Conference Session

Pre-College Engineering Education Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Morgan M. Hynes, Purdue University at West Lafayette (COE); Kayla R. Maxey, Purdue University at West Lafayette (COE); Rong Su, University of Iowa

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

across the five periodical databases and restricted for peer-review journal publications. The resulting publications of each search was consolidated using 2Mendeley citation manager where duplicates were removed. Following the removal ofduplicates, we reviewed the article’s title and abstracts against the following research contextinclusion criteria: (1) participants in P-12 engaged in a STEM intervention with some focus onengineering, and (2) the measured affective view(s) focused on the views of the student as itrelates to engineering not the teacher, facilitator, or educator. Lastly, we scanned the remainingarticles’’ full-text against the

Conference Session

Tools to Enhance Student Learning of Undergraduate Engineering Content

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sheena Miao Ying Tan, Simon Fraser University; Taco Niet Ph.D., P.Eng., School of Sustainable Energy Engineering, Simon Fraser University; Kamaria Kuling, Simon Fraser University

Tagged Divisions

Educational Research and Methods

education landscape and culture, homework practiceshave evolved and online homework systems are increasingly used due to their potential inimproving students’ engagement, learning and performance [1], [2]. As such, we developed aset of prelab problems for the course SEE 310: Integrated Energy Solutions II, using theonline homework system, WeBWorK, with the goal to enhance student learning, and ensurethat students cannot copy directly from their peers. The prelab problems complement thecomputer-based lab sessions where students create and use energy systems models to deepentheir understanding of the models and related sustainability problems as part of their learningexperiences for the course. Consequently, we are interested to examine the impact of

Conference Session

Remote Physical Laboratories: Experimentation and Laboratory-oriented Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lamyaa El-Gabry, Princeton University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

to measureP-V-T relations for an ideal gas. The second part was a solar-powered hydrogen fuel cell vehicleand focused on energy conversion and efficiency concepts. The third is a project where studentsworked in teams to propose a project in their choice of one of two topics: one is a design projecton solar thermal energy and the other is a research project using calorimetry.The course consists of a 1-hour weekly lecture on Monday morning to discuss theory needed forthat week and present skills such as using MATLAB, uncertainty analysis, writing lab reports, etc.Students then meet in the afternoon on one day (Monday-Thursday) for a 3-hr lab session. Duringthis session, they are divided into breakout rooms to meet and work with their peers on

Conference Session

Electrical and Computer Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Wesley G. Lawson, University of Maryland College Park; Jennifer L. Kouo, Towson University

Tagged Divisions

Electrical and Computer

both weaknesses and strengths of the online version and those revelationshave informed modifications to the online process for future semesters.Introduction – The demand for online classes has been rising rapidly in the past two decadesand has further accelerated recently due to COVID-19. In that timeframe, there have been manyengineering lecture courses converted to online formats with considerable success [1]. Online labcourses for electrical engineering students have also been tried for several decades. The firstonline labs typically have involved performing computer simulations of the electronic circuits,though some have utilized remote control of the test and measurement equipment [2]. In morerecent years, there have been a number of

Conference Session

Perspectives on Engineering Education During COVID-19

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

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

Conference Session

Remote Instruction/COVID-19 Strategies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Khalid Zouhri, University of Dayton; Carson Lee Running, University of Dayton

Tagged Divisions

Engineering Technology

breakout rooms periodically have the most positive impact onthe student’s perception of the session. 1. INTRODUCTIONOver the last decade, a growing number of instructors have had to rely on the use of online lecturesand tools to deliver class materials. To facilitate the communication and the interaction betweenstudents and teachers in higher education, online lectures have become increasingly popular. Withthe advancement of technology, online lectures provide a convenient method for meeting thedemands of a more flexible educational system. Studying engineering courses online at anytime from any location has become more attractive in recent years, but is not yet commonthroughout all engineering education programs [1]. In engineering, instructors

