Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kakan C. Dey, West Virginia University; Md Tawhidur Rahman, West Virginia University; V. Dimitra Pyrialakou, West Virginia University; David Martinelli, West Virginia University; Julia Daisy Fraustino, West Virginia University; John Deskins, West Virginia University; Abhik Roy, West Virginia University; Karen E. Rambo-Hernandez, Texas A&M University

Tagged Topics

NSF Grantees Poster Session

collaborating with cross-disciplinaryteams of professionals to understand and effectively integrate the role of other disciplines and accelerateinnovation. To prepare future engineers for this emerging role, undergraduate engineering studentsshould engage in collaborative and interdisciplinary activities with faculties and students from variousdisciplines (e.g., engineering and social science). Such cross-disciplinary experiences of undergraduateengineering students are not common in today’s university curriculum. Through a project funded by thedivision of Engineering Education and Centers (EEC) of the National Science Foundation (NSF), aresearch team of the West Virginia University developed and offered a Holistic Engineering ProjectExperience (HEPE

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Grifski, Ohio State University; Emily Dringenberg, Ohio State University; Dira Melissa Delpech, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #34332Thinking as Argument: A Theoretical Framework for Studying how FacultyArrive at Their Deeply-held Beliefs About Inequity in EngineeringJeremy Grifski, Ohio State University Jeremy Grifski is a Graduate Research Associate in the department of Engineering Education at The Ohio State University. Previously, he completed an undergraduate degree in Computer Engineering at Case Western Reserve University and went on to work for General Electric Transportation as a part of their Edison Engineering Development Program. Recently, Jeremy completed a Master’s in Computer Science and Engineering under Dr. Atiq and is

Conference Session

Manufacturing Division Session - Virtual and Augmented Reality

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Welsh, Massachusetts Institute of Technology; Dan Li, Massachusetts Institute of Technology; A. John Hart, Massachusetts Institute of Technology ; John Liu, Massachusetts Institute of Technology

Tagged Divisions

Manufacturing

Paper ID #32761Scaling Hands-On Learning Principles in Manufacturing through AugmentedReality Disassembly and Inspection of a Consumer ProductMs. Emily Welsh, Massachusetts Institute of Technology Ms. Welsh works as an educational technologist at MIT. Her work includes the development and running of MOOCs and the development of digital education tools. Prior to joining MIT, she worked in industry at an original equipment manufacturer.Dan Li, Massachusetts Institute of TechnologyProf. A. John Hart, Massachusetts Institute of Technology John Hart is Professor of Mechanical Engineering, Director of the Laboratory for Manufacturing

Conference Session

Diversity and Two-year Colleges part 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Claire L. A. Dancz, Clemson University; Elizabeth A. Adams, Fresno City College; Carol Haden, Magnolia Consulting, LLC; Yushin Ahn; Karen Willis, Fresno City College; Deanna Craig, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

mentors.Students reported that the cohort seemed to work well together or “function as one” despite a largeage gap between participants. There was a wide range of different types of groups formed; somewere more cooperative throughout the duration of the program, some worked better as a collectionof individuals who contacted each other only when questions came up. No participant reportedbeing unhappy in their cohort and only had compliments for their groupmates.Participants also praised the seminar portion of the program, especially that which emphasizedsocial obligation and community outreach efforts, as it is an important part of the field that rarelygets talked about in the core curriculum classes. The sense of community awareness and socialskills was

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ashish D. Borgaonkar, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Roobini Vijayabalan; Athira Suresh Kumar Nair

Tagged Divisions

First-Year Programs

Award for Innovation in Engineering Education. He also has worked on several research projects, programs, and initiatives to help students bridge the gap between high school and college as well as preparing students for the rigors of mathematics. His research interests include engineering education, integration of novel technologies into the engineering classroom, excellence in instruction, water, and wastewater treatment, civil engineering infrastructure, and transportation engineering.Dr. Jaskirat Sodhi, New Jersey Institute of Technology Dr. Jaskirat Sodhi is interested in first-year engineering curriculum design and recruitment, retention and success of engineering students. He is the coordinator of ENGR101, an

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth A. Adams, Fresno City College; Carol Haden, Magnolia Consulting, LLC; Claire L. A. Dancz, Clemson University; Yushin Ahn, California State University at Fresno; Karen Willis, Fresno City College

