Conference Session

Enhancing Teaching and Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Timothy Aaron Wood, The Citadel; Dan D. Nale P.E., The Citadel; Kweku Tekyi Brown P.E., The Citadel

Tagged Divisions

New Engineering Educators

facilitate engagement in contingent teaching, knowledge scaffolding, formativeassessment, and collaborative learning strategies, but in ways that encourage student motivation,interaction, and engagement in learning. Plickers [1], an innovative SRS consisting of studentresponse cards and an instructor website and instructor app, combines many of the features ofpre-technological, clicker, bring-your-own-device, and gamification SRSs. Instructors shouldcarefully implement any SRSs with full awareness of the benefits, limitations, and best practices.New instructors might find Plickers to be an easy to implement SRS to meet their students’learning needs.This paper presents a brief history of SRSs and an evaluation of the benefits and challenges ofSRSs

Conference Session

Tools and Strategies for Teaching Online Courses

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

New Engineering Educators

important as course modalities hybridize and proliferate. This paper would appealto new and experienced instructors, program assessors and coordinators, administration, and ingeneral, curriculum developers.Background and RationaleCOVID-19 radically altered the landscape of higher education, which for many institutions,resulted in the adoption of a hybrid-flexible (Hyflex) lecture model. In traditional, pre-pandemicimplementations of Hyflex, the mode is defined as “class sessions that allow students to choosewhether to attend classes face-to-face or online, synchronously or asynchronously,” creating atruly blended learning environment [1]. On-the-ground implementation of Hyflex at The Citadeland other US institutions has been more nuanced and

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenya Z Mejia, University of Washington; Yen-Lin Han, Seattle University; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

disadvantaged, [and]multi-minority female [1].” More recent contributions have brought to the fore the experiences ofblack, male students [2], international students grappling with mental health issues [3], andstudents with disability [4] . Such accounts provide a foundation for understanding what needs tobe addressed in order to move from exclusion to inclusion.Approaches for promoting inclusion. In addition, a growing body of work offers potential actionsor practices that can be pursued in order to work toward inclusion. For example, a recent blogpost for the ASEE Commission on Diversity, Equity and Inclusion [5] summarizes some of theirown work on the experiences of marginalized students and offers three kinds of actions that thosein engineering can

Conference Session

Enhancing Teaching and Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kweku Brown P.E., The Citadel; Dimitra Michalaka P.E., The Citadel; Nandan Hara Shetty, The Citadel; William J. Davis P.E., The Citadel

Tagged Divisions

New Engineering Educators

whiletrying to retain the material already learned. Professors, on the other hand, are constantly tryingto find ways to help students learn and evaluate their gained knowledge. This research aims toanswer the following questions: 1) Do students’ knowledge acquisition and retention decreasethrough the semesters? 2) Does studying for a final exam help to add more knowledge to what astudent had already acquired throughout a semester? and 3) Is there a correlation between thegained knowledge and students’ grade-point-averages (GPAs)? A total of 1218 Pre-tests andPost-tests were administered to at least 242 different students over the course of four years. Someof the post-tests were pre-announced to the students while others were not. Data was

Conference Session

Perspectives on Engineering Education During COVID-19

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Keven Alkhoury, New Jersey Institute of Technology ; Ahmed Z. Edrees, University of Jeddah & New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D. Borgaonkar, New Jersey Institute of Technology; Prateek Shekhar, New Jersey Institute of Technology

Tagged Divisions

New Engineering Educators

efficacy of instructional practices in two different courses: a computer-basedlab course and a hands-on activity-based lab course. Over the past two years, both these courseswere offered in different modalities- a face-to-face mode (Fall 2019), partially face-to-face, andpartially asynchronous (Spring 2020), and a fully synchronous remote mode (Fall 2020). Morespecifically, we try to understand the impact of remote learning on both these courses in theabovementioned modalities using the Student Response to Instructional Practices (StRIP) survey[1-2]. The two sections of the instrument are- (1) Types of instruction: We first study the students’response to the types of instruction (interactive, constructive, active, passive); and (2

Conference Session

Enhancing Teaching and Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicole Erin Friend, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan; Aileen Huang-Saad, Northeastern University

Tagged Divisions

New Engineering Educators

Johns Hopkins University School of Medicine, and a Masters of Business Administration from the University of Michigan Ross School of Business. American c Society for Engineering Education, 2021 Low-Barrier Strategies to Increase Student-Centered LearningAbstractEvidence has shown that facilitating student-centered learning (SCL) in STEM classroomsenhances student learning and satisfaction [1]–[3]. However, despite increased support fromeducational and government bodies to incorporate SCL practices [1], minimal changes have beenmade in undergraduate STEM curriculum [4]. Faculty often teach as they were taught, relyingheavily on traditional lecture-based teaching to

