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

Tagged Divisions

Student

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

Mechanics & Mechanics Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., NASA EPDC

Tagged Divisions

Mechanical Engineering

, team management, project management, people skills, and organizational skillsare indispensable when managing IT projects [24]. These skills compromise verbalcommunication, written communication, leadership, scope management, time management,negotiation, conflict management, attention to detail, and multi-tasking. Similarly, Lee et al.concluded that organizations focus on interpersonal and management skills rather than technicalknowledge [21], [22], [23].Leadership, for instance, was identified as the most necessary skill a project manager can possessin order to guide and motivate team members, and to ensure the focus reflects the priorities of theorganization [21]. Similarly, verbal communication was the second highest skilled identified

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Beata Johnson, Purdue University, West Lafayette; Andrew Whitehead, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

research about the use of hybrid learning, Raes et al. [9] suggest cautiousoptimism about its continued use given the pedagogical and technological challenges that itposes. Hybrid learning offers flexibility in constructing learning spaces but also requires carefuldesign to facilitate student learning outcomes.Experiential LearningExperiential learning theory provides an integrative perspective of learning as a process that isgrounded in experience [10]. As such, students’ learning and development benefit from highlycontextualized, hands-on, real-world learning experiences, such as those found through out-of-class student involvement [11]. As theorized by experiential learning theory, students developknowledge through collaborative and reflective

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

was worthwhile Reflects the attitude of learners I felt positively towards the instructor towards the in-class operation I felt the instructor had my best interests and the teacher and can be in mind Positivity 0.720 considered impactful on the affective-emotional aspect I enjoyed the activity Tests how students become I participated actively (or attempted to) active or resistant to in-class I tried my hardest to do a good job practice. The participation I pretended but did not actually

Conference Session

Design in Multidisciplinary Learning Environment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amy Dunford, NYU Tandon School of Engineering; Edwing A. Medina, New York University Tandon School of Engineering; Jack Bringardner, New York University Tandon School of Engineering

Tagged Divisions

Multidisciplinary Engineering

experienceshas been investigated with respect to student demographics, and it was found that students’participation and engagement on a design competition team may be influenced by gender andrace/ethnicity [3], [4].The type of cooperative learning evident on VIP Teams over multiple semesters promotes“constructive socialization” [5]-[7] that helps students establish and develop their leadershiproles within their project group. The establishment and development of leadership roles arefacilitated by the criteria that Johnson and Johnson [5], [8]-[12] use to characterize cooperativelearning: (1) Positive interdependence; (2) Individual accountability; (3) Heterogeneity; (4)Dispersed leadership; (5) Developing social skills; and (6) Reflection. The third

Conference Session

Computers in Education 10 - Technology 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tristan M. Ericson, York College of Pennsylvania

Tagged Divisions

Computers in Education

frequencies) and eigenvectors (mode shapes), so this task is performed easily in the activity. In prior lecture sections I show how the magnification factor curve is – strangely and conveniently – the FFT of the impulse response. We apply this principle in the MDOF module by creating a Simulink model for the 2DOF system and determining the time domain impulse response from a free vibration simulation with an initial velocity at one degree of freedom. The FFT of the results gives the two magnification factors, and the mode shape results are clearly reflected in the frequency domain. The calculated mode shapes are 𝒖𝟏 = [2 1] and 𝒖𝟐 = [1 −1]. Figure 8 shows the simulation results in the time and frequency domains. The relative

Conference Session

Reassessing Your Teaching Through Turmoil

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Retherford P.E., University of Tennessee at Knoxville; Kristen N. Wyckoff, University of Tennessee at Knoxville; Sarah J. Mobley, University of Tennessee at Knoxville

Tagged Divisions

Civil Engineering

platformcreated for each project team. The teaching modality change for these courses presented anopportunity to improve the learning experience and the impact in these specific courses isparticularly relevant as these present many fundamental skills necessary to be transferred to newlearning experiences in later coursework. A summary of the teaching modifications for these threefamilies of courses is presented herein; motivation for changes, implementation of the changes,and some reflective observations made by the faculty are shared.IntroductionTeaching civil and environmental engineering courses through a pandemic offered manyopportunities for reinvention in the hybrid course delivery approach. While the transition throughthe coronavirus pandemic

Conference Session

Adaptation of Laboratory-based Courses During a Pandemic: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Madalyn Wilson-Fetrow, University of New Mexico; Vanessa Svihla, University of New Mexico; Ardeshir Raihanian Mashhadi, University at Buffalo; Tracy L. Mallette, University of New Mexico; Andrew P. Shreve, University of New Mexico

