Conference Session

Reassessing Your Teaching Through Turmoil

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Charles Riley P.E., Oregon Institute of Technology; Sharon L. Beaudry, Oregon Institute of Technology; Jesse M. Kinder, Oregon Institute of Technology

Tagged Divisions

Civil Engineering

of five days (Figure 3) and consists of  13 seminars, focused on elements of effective teaching, class planning, and communication  2 demonstration classes, delivered by the workshop coordinators to offer examples of a complete implementation of the teaching model  2 practice class opportunities, during which participants teach to a team of their peers (Each team is lead by a mentor who has attended the workshop and has a working knowledge of the teaching model as well as the structure of the teaching assessment instrument.)  5 lab periods, devoted to team building, practice class preparation, and review of recorded practice class sessionsFigure 3. Remote workshop scheduleThe workshop structure and

Conference Session

Best in 5 Minutes: Demonstrating Interactive Teaching Activities

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anthony Battistini, Angelo State University

Tagged Divisions

Civil Engineering

problems be?Remember, the students are working in groups, so the problems can be somewhat difficult, whichcan allow peer teaching to occur within the activity, provided one member of the team can solvethe problem.The author attempts to vary the difficulty of the questions and then try to strategically select thelocations so that she/he can potentially stop by to aid teams struggling on a harder clue.How do you manage the logistics of the race?The following summarizes the author’s version of the race: • Clue #1 (Difficult) o Clue #1 summarizes concepts regarding axial deflection from the beginning of the Mechanics of Materials course, so students often have the most difficulty remembering how to solve the

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Denise M. Driscoll, Purdue University at West Lafayette (PPI); Maeve Drummond Oakes, CISTAR, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

for the 2019 summer cohort as to whatneeded to be cut from the schedule to accommodate a 6-week versus 10-week research program.It was decided that REM students would not need to prepare or present a research paper; instead,we asked that they only prepare and present a poster to capture their research. There were alsosome professional development topics that were either cut from their schedule or given in ashorter timeframe, especially with respect to writing research papers and pursuing differentcareer pathways.Design Element #1: Forging connection between theory, research, and application. Theprogram was designed to help deepen participants’ understanding of the connection betweentheory, research, and application, making them better

Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Genaro Zavala, Tecnologico de Monterrey; Universidad Andres Bello; Esmeralda Campos, Tecnologico de Monterrey, Monterrey, Mexico; Carlos Eduardo Martinez-Torteya, Tecnologico de Monterrey

Tagged Divisions

First-Year Programs

of the International Education Committee and elected member of Leadership Organizing Physics Education Research Council (PERLOC) in the period 2015-2018.Dr. Esmeralda Campos, Tecnologico de Monterrey, Monterrey, Mexico Dr. Esmeralda Campos is a postdoc researcher at Writing Lab at Tecnologico de Monterrey, and she has taught undergraduate physics courses at the School of Engineering and Sciences. She obtained her bach- elor degree in Engineering Physics at Tecnologico de Monterrey in Mexico. She studied a Master degree in Education, with a specialization in Science teaching and learning, and moved forward to the PhD in Educational Innovation, both at Tecnologico de Monterrey. She has focused her research in

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Trina L. Fletcher, Florida International University; Alexandra Coso Strong, Florida International University; Jay Phillip Jefferson, Florida International University; Jade Moten, Florida International University; Sung Eun Park, Florida International University; D'Aundray James Adams, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

writing, interview preparation, career fairs, etc.). 11. I regularly interacted with STEM students who planned to apply to and attend graduate school. 12. I regularly interacted with STEM students from different demographic groups (e.g., different races, genders, ages, etc.). 13. I received helpful information about STEM-related opportunities (e.g., research, academic, professional, etc.) from my student peers. 14. Overall, I was empowered by my professors' commitment to my academic success. 15. I had a STEM faculty member whom I considered as my mentor. 16. Overall, faculty members encouraged me to make connections with my classmates.Select-All-That-Apply and Multiple Choice Items: 17. Which of the

Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Randy Hugh Brooks, Texas A&M University

Tagged Divisions

First-Year Programs

with many students having myriad interests requiringsupport and would benefit from a solid, online, asynchronous course to inform both students andadvisors about what an engineering career involves. The latter course will be driven through theparticular college’s new student conference program and acceptance letter matriculationprocesses.“Impetus for this study is comprised of literature-based studies, peer and performance-evaluatingadministration observations, and my personal experiences regarding the chasm existing between(1) the understanding of engineering and the supporting knowledge and skills of the typicalcollege of engineering-bound high school students, and (2) the level of knowledge and skill setsexpected to exist in first-year