Conference Session

Perspectives on Engineering Education During COVID-19

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ahmed Dallal, University of Pittsburgh; Mohamed A. S. Zaghloul, University of Pittsburgh; Amr Hassan, University of Pittsburgh

Tagged Divisions

New Engineering Educators

and computerengineering classes.1. IntroductionThe COVID-19 pandemic has affected education in different ways. Because of the closure ofuniversities and schools, in-person instructions transitioned to online instruction. Instructors andstudents had to adapt to remote teaching swiftly. Previous studies on distance education haveshown that online teaching requires a different pedagogy and set of skills from that of the in-personclassroom [1], [2]. Educators are faced with new pedagogical issues regarding student interactionsand communications, course content design and delivery, adopting new types of assignments andperformance expectations, and different assessment and evaluation techniques [3]. This new teaching environment urged decisions and

Conference Session

Tools and Strategies for Teaching Online Courses

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Alexander Mendoza-Garcia, University of Florida

Tagged Divisions

New Engineering Educators

thinking, problem-solving and algorithmic thinking. Dr. Mendoza-Garcia’s research interests include investigating how to nurture in students these skills. He also worked in Industry before transitioning to academia. American c Society for Engineering Education, 2021Redesigning a large enrollment online course using a learner-centered approach.This paper is a follow-up to my experience redesigning my online course in problem-solving CGS2531Problem-Solving Using Computer Software [1]. In that paper, the instructional developer and I describedthe design decisions to improve students' engagement. In this second paper, I am reporting what hashappened after its implementation.My

Conference Session

Tools and Strategies for Teaching Online Courses

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Edward F. Gehringer, North Carolina State University at Raleigh; Ashwini Menon; Guoyi Wang

Tagged Divisions

New Engineering Educators

classes, which often depended on employers, libraries, or testingcenters to supply proctors for individual students. This raised a great deal of concern thatcheating would undermine the integrity of exams, and thus subvert the validity of grades.Initial results seemed to bear out the concern. Jacksonville University [1] reported a sharp rise inspring-semester incidents. In the years 2015–2019, an average of 47% of the academic-integritycases were filed in the spring semester. In 2020, it was 61%, and 60% of those cases occurredafter the move to remote learning. Moreover, more of the incidents involved exams. In 2018–2019, only 7% of incidents involved exams, whereas in 2019–2020, 21% were on exams. Theonline proctoring company ProctorU reported

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tawfik Elshehabi, University of Wyoming

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

90% of my students (N=87) strongly agreedthat sharing my teaching philosophy is critical. Additionally, underrepresented students wereempowered and archived more than half the “A”s in my courses. In conclusion, since equal is notalways fair, instructors must make their expectations exceptionally clear to ensure that anystudent can succeed and earn an “A.” I believe it is time for educators to polish their teachingphilosophy, create appealing visual models, and share them with their students.IntroductionDeveloping a Teaching Philosophy Statement (TPS) is central in any academic career [1]. TPSdeclares the educator’s approach to teaching and learning. Creating a teaching philosophyengages educators in metacognitive reflection on what they

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Valeriya Yudina, Higher School of Economics; Yulia Skrupskaya, National Research University Higher School of Economics; Victor Taratukhin, SAP Silicon Valley and University of Muenster; Elvira Kozlova; Natalia Pulyavina, Plekhanov Russian University of Economics

Tagged Topics

Diversity

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New Engineering Educators

thinking and is the originator of thecreative archaeology lab at Stanford University, working closely with Design Thinking.Another speaker was Kakeru Tsubota, Principal and Japan Representative, SAP LabsSilicon Valley. Also, Tamara Carleton, the CEO and founder of Innovation LeadershipGroup LLC and a research associate at the Foresight & Innovation lab affiliated withStanford's Center for Design Research.During the Ideathon Challenge, there was a division into two time zones (European andAmerican) to provide an opportunity to pitch the project at a suitable time. The studentswere offered but not limited to three challenges.Case study 1: Learning and interaction in the post-COVID worldIsolation can often lead to a reduction in communication

Conference Session

Enhancing Teaching and Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lisa Benson, Clemson University; Rebecca A. Bates, Minnesota State University, Mankato; Karin Jensen, University of Illinois at Urbana - Champaign; Gary Lichtenstein, Arizona State University; Kelsey Watts, Clemson University; Evan Ko, University of Illinois at Urbana - Champaign; Balsam Albayati