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

described the experiments. For the first year laboratory, we collected twoassignments—one that asked students to propose their acid mine drainage remediation design(considering both cost and effectiveness) and another that asked students to record the data theygenerated (in the face-to-face or simulated experiment), conduct analysis, and propose revisionsbased on their results. In the junior laboratory, we collected students’ analysis of their data(generated in the simulation or face-to-face experiment), the final short laboratory report theywrote about the experiment, and the reflective essays students did at the end of the semesterwhere they were asked, in part, to think about what they learned in this lab. In both cases, wealso collected field

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Moses Olayemi, Purdue University, West Lafayette; Collins N. Vaye, Florida International University; Viyon Dansu, University of Nebraska - Lincoln; Jennifer Deboer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

and persistent gap between the demand for STEMskills and the supply include, “the low quality of basic education in Science and Maths withinSSA; (and) a higher education system skewed towards disciplines other than STEM such asthe Humanities and Social Sciences” (p. 4). This finding indicates that reforms in educationshould likewise be geared towards STEM literacy. 2Since then, many recommendations have been made to improve STEM literacy in SSA [11],[14], [15]. International agencies that support governments in the implementation ofeducational reforms (e.g. development banks, donors, NGOs, philanthropic organizations,etc.) urge such governments to reflect a shift in priorities in their policies

Conference Session

Women in Engineering Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maija A. Benitz, Roger Williams University; Lillian Clark Jeznach, Roger Williams University; Selby M. Conrad, Roger Williams University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

are likely to continue to have long and substantial effects onengineering students [1]. Such effects will likely be reflected in student perceptions of theirlearning experience as well as their well-being, mental health, and retention in engineeringprograms [10] [11] [12]. In a spring 2020 survey of nine public research universities (30,725undergraduates), 35% of students screened positive for a major depressive disorder and 39%screened positive for generalized anxiety disorder based on the PHQ-2 and GAD-2 screeningtools [4]. Such results are consistent with the reported loss of motivation by students incompleting coursework reported in other national surveys and disengagement with classes anduniversity activities [2]. These relatively high

Conference Session

Best Paper, Best Diversity Paper

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeroen Pruyn, Delft University of Technology; Edwin van Hassel, University of Antwerp

Tagged Divisions

Ocean and Marine

over the past decade. It has proven to be a highly appreciated andeffective way to teach students of both fields.The paper discusses the course design and history, demonstrates its success based on evaluationsand continued expansion of the user base, and explains the success of the design by linking it toeducational theories such as the use of scaffolding, direct instruction, assessment for learning, therole of feedback and the importance of context.The final discussion/reflection focuses on the impact of online and distant learning on achievingthe learning goals, based on five courses at five different institutions given in the periodSeptember 2020-January 2021.IntroductionThe importance of multi-disciplinarity in education is not new

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abdullah Konak, Pennsylvania State University, Berks Campus; Sadan Kulturel-Konak, Pennsylvania State University, Berks Campus; Kathleen Marie Hauser P.E., Pennsylvania State University, Berks Campus; Marietta R. Scanlon, Pennsylvania State University, Berks Campus

Tagged Divisions

Entrepreneurship & Engineering Innovation

frequently complain about this problem. They claim that the elevator waiting time is too long because the elevator is too slow. How can we reduce the elevator waiting time? Provide a solution.”In the in-person delivery, the instructor referred to these test problems during the workshopsession and asked participants to explain their approaches to the problems. This reflective aspectof the workshop was key to effectively delivering workshop topics while engaging participants.Participants were also asked to reflect on why they could not solve the problems. We should alsonote that only a few participants were able to solve the problems correctly. Afterward, theinstructor pointed out the cognitive biases that made each problem challenging to

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Benjamin Hawkins, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Biomedical Engineering

emphasis on rigorous understanding of both. American c Society for Engineering Education, 2021 Work in Progress: Biomedical Sensors Laboratory Activities Using LabVIEW and Adaptation for Virtual InstructionIntroductionBiomedical Engineering (BMED) practice often reflects a “systems engineering” perspective onelectrical and/or mechanical devices or systems that interact with a biological sample. Thesuccessful Biomedical Engineer understands the breadth of physics and physiology involved inthe design and testing of a new system. Across subdisciplines within the field, there is a need tounderstand and quantitatively describe and evaluate measurement systems. An

Conference Session

Design Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sophia V. Yates, Smith College; Christopher H. Conley, Smith College; Aaron J. Rubin, Smith College