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Megan McSpedon, Rice University; Margaret E. Beier, Rice University; Brittany Bradford, Rice University; Michael Wolf, Rice University

Tagged Topics

Diversity, NSF Grantees Poster Session

underrepresented in STEM, has long been a focus of policy makers, industry, anduniversity administrators alike [1]–[3]. Much attention has been paid to whether and howstudents are made to feel welcome in STEM as a result of classroom and extracurricularexperiences and, secondarily, how these experiences impact STEM retention outcomes [4]–[6].One psychological dimension that has emerged as particularly relevant is belongingness, or astudent’s “subjective feeling of fitting in and being included as a valued and legitimate memberof a particular setting” [7:421].Experimental results exploring students’ decisions to stay within or leave STEM fields can beunderstood within the context of student retention literature more broadly, specifically Tinto’sModel of

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda Gonczi, Michigan Technological University; Whitney Nicole McCoy, University of Virginia; Robert M. Handler; Jennifer L. Maeng, University of Virginia

Tagged Topics

NSF Grantees Poster Session

withinengineering lessons (both reported and observed) with the goal of developing potentialexplanations for patterns in teachers’ technology integration within engineering instruction byexamining teachers’ beliefs about what technologies are appropriate to integrate and theirconfidence implementing them. The following research questions guided this study: 1. How confident are teachers at integrating different digital technologies within engineering instruction? 2. How appropriate for integration within engineering instruction do teachers perceive different types of digital technologies? 3. What digital technologies do teachers use within engineering instruction? How does reported use compare with confidence and

Conference Session

Construction Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yilmaz Hatipkarasulu, University of Texas at San Antonio; Guntulu S. Hatipkarasulu, Texas State University

Tagged Divisions

Construction Engineering

institutions noted that “the most common use of assessmentdata is related to accreditation” and “the two greatest needs to advance student learning outcomesassessment are greater involvement of faculty and more assessment expertise, resources andtools” [1]. A similar 2013 survey observed that “the prime driver of assessment remains thesame: expectations of regional and program or specialized accrediting agencies” and “the rangeof tools and measures to assess student learning has expanded significantly” [2].There are multiple examples of learning assessment studies from different perspectives,including program-level assessment systems [3-6], assessment tools [7-9], the effectiveness ofassessment methods [10, 11], effect of technology and methods on

Conference Session

Pre-College Engineering Education Division Technical Session 14

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicolas Ivanov, Institute of Biomedical Engineering, University of Toronto; Nhien Tran-Nguyen, University of Toronto; Neal Callaghan, University of Toronto; Theresa Frost, Toronto District School Board; Jose Luis Cadavid, University of Toronto; Huntley H. Chang, University of Toronto; Ileana Louise Co; Patrick Diep, University of Toronto; Guijin Li, University of Toronto; Nancy T. Li, University of Toronto; Corinna Smith, Institute of Biomedical Engineering, University of Toronto; Joshua Yazbeck; Locke Davenport Huyer, Johns Hopkins University; Dawn M. Kilkenny, University of Toronto

Tagged Divisions

Pre-College Engineering Education

college level laboratory work. While theseresults were encouraging, comparisons to previous in-person outcomes and analysis of teacherexperiences (interviews) highlighted persistent gaps in student experience while completing theprogram virtually.IntroductionThe rapid shift to fully or partially online schooling imposed by the COVID-19 pandemic haspresented several challenges for students and teachers alike [1]. Among these, teachers areconstantly faced with maintaining student engagement while providing similar learningopportunities as traditional in-person instruction [2]. Despite tremendous efforts by manyteachers, significant learning losses are projected amongst students impacted by pandemicmandated school closures [3], [4].Within science

Conference Session

Design Pedagogy 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah Rajkumari Jayasekaran, University of Florida

