Collection

2022 ASEE - North Central Section Conference

Authors

Colin K Drummond, Case Western Reserve University; Matthew L Moorman, Case Western Reserve University

Tagged Topics

Diversity

centered on a clinical problem seeking proposedsolutions. Post-case homework was a written reflection of about 1000 words describing theirunderstanding of the problem and their proposed initial solutions. These written assignments andtheir attendance were used to calculate a final grade.Clinical correlations in biomedical engineering enable synthesis of basic engineering conceptsaround applications in medical practice. Through the course, students draw upon prior trainingin biophysics, anatomic structure and function, and mathematical modeling of physiologicsystems in a weekly case-based critical care scenario. Blending engineering and clinicalconcepts in this fashion expands student medical expertise. This eight-week course featuredcritical care

Collection

2022 ASEE - North Central Section Conference

Authors

Holly Maribeth Plank, University of Pittsburgh

Tagged Topics

Diversity

students’ ability to thrive as humans and potential future engineers? What does it take tobalance technology with authenticity? The purpose of this paper is to provide readers with a frontrow seat to one educators’ reflection on her evolving understanding of the nuances ofdetermining when technology in engineering education can be liberatory and enhance humanflourishing using current literature as well as her positionality and diverse experiences in thefield of education. Readers should be able to engage with key questions for reflecting on therelationship between human flourishing and technology integration, consider how to supportengineering educators’ development of judgment for technology integration, and take anopportunity to reflect on their

Collection

2022 ASEE - North Central Section Conference

Authors

Stephany Coffman-Wolph, Ohio Northern University; John K. Estell, Ohio Northern University

Tagged Topics

Diversity

(Comprehensive Assessment of Team Member Effectiveness) software. 27 Groups are built byteaming students based on both scheduling and work/learning style preferences. After finishingthe series of sandbox-related activities for introducing the EM competency techniques presentedin this paper, students complete both reflective and peer evaluations using CATME. This isfollowed by a SWOT analysis that is first performed individually and then discussed collectively.This analysis allows the team to collectively examine their strengths and weaknesses, evaluatingthe extent to which they work well together as a team. An updated SWOT Report documentingthese discussions is then submitted to the instructor for review and possible intervention ifwarranted. These

Collection

2022 ASEE - North Central Section Conference

Authors

Joaquin Rodriguez, University of Pittsburgh; April Dukes, University of Pittsburgh; John Andrew Keith, University of Pittsburgh, Department of Chemical and Petroleum Engineering

Tagged Topics

Diversity

(“Women,” “Non-Binary,”“Black or African American,” “Hispanic or Latino/a,” “Asian, American Indian or AlaskaNative, Middle Eastern, or Native Hawaiian or other Pacific Islander” (Asian/other for a shortversion), “LGBQT,” “Disabilities,” and “First Generation”). We then compared the DI with aMinority Index (MI), which only reflects the ratio of “Non-White American male” members tothe total number of members but exhibits poor representation for diversity when teams areconformed mainly by minority representatives. We obtained data by instructor observation (nosurveys taken at this time) from 69 self-selected teams that performed 37 technical projects and101 outreach projects in eight junior/senior chemical engineering courses. Results show that