Tagged Divisions

Mechanical Engineering

introduced to theseconcepts fits in well with getting students to contemplate and discuss uncertainty, we are strivingfor a simple introductory approach to uncertainty quantification (UQ) that we feel Eqn. 3represents.For our case study, much of the uncertainty categorized into umeasure is reflected in the use of ourdata reduction equation (Eqn. 2). We will use the DRE to quantify the uncertainty in ourmeasurements and thus estimate umeasure.Our estimates of the uncertainty associated with each of our measurements to be used as input tothe DRE is noted in Table 1. To come up with these values we reviewed the calibration data forthe load and displacement sensors, and critically reviewed how the diameter and length of eachspecimen was measured

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joana Marques Melo, Purdue University; Maeve Drummond Oakes, Purdue University; Allison Godwin, Purdue University

Tagged Topics

NSF Grantees Poster Session

work supported by the National Science Foundation under awardnumber EEC-1647722. Any opinions, findings, and conclusions or recommendations expressedin this material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.The authors wish to thank Jennifer Mamph and Cristina Farmus for the support in collecting thisdata.References[1] M. Drummond Oakes, M. E. Cardella, M. Sydlik, and K. M. Everett, “Board 41: DevelopingSummer Research Programs at an NSF ERC: Activities, Assessment, and Adaptation,” presentedat the 2019 ASEE Annual Conference & Exposition, Jun. 2019, Accessed: Jan. 07, 2021.[Online]. Available: https://peer.asee.org/board-41-developing-summer-research-programs-at-an-nsf-erc

Conference Session

Design Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Leandra Ramos, United States Military Academy; Heather J. Yoshii, United States Military Academy; Kyle Beyer, United States Military Academy; Morgan R. Corliss, United States Military Academy; Brad C. McCoy, United States Military Academy; Aaron T. Hill Jr., United States Military Academy; Kevin P. Arnett P.E., United States Military Academy

Tagged Divisions

Design in Engineering Education

ensure each member of the team was fulfilling theirteam role and contributing clear, complete, and correct work. Partners also provided each otheroverall product feedback and recommendations, and designers were able to reflect on theirpartner’s feedback and adjust their products before submitting them to the project client. Thisdesign review was an iterative process that occurred throughout the design process of threecapstone team projects. The effectiveness of the design review was determined through theperformance and quality of assignments established by the project advisors as well as the finalproject and presentation. Through likert scale questions and open-ended feedback, it was foundthat students believed their learning was enhanced and

Conference Session

Tech Tools and Tips

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sotiria Koloutsou-Vakakis, University of Illinois at Urbana-Champaign; Eleftheria Kontou, University of Illinois at Urbana-Champaign; Christopher W. Tessum, University of Illinois at Urbana-Champaign; Lei Zhao, University of Illinois at Urbana-Champaign; Hadi Meidani, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

. The middle survey was focused on student reactions toward the newmaterials we prepared to accommodate the student-centered learning model. The final surveywas focused on student perceptions about how much they know and reflection of their ownapproach to learning.3.1. Cognitive outcomesIn this section, we summarize cognitive assessment by reviewing formative and summativeassessment grades. As we shifted to student-centered learning, we were wondering if this willhave an effect on student performance. In the following, when available, we use data fromprevious semesters for comparison. Because instructors used slightly differentiated classmanagement and surveys, we present outcomes for each course separately.3.1.1. SEE courseIn Figure 3, the

Conference Session

Women in Engineering Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lisa Abrams, Ohio State University; Adithya Jayakumar, Ohio State University; Lucille Sheppard, Ohio State University; Amy Kramer P.E., Ohio State University; Toni M. Calbert, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

of ally development created by Broido[19]: 1. Students are given information needed to understand the purpose of their work as allies within the COE, including why the issue of retaining women and URMs in engineering is relevant to their work and to the field. 2. The students are then given the opportunity to reflect and make meaning of the content, how it impacts them personally, and how it impacts their peers in the COE. 3. The students then have the self-confidence to act as allies in an academic setting.Since the original goal was to develop men as allies for women in engineering, the course wasonly offered to students who identified as men in the first year (2015). An analogous

Conference Session

Systems Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cassandra M. Birrenkott, South Dakota School of Mines and Technology; Karim Heinz Muci-Kuchler, South Dakota School of Mines and Technology; Mark David Bedillion, Carnegie Mellon University; Marsha Lovett, Carnegie Mellon University; Laura Ochs Pottmeyer, Carnegie Mellon University