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Teresa Cardador, University of Illinois at Urbana - Champaign ; Karin Jensen, University of Illinois at Urbana - Champaign; Kelly J. Cross, University of Nevada, Reno; Grisel Lopez-Alvarez, University of Illinois at Urbana - Champaign; Andrea J. Kunze, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity, NSF Grantees Poster Session

majors—Bioengineering,Computer Science, and Electrical Engineering. Each major represents a single case with whichwe will conduct within- and between-case analysis. We are using this methodology tosystematically examine how and why elective track choices become gendered duringundergraduate engineering education, and what the career implications might be for women. Inparticular, we are collecting multi-year, and multi-level (institutional, educator, and student)archival, survey, and interview data relevant to educational tracks and track selection as well ascareer attitudes and decisions during undergraduate engineering education. We are examininghow personal factors (e.g., interests and beliefs), relational factors (e.g., peer) and

Conference Session

Graduate Studies Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Audrey Rorrer, University of North Carolina at Charlotte; David K. Pugalee, University of North Carolina at Charlotte; Praveen Ramaprabhu, University of North Carolina at Charlotte; Mesbah Uddin, University of North Carolina at Charlotte; Harish P. Cherukuri, University of North Carolina at Charlotte; Terry Xu, University of North Carolina at Charlotte; Deep Prajapati, University of North Carolina at Charlotte

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

including recent books Lesson Imaging in Math and Science and Effective Content Reading Strategies to Support Scientific and Mathematical Literacy. Dr. Pugalee has also worked with multiple STEM special education projects including the current IES project 5E Model Professional Development in Science Education for Special Educators and the NSF Project, Developing a Systemic, Scalable Model to Broaden Participation in Middle School Computer Science that focuses on computational thinking in science and mathematics. Dr. Pugalee served as part of the writing team for the National Council of Teachers of Mathematics Navigations series and the National Council of Supervisors of Mathematics Great Tasks. Dr. Pugalee has more than

Conference Session

Pre-College Engineering Education Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Morgan R. Broberg, Purdue University; Susan Khalifah P.E., S.E., Purdue University; Abhinav Gupta, Purdue University; Abdullah J. Nafakh, Purdue University

Tagged Divisions

Pre-College Engineering Education

issuing online polling solutionsto encourage participation and putting learners in permanent groups to help combat feelings ofisolation. Altogether, these techniques led learners to engage with civil engineering topics,fostering interest and growing their knowledge of the topic, while meeting the required rigor ofthe university classroom.IntroductionHigh school students are increasingly interested in exploring engineering disciplines beforecollege enrollment. These opportunities give students the ability to interact with engineeringeducators, understand the academic rigor, and meet peers in their area of interest. Students findthese opportunities in traditional high school classes, after school programs, and summerprograms held at colleges and

Conference Session

Graduate Studies Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tilman Wolf, University of Massachusetts Amherst; Russell Tessier, University of Massachusetts Amherst; Yadi Eslami, University of Massachusetts Amherst; Christopher V. Hollot, University of Massachusetts Amherst; George Bryan Polivka, Shorelight Education

Tagged Divisions

Graduate Studies

expanded their offerings to international graduate stu-dents beyond residential studies. Advances in teaching and learning technology have played a keyrole in enabling remote instruction to these students. In particular, synchronous instruction andengagement with peers within a cohort have been shown to improve the educational experienceand lead to high persistence rates.It has previously been reported that instructional technology can be used to teach a full master’sdegree program in electrical and computer engineering to international graduate students in a syn-chronous fashion. To increase engagement, students study in the program as cohorts and collab-orate in the classroom and in completing a significant engineering project. This technology

Conference Session

Pre-College Engineering Education Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Latanya Robinson, Florida International University; Adam Kirn, University of Nevada, Reno; Candice Guy-Gaytán, BSCS Science Learning; Joshua Alexander Ellis, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

and solution for the mass of mixture/solution3 Students drawing their own Determining the filtration devices concentration of a solution4 Providing labels and Determining Writing numerical expression measurements for filtration saturation of a for saturation devices solution5-6 Students give feedback and Materials that receive feedback from peers filter out bacteria on their drawings7-8 Students design and evaluate Deriving flow rate ratio for their filtration devices selected materials in the

Conference Session

Using Technology to Support Learning in Mechanics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anna K. T. Howard, North Carolina State University at Raleigh

