Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda N. Quay, Stanford University; Callan E. Monette, Stanford University; Stacey A. Huang, Stanford University; Alexa Wnorowski, Stanford University; Anjali Mulchandani, Stanford University; Ronnie Miller, Stanford University

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education practices. In this paper, we will discuss the majorcomponents of these pivots, including (i) transitioning existing programming to the virtualenvironment, (ii) reassessing chapter direction and goals by expert elicitation to evaluate chapterniche, (iii) developing new strategies to increase participation and engagement, including theformation of an anti-racism multimedia learning club aimed at promoting awareness of systemicinequity and discussing strategies to combat anti-black racism in higher education, and(iv) continuously adjusting chapter goals and activities through iterative reflection. We will placethis discussion in the context of literature on mental health, well-being, and flourishing ofstudents and educators during this

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bala Vignesh Sundaram, Arizona State University, Polytechnic campus; Nadia N. Kellam, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus

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framework to better understand empathyamong engineering educators. The framework is made up of three mutually dependentdimensions: skills, orientation, and being. The skills dimension includes empathic skills that canbe learned such as perspective taking, mode switching, and affective sharing. The orientationdimension concerns one’s proclivity for being empathetic and includes aspects such as anepistemological openness and reflective values awareness. The being dimension aligns withone’s values and morals as engineers and citizens and how these morals and values define andguide our actions and behaviors. Interviews were conducted with three assistant professors andone professor and these interview transcripts were thematically analyzed using in

Conference Session

Student Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matilda Ho, University of Texas at Dallas; Maria Fernanda Valdez; Casey Hatfield; Jieun Kim; Taylor Carlile Beach

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real-worldexamples ultimately used in the tool are reflective of the engineering concentrations of the capstoneteam. The biomedical track used an example of controlling the glucose level within a human body;and the mechanical track used an example of controlling car speed. Figure 1. Screen capture of the track selection page 4The material covered is identical between the two tracks, and students can also easily flip betweentracks for maximum flexibility and to understand the same topics with different examples.There were many other areas of flexibility that the capstone team wanted to ensure. The curriculumitself was divided into 6 main modules based on the most prominent

Conference Session

Student Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hamidreza Taimoory, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University; Kazuki Hori, Virginia Tech

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material is consistent with their future career (Wigfield, 1994; Wigfield &Eccles, 2000). The interest component is based on how students perceive course topics andinstructional methods, interesting (Hidi & Ann Renninger, 2006; Renninger, Hidi, Krapp, &Renninger, 2014). Further, the success component is formed on expectancy for success(Wigfield, 1994; Wigfield & Eccles, 2000). This component reflects students’ self-efficacy aboutthe coursework (Bandura, 1986). The caring component is based on students believes thatinstructors care about their success and well-being (Noddings, 1992).Motivation can be perceived as a student’s intention and engagement in learning as student’saction (Christenson, Reschly, & Wylie, 2012). In other

Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda Marie Singer, Michigan Technological University; Michelle E. Jarvie-Eggart, Michigan Technological University

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reflect on the flexibility of theformat as being a significant benefit. In a study conducted by Velichova et al.7, 2,824 secondarystudents were surveyed on their perceptions of the COVID-19 online learning format. Of therespondents, 36.3% preferred online learning to the traditional classroom, indicating the abilityto learn at their own pace, independence in learning, and the improvement of their problem-solving skills as contributing factors. Additionally, respondents indicated that the onlineenvironment allows students the ability to learn at home (saving money due to reduced travel)and develop better time management skills.Another group of students, surveyed by Song et al.,8 indicated that student success in the onlineenvironment is impacted

Conference Session

Student Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Haleh Barmaki Brotherton, Clemson University; Marisa K. Orr, Clemson University

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concept of perfectionism, research methods and findingsof it, and a method to cope with it that can simplify our life.A brief overview on Perfectionism Terms and DefinitionsThe American Psychological Association (APA) defines perfectionism as “a tendency to demandof others or oneself an extremely high or even flawless level of performance, in excess of what isrequired by the situation” [1]. In this paper, the focus is on the demands of oneself that lead tomaladaptive behaviors and feelings like procrastination and paralyzing anxiety. This approachincludes perfectionism cognitions and perfectionistic self-representations.Perfectionism cognitions are the automatic thoughts that reflect the need to be perfect andawareness of imperfections whereas

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

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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