Tagged Divisions

Systems Engineering

Technology (ABET) accreditation criteria forengineering programs that took effect in the 2019–2020 accreditation cycle [1] reflect an increasedemphasis in having engineering graduates that are prepared to participate in the development ofcomplex products and systems.The wide array of knowledge, skills, and abilities (KSAs) desired in engineering professionals isevident in references such as the Engineering Competency Model jointly developed by theAmerican Association of Engineering Societies (AAES) and the US Department of Labor (DoL),the CDIO (Conceive Design Implement Operate) Syllabus 2.0 proposed by the CDIO organization,and the U. S. Department of Defense Systems Engineering Career Competency Model [2-5]. Someof the listed KSAs [2-5] highlight

Conference Session

Cooperative and Experiential Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lelanie Smith, University of Pretoria; Nadia Millis Trent P.E., University of Waikato

Tagged Divisions

Cooperative and Experiential Education

and development of professional skills as a result. The paper also considersfuture possibilities of the project, where the initial developmental phases were to ensure sustainability,we reflect on scalability of the AREND and similar projects to large cohorts.2. Theoretical framework2.1. A blended project and problem-based learning approachVarious authors have studied the differences between project and problem-based learning (PBL)[4]-[6]. Project-based learning typically is a more real-world directed application of knowledge whileproblem-based work takes a shorter time and is more directed to acquiring knowledge. The students’ability to be self-directed plays an important role in project-based learning in engineering since itrequires

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

of this Enhanced InnovationSchema. These models include the Renaissance Foundry Model (herein the Foundry) [1], [4] forCollaboration and for Teamwork, Sawyer’s [2] group genius guidelines and the Functional-BasedApproach [5] that guides the organization of teams for a given target academic activity. Section 3will describe the key aspects involved in the Enhanced Innovation Schema. Section 4 will offerselected illustrative examples where the approach has been successfully applied. Section 5 willoverview selected lessons learned, and reflection pieces of the co-authors involved in theseexamples. Finally, Section 6 will highlight key pieces of additional research needed to advance thedevelopment and implementation of the approach.(1) Motivation

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Koopman, Virginia Polytechnic Institute and State University; Robert S. Emmett, Virginia Polytechnic Institute and State University; Nicole P. Sanderlin, Virginia Polytechnic Institute and State University

Tagged Divisions

Cooperative and Experiential Education

. Emmett is a certified Project Management Professional and since 2018 has supported strategic global and online initiatives in engineering, including developing online modules to train global engineering competencies. He is the author of the books Cultivating Environmental Justice: A Literary History of US Garden Writing (University of Massachusetts Press, 2016) and with David E. Nye, Environmental Humanities: A Critical Introduction (MIT Press, 2017). With Gregg Mitman and Marco Armiero, he edited the collection of critical reflections and works of art, Future Remains: A Cabinet of Curiosities for the Anthropocene (University of Chicago, 2018). His humanities scholarship has appeared in the journals Environmental

Conference Session

Hands-On in the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mohammad Shafinul Haque, Angelo State University

Tagged Divisions

Mechanics

Excitation) that generates non-identical data maintaining the originality of the learningprocess.Later it is identified that experimental learning serves only a part of the learning cycle. Acomplete learning cycle comprises three phases (predict-observe-explain) that can be achievedby hands-on inquiry-based learning activities (IBLAs) [8]. In an IBLA module, students areprovided with physical models and asked to predict the outcome of an activity. Afterward, theywork in groups to perform an experiment (observe) and explain the results.Kolb stated that experiential learning includes all modes of learning cycle and ensures effectiveknowledge acquisition [9]. Experiential learning includes four modes: Concrete Experience(CE), Reflective Observation (RO

Conference Session

Design Teams 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Caroline Clay, Arizona State University; Johannah Daschil; Melissa Wood Aleman, James Madison University; Julie S. Linsey, Georgia Institute of Technology; Robert L. Nagel, James Madison University

Tagged Divisions

Design in Engineering Education

differences in the learning processes and skills developed by team members on projects that vary by scope and ambiguity?3 MethodologyThis study uses methodologies of collaborative autoethnography [18] in which fourundergraduate engineering students adopted the roles of “complete member” as well asresearcher in exploring the team dynamics and learning processes in four different seniorcapstone teams. Chang et al. [18] define collaborative autoethnography as “a qualitative researchmethod in which researchers work in community to collect their autobiographical materials andto analyze and interpret their data collectively to gain meaningful understanding of socioculturalphenomena reflected in their autobiographical data” [p. 23-4]. Over a period of