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

as well as internalizing high standards of scientific research [1]. Asa field, EER benefits from diverse perspectives aimed at improving engineering education andchallenging existing models of professional formation of engineers. New faculty are oftensolicited to review journal manuscripts and grant proposals, but receive little to no formaltraining to develop their schema, or model, for conducting quality and constructive peer reviewsin their field. We have leveraged the knowledge and organizational structure of the first tworounds of the JEE Mentored Reviewer Program to create the EER PERT project. We anticipatedthat participants would experience benefits similar to those of the Publons Academy, a peerreview training program. Responses

Conference Session

Tools and Strategies for Teaching Online Courses

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Chierichetti, San Jose State University; Nataliya Grigoryan, San Jose State University; Radha Aravamudhan, San Jose State University; Joseph Rodriguez, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

) in Fall 2020. Theapproach seemed suitable to support students to master the class learning outcomes, by movingfrom a breadth to a depth learning priority. The available research indicates that competency-based learning is ideal to support weaker students while maintaining rigor. It allows them to moveat their own pace and be more successful and confident as they gain a higher level of understandingin the required topics [1], [2].This paper utilizes quantitative and qualitative methods to show whether competency-basedlearning generates positive results in achievements and learning, and to understand whetherstudents positively reacted to mastery learning. The authors will answer the following researchquestions 1. What is the impact of CBL on

Conference Session

Perspectives on Engineering Education During COVID-19

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ziyan Bai, University of Washington; Denise Wilson, University of Washington; Shruti Misra, University of Washington; Morgan Anderson, University of Washington, Seattle; Neha Kardam, University of Washington

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

TAs did in the first term of remote learning worked;and carrying forward those practices into future remote instruction and instruction beyond theCOVID-19 pandemic may be recommended.IntroductionAccording to the 2019 Open Doors Report by the Institute of International Education (IIE), thenumber of international students studying in the U.S. was at its highest ever during the 2018-2019 academic year – almost 1.1 million students or 5.5% of the total population in highereducation [1]. In total, these students contributed over 44 billion dollars to the U.S. economy.And, of these students, over half pursued Science, Technology, Engineering, and Mathematics(STEM) degrees, with engineering remaining the most popular academic discipline among

Conference Session

Perspectives on Engineering Education During COVID-19

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amr Hassan, University of Pittsburgh; Ahmed Dallal, University of Pittsburgh; Mohamed A. S. Zaghloul, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

educational processflow. In this work, we present a survey-based study of the students’ opinions and perspectives onthree different remote teaching techniques, practiced in the school hosting this study. The studytakes place during spring and summer of 2020 and more than 500 students participated in it. Thefactors affecting the students’ experience in each method will be identified, and, accordingly, bestpractices for the instructors will be recommended to ensure students’ engagement and satisfaction.1. IntroductionSince COVID-19 [1] was declared a pandemic in March 2020, normal life as we knew it wasdisrupted. Many universities across the US and worldwide were forced to either end their springsemester early or switch to remote learning for what was

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pedro E. Arce, Tennessee Technological University; Andrea Arce-Trigatti, Tallahassee Community College; Stephanie Jorgensen; Robby Sanders, Tennessee Technological University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

currently a contributing research member of the Renaissance Foundry Research Group.Dr. Robby Sanders, Tennessee Technological University Dr. Robby Sanders is an Associate Professor at Tennessee Technological University (TTU) in the Depart- ment of Chemical Engineering. He obtained his Bachelors of Science in Mechanical Engineering from TTU in 1995, and he obtained his Master’s degree and his PhD in Biomedical Engineering from Vander- bilt University in 1998 and 2001, respectively. His research efforts address 1) innovation-driven learning with a focus on student learning at disciplinary interfaces, 2) clinical diagnostics and therapeutics for dis- eases of the lungs, 3) wound healing, and 4) performance of soft gel

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer R. Amos, University of Illinois at Urbana - Champaign; Zhilin Zhang, University of Illinois at Urbana - Champaign; Lawrence Angrave, University of Illinois at Urbana - Champaign; Hongye Liu, University of Illinois at Urbana - Champaign; Yiyin Shen

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

reported 19% of undergraduates reported a physicalor cognitive disability (see Table 2-6 of [1]). Students with disabilities are those who reportedthat they had one or more of the following conditions: blindness or visual impairment that cannotbe corrected by wearing glasses; hearing impairment (e.g., deaf or hard of hearing); orthopedicor mobility impairment; speech or language impairment; learning, mental, emotional, orpsychiatric condition (e.g., serious learning disability, depression, ADD, or ADHD); or otherhealth impairment or problem. However most disabilities are not reported to the institution orcourse instructors. For example, Previous research showed 75% underreporting of students witha wide spectrum of disability, i.e. only a quarter