Tagged Divisions

Mechanics

the course or finding excellent supplemental materialwhich gets added to the course. Encouragement badges were awarded for accessing the flashcards or attending office hours; repeating these behaviors earned higher levels of the badges.Three times over the semester students are required to write something: an ethics response onday 01, written instructions for using the right-hand-rule for three-dimensional moments on day15, and a project report on day 40. Some students believe that becoming an engineer means theynever have to write anything again; while assigning writing assignments can disabuse them ofthis notion, we hoped that assigning badges would highlight some of the places where engineersuse writing skills. The writing badges also have

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

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

their peers Be graded based on the performance of my group Study course content with classmates outside of class Make and justify assumptions when not enough information is provided Find additional information not provided Involves students thinking and by the instructor to complete assignments figuring out problems

Conference Session

Engineering Physics and Physics Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Geraldine L. Cochran, Rutgers University; Bryce Troncone, Rutgers University; Bianca R. Evangelista, Rutgers University; Pablo J. Cueva Vera, Rutgers University; Gafar O. Tajudeen, Rutgers University; Nazeer Mosley, Rutgers University; Russell Thomas Soto, Rutgers University; Nathaniel Debebe Asefa, Rutgers University; Nkenna Opara, Rutgers University; Corey Ptak, Rutgers University

Tagged Divisions

Engineering Physics and Physics

institutions opted to rapidly transition courses to online instruction in an endeavorto protect faculty and students from the public health emergency caused by COVID-19.Unfortunately, this change had the potential to create new inequities in education and exacerbatepreexisting inequities ones. The purpose of this study is to share and learn from the experiencesof students during these unprecedented times. In particular, we focus on the experiences ofundergraduate students participating in the Learning Assistant program [1-2].Learning Assistant programs are unique amongst peer leader programs because LearningAssistants receive formal pedagogical training and are integrated into the fabric of the course byinstructional faculty. This integration gives

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jerrod A. Henderson, University of Houston; Erik M. Hines, Florida State University; Ayesha Boyce, University of North Carolina - Greensboro; Jared Larenz Davis, University of Houston; Waldemiro Muanha Junqueira, University of Houston; Tyron Slack, Florida State University

Tagged Topics

Diversity, NSF Grantees Poster Session

research has appeared in peer-reviewed journals, such as the Journal of Counseling and Development, Professional School Counseling, The High School Journal, and Urban Education. Equally important, Dr. Hines is an ACA Fellow and received the Al Dye award for co-editing the special issue, Group Work with African Americans Children and Adolescents published in the Journal for Specialist in Group Work. Dr. Hines received his Ph.D. from the University of Maryland, College Park in Counselor Education with a concentration in Urban School Counseling. Finally, he has worked as a counselor in various K-12 settings and for the Ronald E McNair Post-Baccalaureate Achievement Program.Dr. Ayesha Boyce, University of North Carolina

Conference Session

Military and Veterans Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Raymond Vetter, United States Military Academy

Tagged Divisions

Military and Veterans

, technology failures created significant resistance to widespread adoption [2, p. 29]. Theability to have robust communication and interaction between students and educators is essentialto getting buy-in from both parties. This section explores the current technologies in use fortoday’s online courses, current and emerging grading technologies, and considers the keyemerging technologies required to enable online learning to continue to improve its deliverymethods and expand in scope. The current online learning environment relies heavily on technology to enable thesharing of information and to provide feedback to students. For students to interact with facultyas well as peers, the proliferation of conference call and video conference call

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marilyn Barger P.E., FLATE, Florida Advanced Technological Education Center; Lakshmi Jayaram, Inquiry Research Group LLC

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

interaction between peers, increased relianceon instructors, and a significant decline in experiential learning such as labs, groupprojects, demonstrations, problem-based learning, and service-learning. Themajority of students report feeling worried about making progress toward theirdegree, and about half worried about completing the semester. Two benefitsstudents identified was having access to course materials all the time through theLMS and the flexibility of remote learning. Findings also show that technicianstudents are quite diverse by way of age, partner status, having a family, race-ethnicity, employment status, and educational background. About one-third ofstudents who responded are women. This paper concludes with several

Conference Session

Software Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ingrid Buckley, Florida Gulf Coast University; Peter J. Clarke, Florida International University