Tagged Topics

Diversity, NSF Grantees Poster Session

Paper ID #32798Scholarships in Science, Technology, Engineering, and Mathematics(S-STEM) Engineering Scholars Program at a Two-Year College: Prelimi-naryInterventions and OutcomesDr. Elizabeth A. Adams, Fresno City College Dr. Elizabeth Adams teaches full time as an Engineering Faculty member at Fresno City College in Fresno, California. She a civil engineer with a background in infrastructure design and management, and project management. Her consulting experience spanned eight years and included extensive work with the US military in Japan, Korea, and Hawaii. In 2008 Elizabeth shifted the focus of her career to education

Conference Session

Graduate Studies Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah Jane Bork, University of Michigan; Joi-lynn Mondisa, University of Michigan

Tagged Divisions

Graduate Studies

Paper ID #32793Work in Progress: Using Photovoice to Examine the Mental HealthExperiences of Engineering Graduate Students During COVID-19Ms. Sarah Jane Bork, University of Michigan Sarah received her B.S. and M.S. in Electrical and Computer Engineering from the Ohio State University in 2017, and her M.S. in Engineering Education Research from the University of Michigan in 2020. As a doctoral candidate in Engineering Education Research at the University of Michigan, Ann Arbor, Sarah is studying the mental health experiences of engineering graduate students.Dr. Joi-Lynn Mondisa, University of Michigan Joi Mondisa is an

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sydney Anne Morris, Northeastern University; Hannah Boyce, Northeastern University; Caroline Ghio, Northeastern University; Amanda Dee, Northeastern University; Alexis Pathwick-Paszyc, Northeastern University; Paul DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

procedures forreviews changed: neither tutors nor students were present in-person, review sheets were sent tostudents in the Zoom chat, and tutors worked through homework questions on whiteboards overvideo. To ask questions, participants could unmute their microphones or post them in the chat.Through the College of Engineering (COE) Tutoring Office, students also had the option toreceive one-on-one drop-in peer tutoring for most courses taken in the first two years of theengineering curriculum. This office was staffed by undergraduate peer tutors. Prior to theCOVID-19 pandemic, peer tutoring was offered in person, which allowed students to “drop-in”during operating hours without an appointment. In Fall 2020 one-on-one tutoring was onlyoffered

Conference Session

Environmental Engineering Division Technical Session 3: Teaching Environmental Engineering in the COVID-19 Era

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shannon L. Isovitsch Parks P.E., University of Pittsburgh

Tagged Divisions

Environmental Engineering

an online environment mid-semester.Benefits of online or blended classes include students being able to be constantly aware of theirperformance and able to identify areas that need more attention, instructors having a new level ofcontrol over a course, its grading and feedback, and preserving academic integrity [4].Limitations include increased isolation and reduced student-teacher interaction [9],implementation of engineering lab activities, effective communication, and increased preparationtime required for students and instructors [2]. Typically, students know upfront that they aresigning up for an online class and may be predisposed to successful learning in this environment.However, in a situation such as the COVID-19 response when

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeremiah Pina, Smith College; Glenn W. Ellis, Smith College; Al Rudnitsky, Smith College; Rebecca Mazur, Collaborative for Educational Services; Beth McGinnis-Cavanaugh, Springfield Technical Community College; Isabel Huff, Springfield Technical Community College

Tagged Divisions

Educational Research and Methods

be reduced solely to the question of how much development, butrather the more challenging question of how much of what kind of development could beoccurring.Impetus for developing the assessment instrumentThis paper describes the process by which we developed an assessment instrument to measurestudents’ interpretive understanding of engineering design concepts as nascent indication ofdeveloping expertise in the middle school engineering education context. We had multipleinterrelated goals for this project. In part, we realized the need to create a new alternativeassessment as one of several means by which we might evaluate student learning outcomesrelated to a narratively-based engineering curriculum aligned to the Next Generation

Conference Session

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

Collection

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

Tagged Divisions

Educational Research and Methods

for the future to see at what pointone becomes an expert in the design process.Next Steps and Future WorkFrom the research that has been complete, new questions were raised that need answers. Theteam would like to continue to look at education curriculum at [university] and see the designprocess from the eyes of a second- and third-year student to compare to that of the freshman andsenior to see at what points all the pieces of the design process come together. We would alsolike to look at the instructors/professors version of the design process to see how that affects theirstudents’ design processes.Faculty, as well, have (more developed) models for engineering design activity. In addition,textbooks can capture and reflect yet another set of

Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Janet Aderemi Omitoyin, The University of Illinois at Chicago ; Renata A. Revelo, The University of Illinois at Chicago; Betul Bilgin, The University of Illinois at Chicago; Houshang Darabi, The University of Illinois at Chicago; Rezvan Nazempour, The University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #34046Low-Income, High-Achieving Students and Their Engineering IdentityDevelopment After One Year of Engineering SchoolJanet Aderemi Omitoyin, The University of Illinois at Chicago Janet Omitoyin is a PHD student in the Department of Curriculum and Instructions, University of Illinois at Chicago (UIC). An astute scholar, Janet’s quest for a solution to the problems of mathematics learning based on her experience as a student and later as a teacher is at the root of her enrollment for a PHD program at UIC with a view to be part of the solution to the systemic problems emanating from inadequa- cies in the

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, University at Buffalo; Randy Yerrick, Fresno State University; Manoj Madabhushi; Rachith Ramanathapura Ramaswamy, University at Buffalo

Tagged Divisions

Educational Research and Methods

metacognitive framework for monitoringand regulating their discussion and reflection afterward [31]. The observed changes from pre topost within the three data sources explored in this study supports our contention that problemtypology can provide an instructional scaffold to facilitate ill-structured problem solvingexperiences. We see two implications for concurrent implementation and further research. First, itmight provide a consistent instructional reference across the curriculum that may help to overcomecurricular integration issues [17]. Consider three possibilities: 1) To initiate students into thinking about different types of problems, we envision implementation of different types of problems, at varying levels of difficulty, for

Conference Session

Assessment in Laboratory and Project-based Courses: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nebojsa I. Jaksic, Colorado State University, Pueblo

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

mechanical engineering [18], computer science[19], and electrical engineering [20]. Also, flipped classroom methods often include PL [21].However, this literature search did not yield any results dealing with PPPL or GGPL methods,except for our previous work [22 and 23]. There, PPPL is first defined, then implemented in a labproject, and compared to a PL only learning method, all in an f2f environment. Here, some of theresults from [22 and 23] are compared to PPPL as implemented in a cyberspace lab environment.Curricular Context The lab project described here is a part of a required one-semester three credit-hourundergraduate senior-level Computer-Integrated Manufacturing (CIM) course taught inmechatronics and industrial engineering. The

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bahar Memarian, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

Educational Research and Methods

c Society for Engineering Education, 2021 Design of CAIR Assessment Monitoring DisplayAbstractThis work in progress (WIP) paper describes the conceptual design of an informationvisualization display. Earlier the authors proposed a 6-item coding scheme for the evaluation ofengineering problem-solving skills. The coding scheme is called CAIR which stands forConstructive Alignment Integrated Rating system. CAIR can offer insight into the abstractionsand depth of errors present in the solution to any closed-ended engineering problem. However,on its own, CAIR cannot communicate the grading styles of teaching assistants or problem-solving abilities of students in aggregate for a test, course, courses, and so on. The

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

Paper ID #33503Incorporating a Mid-semester Project to Evaluate Communication, andLeadership Skills for Undergraduate Engineering Students in theStatics/Strength of Materials Course: A Comparative Assessment Beforeand During COVID-19Dr. Eleazar Marquez, Rice University Eleazar Marquez is an Assistant Teaching Professor in the Department of Mechanical Engineering at Rice University.Dr. Samuel Garcia Jr., NASA EPDC Dr. Samuel Garc´ıa Jr. is an Education Specialist at NASA’s Kennedy Space Center. Dr. Garc´ıa helps fa- cilitate professional development to both formal and informal STEM educators utilizing NASA resources with a

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

students required whole-class assistance.Importantly, pre- or co-requisites of the course include Physics 1, Chemistry 1, MultivariableCalculus, Linear Algebra and Differential Equations as well as the Freshman and SophomoreEngineering courses. Not required are Physics 2 (essentials of electricity, magnetism, optics) orany pre-requisite programming experience. This is an important feature in the department coursestructure, as the Engineering curriculum was designed to be as inclusive as possible.Subsequently, the pre-requisite structure versus what could be covered in the core curricula wascarefully considered. In the context of the authors’ course, this meant the course had toaccommodate students with no programming background or basic electrical

Conference Session

Technological and Engineering Literacy-Philosophy of Engineering (TELPhe) Division Technical Session 3 / Perspectives on Advances in Promoting Technological Literacy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephen T. Frezza, Gannon University; Justin Michael Greenly, Franciscan University of Steubenville

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

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.Dr. Justin Michael Greenly, Franciscan University of Steubenville Associate Professor of Engineering, Franciscan University of Steubenville PhD, Chemical and Biomolec- ular Engineering, Cornell University, 2014 MS, Chemical and Biomolecular Engineering, Cornell Uni- versity, 2012 BS, Chemical Engineering, Bucknell University, 2008