Tagged Divisions

Design in Engineering Education

) was the test case in this researchpaper. To ensure that the online platform provides the students with the same quality classes as thetraditional classroom, the course has to be structured to meet the quality standards. Quality matters at theUniversity of Florida is the resource used to ensure that best practices in learning are being implemented. The elements of accelerated UF+QM Rubric matters Rubric were used to provide the studentswith an effective learning experience. The various elements used were factors that focus on 1) Preparingfor success 2) Guiding students and their learning path; 3) Teaching effectively online. The online platform used to deliver the course has been Canvas. The course shell was modifiedfrom the

Conference Session

Development Around Diversity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pamela K. Judge, Roger Williams University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

program needs.1. IntroductionThis paper summarizes three cases which each address diversity and inclusion while directlysupporting traditional course content within the civil engineering curriculum. The casesidentified were: Flint Water Crisis (Environmental Engineering), Robert Moses & The SouthernState Parkway’s Bridges (Transportation Engineering), and Hurricane Katrina Levee Failures(Geotechnical Engineering). The paper also suggests teaching interventions and directly mapsout the content in each case study as it pertains to ABET outcomes and traditional civilengineering course subject matter. A select case and teaching intervention were implementedduring a pilot initiative within the Roger Williams University Spring 2021

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Memoria Matters, Purdue University at West Lafayette (COE); Andrew O. Brightman, Purdue University at West Lafayette (COE); Patrice Marie Buzzanell, University of South Florida; Carla B. Zoltowski, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity, NSF Grantees Poster Session

DisparitiesIntroductionIn the U.S., the COVID-19 pandemic has caused significant distress for many families andindividuals, but perhaps predominantly among marginalized communities of color [1]. Beyondthe medical toll, the negative impacts on social and economic conditions have been devastatingfor many ethnic and racial minorities. Many of these are young people and some are students inengineering [2]. The challenges of navigating higher education and professional formation inengineering are formidable enough for those lacking the expected social capital for academia [3].However, the challenges are intensified as the pandemic conditions threaten family, livelihood,and economic and social well-being. From our vantage point of several years of research ondiversity

Conference Session

Development Around Diversity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Daniel Erian Armanios; Sarah Jane Christian P.E., Carnegie Mellon University; Andrea Francioni Rooney, Carnegie Mellon University; Millard L. McElwee, Exponent; Joe Dallas Moore, Carnegie Mellon University; Destenie Nock, Carnegie Mellon University; Constantine Samaras, Carnegie Mellon University; Gerald J. Wang, Carnegie Mellon University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

and in their future careers.1.0 IntroductionTo properly contextualize Carnegie Mellon’s work around DEI, we need to situate it within alarger movement that has gained traction and momentum around engineering and social justice[1]-[3]. These happenings build upon the seminal work of Baillie [4], Riley [5], and their jointwork with their collaborators [6]. This has sprung a series of engineering and social justice-related or -infused courses, seminar series, and workshops across engineering campuses such asthose at the University of San Diego [7], Colorado School of Mines [8], Purdue [9], Stanford[10], the National Academies [11], and others. The most recent illustration is a series of global,humanitarian, and peace engineering programs that

Conference Session

The Curriculum at Two-year College's Engineering Technology and Engineering Transfer Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Raymond Edward Floyd, Northwest College

Tagged Divisions

Two-Year College

-wide with more than 2500 codes from more than 1500organizations [1]. The list is of interest in that it is not an engineering society exclusive list,there are many professional organizations beyond those associated with engineering that havesome written rule of ethics. The list is not limited to professional organizations but includesprivate industry and their interpretation of guidelines for use in conducting business [2]. It isinteresting to note that in the case of industry, the code may extend beyond guidelines forconducting business, and may include what form of punishment will imposed in the case ofviolation of the guidelines such as termination of a contract or employment [2].For engineering programs planning to submit a request for

Conference Session

The ABCs of FBDs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eric Davishahl, Whatcom Community College; Todd Haskell; Lee Singleton, Whatcom Community College; Matthew Parsons Fuentes