Tagged Divisions

Software Engineering Division

interleaved.Advantages: 1. Students had more peer support and could problem solve technical issues with other teams. 2. Students had access to software testing tools and resources. 3. Students received an in-depth understanding of the software product because they were im- plementing it.Challenges: 1. Students struggled with programming-related skills. As a result, too much time was spent on implementing the application. 2. Some team members preferred to avoid the technical work and only contributed to the writing of the reports. 3. Students struggled to meet the statement and branch coverage requirements for testing.Approach 2: Capstone Group Project - with the development and testing phases interleaved.Advantages: 1. Students were

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo; Nathan R. Johnson, University of South Florida; Fernando Sánchez, University of St. Thomas; Walter R. Hargrove

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

of IntersectionalityKristen R. Moore, University at BuffaloWalter Hargrove, University at BuffaloNathan R. Johnson, University of South FloridaFernando Sánchez, University of St. ThomasAbstractUsing a citation network analysis, this project analyzes the 209 instances of the term“intersectionality” in the ASEE PEER repository to locate the central authors and texts thatinform the field’s use of the term. In this citational analysis, we suggest that the limited citationof Black women should be interrogated and redressed as a form of inequity. Framing this projectwithin the politics of citation and the current campaign to #CiteBlackWomen, we work toexplore how the term “intersectional” has been embraced, whose theories have been adopted,ignored

Conference Session

Cooperative and Experiential Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John H. Callewaert, University of Michigan; Joanna Mirecki Millunchick, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan; Kevin Cai Jiang, University of Michigan

Tagged Divisions

Cooperative and Experiential Education

, designed to supportupper-level students through reflection of their past experiences and creation and application ofskills that will guide their professional futures. In the course, students iteratively reflect on andcommunicate their past experiences and development of competencies through writing stories;drafting values and guiding principles; connecting with mentors; and applying learning to early-career decision-making. At the end of the course, students were able to: 1. Describe their growth in and mastery of competencies in the context of their undergraduate experiences. 2. Define social capital and increase their social capital by identifying one peer and one professional to ask salient questions to, receive meaningful answers

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anna Marie LaChance, University of Connecticut; Jennifer Pascal, University of Connecticut; Danielle Gan, University of Connecticut; Justyn James Paquette Welsh, University of Connecticut; Thomas James Pauly, University of Connecticut; Patrick Paul, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

take away from this module), instructional strategy (the in-class activities forEJ Week), and forms of assessment (the homework assignment and project deliverable associatedwith the module’s learning objectives). In exchange for their increased educational labor comparedto the rest of the course, students who self-select to take part in the cogen would be able to dropone homework assignment from their final grade. Ultimately, four students—Danielle Gan, Patrick Paul, Justyn Welsh, and Thomas Pauly—offered to take part in the EJ cogen, writing to Anna about their prior experience with leadingclimate discussions. Danielle, a young woman of color pursuing a minor in global environmentalchange, had taken numerous courses about environmental

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Student

; Poor Quality Assignments; Poor Intermediate Grades; Stresses; and LoweredMotivation. While most research participants experienced high stresses, a few of themexperienced low or no stresses. To minimize the impact of COVID-related learning challengeson their STEM learning and performance, research participants made effective adaptationdecisions coded as: Refined Scheduling; Alternate Learning Resources; Professor Office Hours;Teaching Assistants; Peer Collaboration; Relaxation Strategies; and Pass/Fail Options. Comparedto the fall 2019 GPAs, the improved spring 2020 GPAs of research participants may be partiallyattributed to professor leniency, pass/fail option, and cheating. Findings indicate that while STEM professors were adjusting to

Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Katie Johanson, University of Colorado at Colorado Springs; Richard Carroll Sinclair, University of Colorado at Colorado Springs; Comas Lamar Haynes, Georgia Tech Research Institute; Rosario A. Gerhardt, Georgia Institute of Technology; Kinnis Gosha, Morehouse College

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

Morehouse College. Dr. Gosha’s research interestsinclude conversational agents, social media data analytics, computer science education, broadening par-ticipation in computing and culturally relevant computing. More specifically, Gosha’s passion lies in hisresearch in virtual mentoring where he has several peer-reviewed research publications. Gosha’s Cultur-ally Relevant Computing Lab is comprised of approximately 10 top undergraduate researchers each yearfrom Morehouse College, Spelman College and Clark Atlanta University. The lab investigates researchproblems centered on creating innovative computing technologies to solve cultural problems and issues.To date, Dr. Gosha has accrued over $20 million dollars in sponsored research funding and over 60