Conference Session

Construction Engineering Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mohamed Elzomor, Florida International University; Piyush Pradhananga, Florida International University; Rubaya Rahat, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering

curriculumreform focuses on disseminating recent advanced practices while fostering the development ofcritical skills among CM students. To achieve this, approximately 59 undergraduate and graduatestudents are introduced to an advanced contract delivery module on ways of gaining competitivebenefits during procurement and construction project delivery of infrastructure projects. Aquestionnaire survey evaluated the necessity of integrating recent, novel, and advancedconstruction practices in the curriculum. The obtained data is analyzed through Ordinary leastsquare regression analysis by utilizing machine learning techniques such as Pearson’s correlationheat map, train-test split, and cross-validation to develop a logistic regression model. The

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity, NSF Grantees Poster Session

as curriculum development, contextualization of fundamental engi- neering sciences and integrating social justice into engineering education. She earned her MS and PhD in Civil Engineering from Clemson University, and her BS in Engineering from Harvey Mudd College.Dr. Joel Alejandro Mejia, University of San Diego Dr. Joel Alejandro (Alex) Mejia is an assistant professor in the Department of Integrated Engineering at the University of San Diego. His research has contributed to the integration of critical theoretical frame- works and Chicano Cultural Studies to investigate and analyze existing deficit models in engineering education. Dr. Mejia’s work also examines how asset-based models impact the validation and

Conference Session

Understanding Students' Authentic and Reflective Experiences of Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Madeline Polmear, University of Florida; Angela R. Bielefeldt, University of Colorado Boulder; Chris Swan, Tufts University; Daniel Knight, University of Colorado Boulder

Tagged Divisions

Engineering Ethics

, and the hidden curriculum captures the beliefsand values that are implicitly transmitted through the learning environment [29]. Structuralelements, like the formal curriculum, codify and communicate the values of the educationalsetting [18]. The findings in this study indicated that the inclusion of ethics in courses outside ofthe engineering curriculum, such as Bible seminar and ROTC program, demonstrated theimportance of ethics in what it means to be a Christian and officer, respectively. This integration,however, appeared decoupled from engineering and thus what it means to be an engineer.Students across the three focus groups described limited exposure to ESI in their engineeringcourses, which speaks to the null curriculum. There are many

Conference Session

Engineering Communication I: History and Praxis

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kathryn A. Neeley, University of Virginia; Michael Alley, Pennsylvania State University

Tagged Divisions

Liberal Education/Engineering & Society

that responsibility should bedistributed across the entire . . .curriculum” (Perelman, p. 65). 5The Technical Communication Community Adds Specificity to the Evaluation Criteria byDistinguishing Among Different Models of Integration In the same year as Liberal Education for Twenty-First Century Engineering waspublished, Reave (2004) published a survey of technical communication instruction at top-ranked U.S. and Canadian programs. Although several organizations and journals are devoted totechnical communication, we highlight Reave’s paper because it takes an approach that isvaluable but seldom pursued: going beyond a single course

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

Tagged Topics

Diversity

Tagged Divisions

Student

graduate students and hidden curriculum in engineering.Dr. Diana Chen, University of San Diego Dr. Diana A. Chen is an Assistant Professor of Integrated Engineering at the University of San Diego. She joined the Shiley-Marcos School of Engineering in 2016. Her research interests are in areas of sustainable design, including biomimicry and adaptability in structural, city, and regional applications. Additionally, her scholarship includes topics such as curriculum development, contextualization of fundamental engi- neering sciences and integrating social justice into engineering education. She earned her MS and PhD in Civil Engineering from Clemson University, and her BS in Engineering from Harvey Mudd College

Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katherine Levenick Shirey, EduKatey

Tagged Divisions

Pre-College Engineering Education

Paper ID #32800A Student Groupwork Spectrum for Engineering Design CollaborationDr. Katherine Levenick Shirey, EduKatey Dr. Katey Shirey’s work stems from her combined interests in science, art, and education. Dr. Shirey graduated from the University of Virginia with bachelor’s degrees in physics and sculpture. She received her master’s in secondary science education, also from Virginia, and taught Physics at Washington-Liberty High School in Arlington, VA. Dr. Shirey received her Ph.D. in 2017 from the University of Maryland in Curriculum and Instruction with a focus on teacher challenges and productive resources for

Conference Session

Engineering Ethics Division Poster Session: Neuroethics and Secondary STEM Classrooms