Tagged Topics

Diversity

Tagged Divisions

Mechanics

is likelyhighly dependent on the foundation they have brought to the course. More general academicskills and attributes such as motivation, self-regulation, self-efficacy, sense of belonging andmindset also influence how students engage with the course.Existing research demonstrates the importance of math and physics preparation to studentsuccess in mechanics [1], [2], [3], [4], [5]. Problem solving skill is also clearly an importantcomponent to success [5]. The correlation of spatial abilities to broader measures of success andretention for engineering majors in general is well-established [6]. However, existing studiesexploring the importance of spatial abilities to success in mechanics courses find mixed results.Many fundamental concepts

Conference Session

Program Support Initiatives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew K. Swenty, Virginia Military Institute; Christopher R. Shearer, South Dakota School of Mines and Technology; Benjamin Z. Dymond, University of Minnesota Duluth; Wakeel Ishola Anthony Idewu, Virginia Military Institute

Tagged Divisions

Civil Engineering

is a standardized test used to assess studentknowledge near graduation in seven different disciplines, including civil engineering. Studentsare encouraged to take the exam at most universities, and some require it for graduation.Fourteen topic areas are tested on the multiple-choice exam [1]. Programs prepare students totake the exam in various ways, including: requiring specific courses in the curriculum, requiringstudents to take a course on every FE topic, providing optional review sessions outside of normalclass, requiring students to pass a university-version of an FE-style exam before graduation, orrequiring an FE-style review course or seminar.Few studies have directly linked student perception of successfully passing the FE exam

Conference Session

Engineering Design Graphics Division Technical Session 3: Flipped Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathan John Washuta P.E., The Citadel; Patrick Bass, The Citadel; Emily Kate Bierman, The Citadel

Tagged Divisions

Engineering Design Graphics

accomplished bydelivering course lecture content to students outside of the classroom, freeing up in-class time forhands-on activities [1]. This concept has experienced a rise in popularity in recent years due tothe availability of widely disseminated video lecture content and proven benefits to studentengagement in the classroom [2]. Because lecture content is moved outside of the classroom, in-class time is typically devoted to problem solving sessions and more active learning approaches.It has been shown in the literature that the primary benefits of this method come not from anincrease in effectiveness of out-of-class lectures, but from the increase in time devoted to hands-on practice, active learning [3], and instructor-guided practice [4]. This

Conference Session

Women in Engineering Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kaitlyn Anne Thomas, University of Nevada, Reno; Whitney Gaskins, University of Cincinnati; Kelly J. Cross, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Professional Engineers (SHPE), and Society ofWomen in Engineering (SWE)).ParticipantsSix WOC students from the College of Engineering at a large, research-focused Midwesternuniversity self-selected to be interviewed for this study. All participants were at least eighteenyears old at the time of the interviews. Table 1 shows the racial identification information ofeach participant. To protect the participants’ anonymity, pseudonyms replaced their names, andsome demographic information was excluded to avoid inadvertently identifying information inthis manuscript. Table 1: Participant Self-Reported Racial Identification Information Participant Pseudonym Self-Reported Race Aalyah

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Randy Hugh Brooks, Texas A&M University

Tagged Divisions

First-Year Programs

university?”The large southwestern university engineering leadership team chose to address the need forchange using a deliberate “re-building strategy” [1]. This choice involved invoking “a processoriented approach to the remaking of a curriculum…, involving external stakeholders. Thisapplies sound systems engineering principles to the engineering curriculum itself” [1].“The re-building strategy…is a fundamental change of academic view linking academia withsocietal context and needs…by emphasizing a shared set of values, identity and commitment. Itis about educating engineers who will become change agents after graduation, with anunderstanding of stakeholder needs and the wider societal impact of engineered systems withinthe innovation process’ [1

Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bethany Luke, Valparaiso University; Ruth E. H. Wertz, Valparaiso University