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Houshang Darabi, University of Illinois at Chicago; Rezvan Nazempour, University of Illinois at Chicago; Anthony E. Felder, University of Illinois at Chicago; Shanon Marie Reckinger, University of Illinois at Chicago; Didem Ozevin P.E., University of Illinois at Chicago; Renata A Revelo, University of Illinois at Chicago; Jeremiah Abiade, University of Illinois at Chicago; Betul Bilgin, University of Illinois at Chicago

Tagged Topics

NSF Grantees Poster Session

the supportprogram of this project was published to an educational conference [6]. Also, the results of theimplementation of an introductory course (ENR194) and its impact on students’ academic successand retention was published to an educational conference [7]. In addition, the progress of theproject has been disseminated through two poster presentations [5], [8].Moreover, engineering identity focused interviews with Cohort I Scholars have been conductedand the results have been disseminated by R. A. Revelo et al [9].ConclusionsWe have recruited 31 scholars of which two left the program because of personal issues. Bothcohorts of scholars come from a diverse background that reflects the student diversity on campusand college demographics

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

Tagged Divisions

Educational Research and Methods

example, Lutz（2017）found that thelearning experience of professional engineers occurred mostly through typical tasksrather than systematic learning methods[19]. Davis &Vinson（2017）explored theinteraction between senior engineers and novice engineers, and pointed out that theguidance provided by mentors was often formalistic instead of valuable [20]. Korte(2009) concluded that the establishment of interpersonal relationship is the key forindividual to quickly learn something and to integrate into the organization [21].Moreover, reflective discussions were also an important learning method whenengineers could not fully map the current problems to existing technical models [18],[22].Theoretical framework Cognitive apprenticeship is a

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Russell Korte, George Washington University; Saniya Leblanc, George Washington University

Tagged Divisions

Educational Research and Methods

focused on developing students’ competence forteamwork and communication, along with other social competencies needed in the workplace.Faculty described their efforts to design courses affording students a variety of experiences andthe opportunities to reflect on these experiences. Students reported that guest speakers andcompany-based projects afforded them opportunities to develop their professional networks. Animportant resource for experiential learning comes from others via development networks, whichexplain the learning and development acquired from ‘constellations’ of developmentally orientedrelationships experienced in various social contexts [27]. Rich developmental networks inlearning ecologies enrich students’ experiences and

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Taylor Tucker, University of Illinois at Urbana-Champaign; Emma Mercier, University of Illinois at Urbana - Champaign; Saadeddine Shehab, University of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods

-solve space (P3) and the other three spaces. Where P3 can be thoughtof as the applied, actionable problem-solving space in which students perform computations andcarry out plans, the other three spaces encompass more complex processes like planning,reflection, and conceptual problem solving. Thus, it is within these three spaces that the majorityof metacognitive processes take place. We know from previous work that without scaffolds,collaborative problem-solving interactions are dominated by attempting to solve the problem(P3) [8], meaning that most of the problem solving during the task is computational. However,when provided with explicit scaffolds that supported the implementation of other problem-solving spaces, groups tended to score

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Grace Panther, University of Nebraska - Lincoln; Heidi A. Diefes-Dux, University of Nebraska - Lincoln

Tagged Topics

NSF Grantees Poster Session

. Diefes-Dux, University of Nebraska - Lincoln Heidi A. Diefes-Dux is a Professor in Biological Systems Engineering at the University of Nebraska - Lincoln. She received her B.S. and M.S. in Food Science from Cornell University and her Ph.D. in Food Process Engineering from the Department of Agricultural and Biological Engineering at Purdue University. She was an inaugural faculty member of the School of Engineering Education at Purdue University. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts. She also focuses on the implementation of learning objective-based grading and reflection. American

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Adrian Villalta-Cerdas, Sam Houston State University; David E. Thompson Ph.D., Sam Houston State University; Steven L. Hegwood, Sam Houston State University

Tagged Topics

NSF Grantees Poster Session

list of topics that become the centerpiece of thedesign. Backward design models start with the forward design’s final step (the assessment andfeedback) and evolve towards the forward design’s initial stage, the contents [9]. Thecomponents of the chemistry bridge course design are shown in Figure 1. Figure 1: Components of the chemistry bridge course design.The learning goals, feedback and assessment, and teaching and learning activities are the threecomponents representing the critical decisions to address in the design. The model emphasizesintegrating the three components; they are intimately related and mutually influenced andsupported. The activities must reflect the goals and intended outcomes and lead to