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

grading over the course of two weeks using CrowdLearnbefore submitting a reflection at the end of the activity. The reflection prompt was “Afterparticipating in the discussion forum, write up a short reflection (50 - 500 words) on what youlearned by answering the discussion questions and discussing with your peers. How were yourthoughts and ideas about manufacturing costs solidified, pivoted, and/or developed? How wasyour experience with the AR app?”.4.2 Analysis4.2.1 Codebook Development148 learners wrote reflections. Of this group, 84 learner reflections directly mentioned using theAR app. To perform an analysis of the reflections, we developed a codebook to tag andcategorize reflections through an iterative development process [21]. As each of

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Sangster P.E., Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

drawing out content as a set of linked ideas, effectively visualizing the constructivistperception of knowledge gain. Jigsaw places more responsibility on the students, breaking theclass into groups and assigning one person from each group to become a subject-area expert on asubtopic (such as reading a specific journal article), and subsequently having each group memberteach their peers in the group the piece of the overall puzzle that they mastered. Finally, student-generated exam questions allow students to work through the key concepts learned during a unitthat deserve attention on an exam, anticipating many of the topics they will face while creatingone question that may be on the exam itself. These CATs provide an extensive list of places

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zachary Riggins Del Rosario, Franklin W. Olin College of Engineering; Riya Aggarwal, Franklin W. Olin College of Engineering; Caitlin Anna Coffey, Franklin W. Olin College of Engineering; Arwen Sadler, Franklin W. Olin College of Engineering; Stephanos Matsumoto, Franklin W. Olin College of Engineering; Alison Wood , Franklin W. Olin College of Engineering; Paul Ruvolo, Franklin W. Olin College of Engineering; C. Jason Woodard, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

architecture schoolsconduct these events publicly and with peers [4]. Between 1919-1932, the Bauhaus in Germanydeveloped a new form of studio pedagogy: a focus on giving students technical skills throughworkshops and preparing students for these workshops with “foundation courses” [3].While studio pedagogy has been used in fine arts for over a century, elements of the studio havebeen recently advanced as beneficial for engineering education. Wilson and Jennings [5] reportextensive efforts to use studio pedagogy to, among other goals, reduce emphasis on lecture.Other motivations for engineering studio pedagogy range from improving student employability[6], facilitating concept transfer [7], and familiarizing students with the use of experimentationand

Conference Session

Architectural Engineering Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Keith E. Hedges, Drury University

Tagged Divisions

Architectural Engineering

adventuresas opposed to directly teaching the students [17], [18]. One example of an information seekingbehavior could be a simple unassessed icebreaker activity at the beginning of a course where thestudents to share information about themselves while gathering information from their peers[19]. A second example is discussion boards. These are assessed collaborative activities whereeach student posts an answer to a specific question and is required to respond to other students’answers. The class discussion boards can flourish without the instructor’s guiding dialogue as thestudents engage in asynchronous threads [20], [21]. The keys are to include shared responsibility,require constructive feedback, and inspire expansive questioning. A third example

Conference Session

First-Year Programs: Virtual Instruction in the First Year III

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shannon Barker, University of Virginia

Tagged Divisions

First-Year Programs

ofperspectives and lived experience to the challenge at hand. Research shows that having diverseteams working on complex challenges produces more effective and impactful solutions thanworking in uniform teams or as lone individuals [31-35]. In the case of predominately onlineinstruction environment, teams also offer the opportunity for social connection and peer support.The class was divided into teams with the assistance of the Comprehensive Assessment forTeam-Member Effectiveness (CATME), an online tool that aides instructors in forming studentsteams based on best practices, and stayed in their assigned team for the entire semester.Synchronous class sessions: These sessions were held on Mondays via Zoom. This time wasdedicated to discussing and

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Katz, Virginia Polytechnic Institute and State University; Matthew Norris, Virginia Polytechnic Institute and State University; Abdulrahman M. Alsharif, Virginia Polytechnic Institute and State University; Michelle D. Klopfer, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

element for a system such as ours because they meet the design requirement thatthe system should need minimal additional training. Satisfying the “minimal additional training”requirement means that the engineering education teaching and research community could applythe this kind of system off the shelf in their own work to identify important trends and answerrelevant questions in their own contexts.In educational data, NLP techniques have been used to study a variety of topics. Crossley et al.,[12], [13] used a series of rule-based approaches to study students’ sentiments and their mathidentities in an intelligent tutoring system. Crossley et al [14] also used an NLP approach tostudy differences in students writing styles as a function of their