Tagged Divisions

First-Year Programs

programming, which created barriers to learning insubsequent course work. To help remove these barriers, we revised the course for spring of 2020to incorporate teaching best practices, which included a change to tutorial- and video-basedinstruction instead of real-time note taking, improved alignment between course material andassessments, and a switch to mastery-based assessments. These types of changes have beenshown to improve student attitudes and reduce failure rates in introductory programming courses[1-3]. However, the link between course format, student performance, and student attitudestoward programming remained unclear. If we clarified this link, students could be betterequipped to solve engineering problems and perform engineering

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Ann Thompson, Loras College; Danial J. Neebel PE, Loras College; Robert S. Keller, Loras College

Tagged Topics

NSF Grantees Poster Session

maximum of 8 semesters.Program HighlightsThe DuSTEM program is designed to improved retention of students in STEM. Support isbroken into three areas: financial, academic, and community [1]. These ideas are predicated onthe nine key principles advanced by the non-profit “Building Engineering and Science Talent”which identifies nine qualities of programs that are successful in nurturing well-qualified STEMgraduates [2]. These principles are • Institutional leadership • Personal attention • Bridging to the next level • Targeted recruitment • Peer support • Financial assistance • Engaged faculty • Enriched research opportunities • Continuous evaluationThe DuSTEM program is designed support

Conference Session

Bringing a Different Perspective

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew R. Sloboda, Bucknell University

Tagged Divisions

Mechanics

principles undergird the course. This problem in thedynamics curriculum has been recognized for some time, as Ellis and Turner [1] considered theuse of concept maps as a remedy to this problem as early as 2003.However, the content of dynamics is not the only thing that can cause students to struggle toorganize its ideas. The way it is taught may also be a part of the problem. Most textbooks (andhence most courses) first use kinematics to describe motion and later use kinetics to relate forcesand accelerations. This organization makes perfect sense if you are designing a mechanism: adescription of the motion is needed first, followed by a calculation of the forces that will act ondifferent parts. However, little design work occurs in an introductory

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Claussen, San Francisco State University; Brent K. Jesiek, Purdue University at West Lafayette (COE); Carla B. Zoltowski, Purdue University at West Lafayette (COE); Shiloh James Howland, Brigham Young University

Tagged Topics

Diversity, NSF Grantees Poster Session

  Early Career Engineers’ Views of Ethics and Social Responsibility: Project OverviewIntroductionDespite recommendations from leading stakeholders for increased attention to ethics inengineering education [1, 2], a growing body of anecdotal and empirical evidence suggests acontinuing lack of serious attention to ethics, social responsibility, and related topics in mostengineering degree programs [3-5]. To address this, organizations like the National Academy ofEngineering have taken steps to identify best practices and exemplary programs as “a resourcefor those who seek to improve the ethical development of engineers at their own institutions” [6].Recent research in engineering ethics has also aimed to measure

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katerina Goseva-Popstojanova, West Virginia University; Robin A.M. Hensel, West Virginia University

Tagged Topics

Diversity, NSF Grantees Poster Session

IntroductionCybersecurity is critical to the economy, critical infrastructure, public safety, and nationalsecurity. Clearly, the demand for cybersecurity experts in the United States is high andcontinuing to grow. According to cyberseek.org, there are currently over 521,600 open positionsin the cybersecurity field (including 166,000 Information Security Analyst positions and 355,600other positions requiring cybersecurity-related skills) across the U.S., with around 1,000 withinthe state of West Virginia [1]. The Bureau of Labor Statistics has projected that the employmentof information security analysts will grow 31% from 2019 to 2029, which is much faster than theaverage growth of 3.7% for all occupations during that same time period [2]. The current lack