Student Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeong Hin Chin, University of Michigan; Herbert Li, University of Michigan; Robin Fowler, University of Michigan

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Student

the literature for constructs relevant to teamwork, butto keep the surveys short, they are single-item and sometimes even double-barreled, based onuser testing conducted by the Center for Academic Innovation. Figure 1. Students can use numbers between 1-7 to quantify their agreement/disagreement with each statement after reflecting on themselves. $Course is replaced by tailored text.Cluster analysis can be used to divide the students into clusters based on students’ patterns ofagreement and disagreement with the statements above. Each cluster represents students of acertain type or behavior. Each cluster will be marked as having the highest or lowest averageratings of certain metrics. For example, if students in Cluster 1

Conference Session

Student Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Laura Jill Carroll, University of Michigan; Cynthia J. Finelli, University of Michigan

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Student

-year seminars or programs that teach study, note-taking, or organizational skills, academic development programs, and services offered by officesof disability services (e.g., academic coaching). Besides generally supporting college persistence[27], academic support programs that help students develop time management and study skillsmay also benefit the academic success of students with ADHD. In a qualitative study, collegestudents with ADHD shared positive reflections on the disability services office and itsrelationship to their academic success [36]. Out-of-Class We include belongingness in out-of-class experiences to capture both students’belongingness within the larger campus community and within their SEM field of

Conference Session

Student Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dolores Herrera; Claire Marie Leader, California Polytechnic State University, San Luis Obispo; Soham Patel; Anahid Behrouzi, California Polytechnic State University, San Luis Obispo

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Student

member expanding on the pre-workshop materials, then attendees shared theirperspectives in discussion groups while SDEI members served as moderators and note-takers.This paper provides a model for other student groups of the planning, structure, content, andoutcomes of an Unlearning Series. Responses from participant surveys conducted at the close ofthe summer and group reflections amongst SDEI committee leaders are also presented. Thisfeedback has been translated into lessons learned presented at the conclusion of this paper.IntroductionIntegrating diversity, equity, and inclusion (DEI) topics in university coursework intended toprepare future planners, designers, and builders has proven to be a challenge. Faculty membersin these fields base

Conference Session

Student Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jorge Jimenez, University of Pittsburgh; April A. Dukes, University of Pittsburgh; Morgan V. Fedorchak

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Student

counterparts are controlled for socioeconomic status, education, and access [2],[3]. In the U.S., the federal Racial and Ethnic Health Disparities Initiative documented HD in the following areas: infant mortality, cancer screening and management, diabetes, HIV/AIDS, and adult and child vaccinations [4]. Using vision health as an example, this is reflected in U.S. Latinx populations (Mexican-Americans) who have a prevalence of diabetic retinopathy that is 2to 2.5 times greater than other U.S. population groups (Caucasian population), despitediabetic retinopathy arising as a complication of diabetes that can be managed anddelayed with timely intervention [5], [6]. Furthermore, age is a known risk factor forprimary open angle glaucoma

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Shuey, Rensselaer Polytechnic Institute; Atsushi Akera, Rensselaer Polytechnic Institute; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Thomas De Pree, University of New Mexico; Soheil Fatehiboroujeni, Cornell University

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TechnologyStudies (STS). Throughout the fall 2019 semester, I began to question the ways in which I hadbeen recruited and channeled, as a woman with an interest in science and math, into studyingengineering. Upon taking an introductory STS course, I was introduced to reflecting criticallyabout engineering as a field of study. This led me to enroll in a graduate seminar, EngineeringStudies, which provided me with a much deeper introduction to STS-inflected studies ofengineering, including engineering education. During this time, my professor, along with apostdoctoral fellow, were co-PIs for a study of student experiences in engineering education andhad already convened a group of undergraduate students who were in the process of interviewingtheir peers

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tyler Milburn, The Ohio State University; Krista M. Kecskemety, The Ohio State University

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Student

‘second’ industrial revolution, includingelectrical engineering [2], mechanical engineering [3], and chemical engineering [4]. In theUnited States, civil engineering’s professional society was formed in 1852, followed by miningand metallurgical engineering in 1871, mechanical engineering in 1880, electrical engineering in1884, and chemical engineering in 1908. Although professional societies can also be used to datethe official establishment of a discipline, they do not completely reflect the status of thatdiscipline’s educational standards and curricula. As the education of engineers began to shifttowards science-based education and away from vocationally-based education as a result ofWorld War II, a more diverse set of engineering disciplines