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Clapper Bergsman, University of Washington ; Sara Goering, University of Washington; Eric H. Chudler, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

graduate students, but rather begins at the precollege level because“innovative methods to develop critical thinking, ethical sensitivity, and moral reasoning willprovide a strong foundation for students who might later pursue science as a profession, andbuild on that foundation for more experienced scientists” [1]. Although neuroethics is not a topicthat is regularly integrated into curriculum at the pre-college level, learning standards for scienceand technology education do provide an opportunity for these topics to be included in science,engineering, and technology classrooms.Ethics in the Next Generation Science Standards. Science teachers in the U.S. are directed byThe Framework for K-12 Science Education, the Next Generation Science

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christy Wheeler West, University of South Alabama; Eric J. Steward, University of South Alabama; Joseph D. Richardson, University of South Alabama

Tagged Topics

NSF Grantees Poster Session

completed an associate’s degree. The reason for thisextended time to degree completion is that each curriculum has one or two sophomore-levelengineering courses that are not usually available at the community colleges. Because thesegateway courses are pre-requisites for the third-year curricula which operate on an annualschedule, new transfer students were not ready to join the third-year cohort in the fall.A pathway to a bachelor’s degree through community college is an accessible opportunity forfinancially challenged students and is seen as a means of achieving a more diverse engineeringworkforce.[1] Reducing time to graduation is a common institutional objective in highereducation, but it has specific economic importance for low-income transfer

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

this process is beingdone manually, we are currently improving the system to create these diagrams automaticallyfrom a database of students’ information.ResultsWe followed the path of students participating in CISTAR summer programs from the summerof 2018 until the summer of 2020, represented below in a Sankey diagram (Figure 1).Figure 1. Sankey diagram representing the path of summer program participants, starting in thesummer of 2018 until 2020. These paths include Young Scholars (YS), Research Experiences forUndergraduates (REU), Research Experience and Mentoring (REM), High School (HS),participants integrating an undergraduate program (Undergrad), participants integrating agraduate program (Grad), and participants working in industry

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cheryl Carrico P.E., E4S, LLC; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Gary R. Kirk, Virginia Polytechnic Institute and State University; Malle R. Schilling, Virginia Polytechnic Institute and State University

Tagged Topics

NSF Grantees Poster Session

Engineering Education, 2021 Partnering Middle School Teachers, Industry, and Academia to Bring Engineering to the Science ClassroomIntroductionDespite limited success in broadening participation in engineering with rural and Appalachianyouth, there remain challenges such as misunderstandings around engineering careers,misalignments with youth’s sociocultural background, and other environmental barriers. Inaddition, middle school science teachers may be unfamiliar with engineering, may not know howto integrate engineering concepts into science lessons, or may not have the time or resources todevelop such curriculum. With good intention, the resulting attempts to broaden participationmay be single activities such as a professional

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nadiye O. Erdil, University of New Haven; Ronald S. Harichandran, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Jean Nocito-Gobel, University of New Haven; Goli Nossoni, University of New Haven; Emese Hadnagy, University of New Haven; Joseph A. Levert, University of New Haven; Junhui Zhao, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

Learning Opportunities. Through this grant entrepreneurial learning has been integrated into courses spanning all four years in seven ABET accredited engineering and computer science BS programs. Faculty development on entrepreneurial minded learning is a part of this effort.Dr. Maria-Isabel Carnasciali, University of New Haven Maria-Isabel Carnasciali is an Assistant Provost for Program Assessment and Effectiveness at the Uni- versity of New Haven, CT. She is also an Associate Professor of Mechanical Engineering in the De- partment of Mechanical and Industrial Engineering. She obtained her Ph.D. in Mechanical Engineering from Georgia Tech and her Bachelors of Engineering from MIT. She has over 12 years of experience in

Conference Session

Learn About Assessment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

William W. Tsai, California State University Maritime Academy; Amber Janssen, California State University Maritime Academy

Tagged Divisions

Mechanical Engineering

Paper ID #33333Information Fluency Instruction as a Continuous Improvement ActivityDr. William W. Tsai, California State University Maritime Academy Dr. William W. Tsai is an associate professor in the Mechanical Engineering Department at California State University, Maritime Academy (Cal Maritime). His research background is fluid mechanics and heat transfer. In engineering education, he is involved in the incorporation of information literacy into the engineering curriculum. He is also involved in his program’s assessment, ABET accreditation activities, and the Institution-Wide Assessment Council. Before Cal Maritime