Conference Session

Graduate Studies Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathalie Duval-Couetil, Purdue University at West Lafayette; Soohyun Yi, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

thesescientific solutions must be achieved in an economically viable way to be implemented and sustained,students are also exposed to courses focused on economic analysis and technology commercialization. Tofoster awareness of the value of diversity to interdisciplinary research and collaboration, they alsoparticipate in leadership and diversity training. The overarching goals of the NRT at the graduate studentlevel are the following:₋ Goal 1: Develop a program to equip students with an interdisciplinary mindset/skills₋ Goal 2: Train students to generate SFEWS solutions₋ Goal 3: Disseminate courses, modules, methods and tools for use among other institutionsThe objectives are to instill in graduate students the skills necessary to be a

Conference Session

Remote Instruction/COVID-19 Strategies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christine Delahanty, Bucks County Community College ; Susan Herring, Bucks County Community College; Tracy Timby, Bucks County Community College; Vladimir Genis, Drexel University

Tagged Divisions

Engineering Technology

that helped to seal the educational gap created by theunexpected and immediate closure of our institutions [1], [2]. Funds from our NSF ATE Grant#1902075 in collaboration with Drexel: Increasing the Number of Workforce-Ready EngineeringTechnicians in Southeastern Pennsylvania, helped Bucks to pave the way for innovation intechnician education through a formalized connection of our credit and non-credit sides of thecollege, and by enhancing the curriculum for technician education (Figure 1).Figure 1. The formalized collaboration of the Bucks credit and non-credit sides of the college. Within the goals of the grant to enhance the workforce readiness of our students, Bucksformally connected the engineering technology major to the Center for

Conference Session

Remote Instruction/COVID-19 Strategies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Steven Nozaki, Pennsylvania State University; David Clippinger, Pennsylvania State University; Yabin Liao, Pennsylvania State University; Nancy E. Study, Pennsylvania State University; Philip A. Jones, Pennsylvania State University; Shannon K. Sweeney, Pennsylvania State University; Susan Daigle; Adam Jeffrey Wielobob; Liyong Sun, Pennsylvania State University

Tagged Divisions

Engineering Technology

the literaturein pertinent capacities.BackgroundTo be effective, effort should be made to plan, deliver, and assess educational content [1]. Underthe best of circumstances, this can be a challenging endeavor. Education is something that ispracticed, as application can vary greatly between settings and population.The constraints of COVID-19 on education greatly upended much of the conventionalknowledge and practices used in education at all levels. Distance learning, alternative modalities,reduced class sizes, utilization of educational technology, and normalization of personalprotective equipment (PPE), are all examples of pedagogical changes that occurred at manyinstitutions.At Penn State Behrend, the Mechanical Engineering Technology (MET

Conference Session

Multidisciplinary Learning and Teaching Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan J. Ely, University of Southern Indiana; Jotam E. Chen, University of Southern Indiana

Tagged Divisions

Multidisciplinary Engineering

Educational Opportunities for Technical Writing in Engineering EducationIntroductionStrong oral and written communication skills are imperative to assuring success in the workplace.Research suggests that oral and written communication skills are in high demand by employersregardless of degree field [1]. Additionally, the U.S. Department of Labor reported that oral andwritten communication skills along with critical thinking and teamwork skills are fundamental toevery employee’s ability to accomplish tasks in the workforce [2]. This being said, it becomesimperative for educational curriculums to include effective courses that stimulate oral and writtencommunication skills among students. The implementation of effective technical wiring coursesin

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

, by the American Society of CivilEngineers (ASCE) [1] and the National Academies of Science, Engineering and Medicine(NASEM) [2], converge in recognizing that Civil and Environmental Engineers require bothformal education and mentored experiences, where education should provide breadth in thescientific and engineering fundamentals and strength in the students’ specific areas of expertise.Relevant to this paper, among many other objectives, breadth in the fundamentals is envisionedto include engineering economics, systems analysis, data science, and understanding of risk anduncertainty. In addition, skills such as for effective communication, collaborative work,negotiation and conflict resolution are deemed essential [2] while it is explicitly