Conference Session

Student Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kevin Zhu, University of Toronto; Aoran Jiao, University of Toronto; Xinyue (Crystal) Liu, University of Toronto; Scott Ramsay P.Eng., University of Toronto

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Student

pedagogicalresearch because they quantitatively and non-invasively reflect brain activity. However,commercially available EEG devices are often either prohibitively expensive, or do not offerthe correct capabilities such as enough electrodes. This work-in-progress study aims toaddress this gap through the design of a low-cost, easy-to-use, and effective EEG headset forengineering educational research studies. The current study includes a relatively small sample size (N=6); however, it doesidentify some preliminary trends. For example, although most participants found the authors’current design to be more comfortable than commercially available designs, the design alsohad a much larger range of reported comfort levels. Additionally, no distinct

Conference Session

Student Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica Marie Mingee, University of Illinois at Urbana-Champaign; Ann-Perry Witmer P.E., University of Illinois at Urbana - Champaign

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illustrated with a cloud shape in order toconvey the vaguely defined nature of considering context. The contextual process is not a linearsequence of events, but rather a web of interconnected efforts. Contextual approaches will focuson the stakeholders within the client community through every step of the process, not onlythrough conversations, but by placing decision-making in their hands. There is also the importantcomponent of self-reflection, which involves the assessment of one's motivations and objectivesfor the project, so that they can be distinguished from the client community's goals. Figure 2. Example model for community organizing and contextual engineeringHumanitarian engineering, however, cannot be represented by the model

Conference Session

Student Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Catherine Hendricks Belk, Clemson University; Marisa K. Orr, Clemson University

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information registered in a multidimensional code [6, 7].The term episodic reflects its capacity to hold integrated episodes that extend both spatially andtemporally. It is a buffer because it offers a multidimensional code that allows information fromdifferent subsystems to be integrated and linked to LTM. Such a multidimensional capacity tendsto be computationally demanding, hence the buffer's limited capacity [8]. The buffer is assumedto be controlled by the CE, using conscious awareness as an effective retrieval strategy [9-11].The episodic buffer's prominent feature is information chunking. Chunking is where storagecapacity increases by integrating several disparate features into a single whole [12]. The episodicbuffer involves the more complex

Conference Session

Student Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Taylor Lightner, Virginia Tech Department of Engineering Education; Siddhartha Roy, Virginia Polytechnic Institute and State University; Jeremi S. London, Virginia Polytechnic Institute and State University; Marc Edwards, Virginia Polytechnic Institute and State University

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at-risk communities water wells. The storytellers were given three months to write their narratives with the target eventdate of March 1, 2019. They met with their story mentors (co-authors ME and SR on this paper)in November and December 2018 to discuss ideas and preliminary monologue content, followedby phone meetings with two Story Collider coaches every other week starting mid-January untilthe event to discuss experiences they thought were essential to their personal stories and craftingtheir monologues. They were asked to deeply reflect on their role as engineers and scientists insociety and contrast their ideals to real-world experiences and challenges while working withtheir

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Regina Palero Aleman, University of San Diego; Mireya Becker Roberto; Joel Alejandro Mejia, University of San Diego; Susan M. Lord, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Diana A. Chen, University of San Diego; Gordon D. Hoople, University of San Diego

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implicationsthan engineering inherently has.AcknowledgementThis material is based upon work supported by the National Science Foundation under GrantNo. 1836504. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] U. National Academy of Engineering, The engineer of 2020: Visions of engineering in the new century. National Academies Press Washington, DC, 2004.[2] W. Faulkner, "Dualisms, hierarchies and gender in engineering," Social studies of science, vol. 30, no. 5, pp. 759-792, 2000.[3] D. Riley, Engineering and social justice: Synthesis Lectures on Engineers, Technology, and Society

Conference Session

Student Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Elizabeth Santana, Purdue University; Scott R. Bartholomew, Brigham Young University

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(reflective of the overall idea of its contents) isapplied to a unit of data–– were used to analyze her responses. (Example of Holistic Codeapplied to represent data excerpts from student interview can be found in Appendix F.) Belowwe describe ideas and observations derived from Jamie’s interview which may relate to thequantitative findings.Idea 1: The student faced challenges during the programming portion of the intervention.Jamie discussed some of her experiences programming, stating: That if one tiny little thing is wrong, your whole entire problem could be wrong…I was using different variables because I thought I didn't have that variable [made]. So then I'd have two different variables and then something wouldn't work for

Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathalia De Souza, California Polytechnic State University, San Luis Obispo; Michaella Ochotorena, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo

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choose which motivation assignments or quizzes they complete out of a pool of Class assignments and quizzes format More hands on/lab-based classes Encourage students to have their cameras on during were better than turning them more class into theory-based classes Zoom fatigue- students get burnt out fasterSome papers we reviewed noted a negative parallel between the emergency online learning shiftand student motivation levels that our research also reflected. As stated by Vielma and Brey [3],students who faced self-motivation issues typically were affected by one or more of thefollowing

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mehdi Lamssali, North Carolina Agricultural & Technical State University; Olivia Kay Nicholas, RAPID; Alesia Coralie Ferguson, North Carolina A&T State University; Andrea Nana Ofori-Boadu, North Carolina Agricultural and Technical State University; Angela M. White, NC A&T State University

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faculty: “I think maybe like a Best Practices Guide for students taking online classes would bebeneficial, how to effectively manage one’s time since I think time management is really key. It'skey in any situation, especially for incoming students, not quite knowing how is college differentthan high school. Managing their time would be giving student a lot more freedom. So, I thinkimplementing Best Practices Guide, strategies for time management, as well as setting outschedules would give them ample opportunity for breaks as it hard for students to sit in front of acomputer all day long” (Research Participant 5)Conclusion & future work In this study, multiple common themes reflected faculty perceptions of studentexperiences and

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maral Kargarmoakhar, Florida International University; Stephanie Jill Lunn, Florida International University; Monique S. Ross, Florida International University; Zahra Hazari, Florida International University; Mark A. Weiss, Florida International University; Michael Georgiopoulos, University of Central Florida; Ken Christensen P.E., University of South Florida; Tiana Solis, Florida International University

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persistence. Developingwelcoming environments for students to build friendships, gain experience with research, andallowing them to present their research to others can all be beneficial. Going forward, weencourage educators to offer increased opportunities in alignment with the work described here,to foster student interest, and to broaden participation in graduate fields.AcknowledgementThis study is based on work supported by the National Science Foundation [CollaborativeResearch: Florida IT Pathways to Success (Flit-Path) NSF# 1643965, 1643931, 1643835]. Anyfindings, conclusions, and recommendations expressed in this work do not necessarily reflect theviews of the National Science Foundation.References[1] “Report - S&E Indicators 2018 | NSF

Conference Session

Student Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathaniel Blalock, University of Tennessee at Knoxville; Alexis Rae Walsh, University of Tennessee at Knoxville; Daniel Patrick Mountain, University of Tennessee - Knoxville; Sarah Emily Norris; Courtney June Faber, University of Tennessee at Knoxville

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thecodebook, we finalized a codebook, based on the data collected, describing communication onvirtual teams experienced by a majority of participants (Table 2). The development andrefinement of the codebook is illustrated in Figure 2 from [15]. Figure 2: Illustration of the development and refinement of the codebook adapted from [15]Prior to analysis, the two members of the research team who lead the coding process (Researcher1 and Researcher 2) wrote positionality statements reflecting on their experiences working onteam projects. These statements were reviewed throughout the analysis process to encourage usto think about how our experiences might impact data analysis.Researcher 1My name is Nathaniel Blalock I am pursuing a degree in chemical and

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mercy Folashade Fash, North Carolina Agricultural and Technical State University ; Andrea Nana Ofori-Boadu, North Carolina Agricultural and Technical State University; Rabiatu Bonku, North Carolina Agricultural and Technical State University ; Wanya Alford, North Carolina Agricultural and Technical State University ; Alesia Coralie Ferguson, North Carolina Agricultural and Technical State University ; Angela M. White, North Carolina Agricultural and Technical State University

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and fears that impactedtheir mental health and reduced learning and performance.3. Adaptation Strategies: Adaptation strategies improved STEM learning(a) Relaxation Strategies: Seventy-seven percent (77%) of RPs tried to reduced stressesthrough relaxation strategies such as working out, taking breaks, meditation, reflection sheets,movies, family support, self-leniency, mental wellness visits, and other mental health strategies.One RP noted that, “Yeah, so, you know, I kind of, I forced myself to, uh, to at least get somephysical activity. Even If I didn't want to or not, I just knew I'd feel a little better, I was able tofocus a little better if I did."(b) Peer Collaboration: Seventy percent (70%) of RPs connected with their peers