of Michigan Lea Marlor is a Ph.D. student at the University of Michigan, studying Engineering Education Research. She joined the University of Michigan in Sept 2019. Previously, she was the Associate Director for Education for the Center for Energy Efficient Electronics Science, a NSF-funded Science and Technology Center at the University of California, Berkeley. She managed undergraduate research programs to recruit and retain underrepresented students in science and

Conference Session

Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection

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2021 ASEE Virtual Annual Conference Content Access

Authors

Karen C. Davis, Miami University

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Educational Research and Methods

, L.D. Nguyen, and R. O’Neill, “Exam Wrappers, Reflection, and Student Performance in Engineering Mechanics – Part II,” Proceedings of the ASEE Annual Conference & Exposition, Tampa, FL, USA, Jun 16-19, 2019.[12] R. Talbert, Flipped Learning: A Guide for Higher Education Faculty, Stylus Publishing, Sterling, VA, USA, 2017.[13] S. Garcia, “Improving Classroom Preparedness Using Guided Practice,” Proceedings of the 49th ACM Technical Symposium on Computer Science Education, Baltimore, Maryland, USA, February 21-24, 2018, pp. 326-331.[14] B. Batson, “Introducing Metacognition to Sophomores and Juniors and Its Effect on Academic Performance,” Proceedings of the ASEE Annual Conference & Exposition

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

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2021 ASEE Virtual Annual Conference Content Access

Authors

Steven Santana, Harvey Mudd College

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Educational Research and Methods

Education,” ASEE Peer, vol. 2017-June, Jun. 2017.[50] M. R. Kendall, M. Denton, N. H. Choe, L. M. Procter, and M. Borrego, “Factors Influencing Engineering Identity Development of Latinx Students,” IEEE Trans. Educ., vol. 62, no. 3, pp. 173–180, Aug. 2019.[51] E. Ramsey and D. Brown, “Feeling like a fraud: Helping students renegotiate their academic identities,” Coll. Undergrad. Libr., vol. 25, no. 1, pp. 86–90, Jan. 2018.[52] B. Tallman et al., “How Do Engineering Undergraduates Define Engineering Identity?,” Am. Soc. Eng. Manag., 2019.[53] B. E. Hughes, W. J. Schell, E. Annand, R. Beigel, M. B. Kwapisz, and B. Tallman, “Do I Think I’m an Engineer? Understanding the Impact of Engineering Identity on

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Katz, Virginia Polytechnic Institute and State University; Matthew Norris, Virginia Polytechnic Institute and State University; Abdulrahman M. Alsharif, Virginia Polytechnic Institute and State University; Michelle D. Klopfer, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University

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Educational Research and Methods

://peer.asee.org/demonstrating-use-of-natural-language-processing- to-compare-college-of-engineering-mission-statements.[23] C. G. P. Berdanier, E. Baker, W. Wang, and C. McComb, “Opportunities for natural Llnguage processing in qualitative engineering education research: Two examples,” in 2018 IEEE Frontiers in Education Conference (FIE), Oct. 2018, pp. 1–6, doi: 10.1109/FIE.2018.8658747.[24] A. Satyanarayana, K. Goodlad, J. Sears, P. Kreniske, M. F. Diaz, and S. Cheng, “Using natural language processing tools on individual stories from First-year students to summarize emotions, sentiments, and concerns of transition from high school to college,” presented at the 2019 ASEE Annual Conference & Exposition, Jun

Conference Session

Innovative Pedagogies Afforded Through Technology and Remote Learning

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2021 ASEE Virtual Annual Conference Content Access

Authors

Shivam Jindal, New York University; Jack Bringardner, New York University

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also an Assistant Professor in the General Engineering Department and Civil Engineer- ing Department where he teaches the First-Year Engineering Program course Introduction to Engineering and Design. He is the Director of Vertically Integrated Projects at NYU. His Vertically Integrated Projects course is on Smart Cities Technology with a focus on transportation. His primary focus is developing curriculum, mentoring students, and engineering education research, particularly for project-based cur- riculum, first-year engineering, and transportation. He is active in the American Society for Engineering Education and is the Webmaster for the ASEE First-Year Programs Division and the First-Year Engi- neering Experience

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yike Li, Shanghai Jiao Tong University; Jiabin Zhu, Shanghai Jiao Tong University; Zhinan Zhang, Shanghai Jiao Tong University

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Educational Research and Methods

Paper ID #33283Rethinking Engineering Education: Lessons from the Learning Experiencesof Early-career EngineersMiss Yike Li, Shanghai Jiao Tong University Yike Li received a Bachelor’s degree in Human Resource Management from Nanjing Agricultural Uni- versity of China (2019), and is studying for a Master’s degree in Higher Education at SJTU. Her research interest includes early-career engineers’ learning experiences and entrepreneurship education.Jiabin Zhu, Shanghai Jiao Tong University Jiabin Zhu is an Associate Professor at the Graduate School of Education at Shanghai Jiao Tong Uni- versity. Her primary research