Conference Session

DEED Technical Session 6 Design Pedagogy

Collection

2022 ASEE Annual Conference & Exposition

Authors

Caitlin Knowles, North Carolina State University at Raleigh; Amanda Mills, North Carolina State University at Raleigh; Jesse Jur, North Carolina State University at Raleigh; Yan Shen, North Carolina State University at Raleigh

Paper ID #36752Virtual Hands-on Learning – The development of an onlineengineering design course with a virtual product inspectionportalCaitlin Knowles (PhD Student)Amanda MillsYan Shen (Instructional Designer)Jesse Jur Jesse S. Jur received the B.S. degree in chemical engineering from the University of South Carolina, Columbia, SC, USA, in 2001, the M.S. degree in chemical and biomedical engineering from Johns Hopkins University, Baltimore, MD, USA, in 2004, and the Ph.D. degree in materials science and engineering from North Carolina State University, Raleigh, NC, USA, in 2007.,He is currently a Professor of Textile

Conference Session

Experimentation and Laboratory-Oriented Studies Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kristen Thompson, Loras College

measured from the horizontal. (a) (b)Figure 2: Wireframe models of Venturi designs (a) Inlet of 15° and (b) Inlet of 30° as measuredfrom the central axis.SimulationOnce the design is complete, students are guided through the process of simulating flow usingthe “Flow Simulation” module in SolidWorks. Instructions for this simulation were basedinstructions in An Introduction to SolidWorks Flow Simulation [4] and included as Appendix A.SolidWorks allows for many different types of fluids. For this simulation, water is chosenbecause that will be the fluid used during laboratory testing. The flow rate is set as a boundarycondition for the inlet, set to 0.15 m/s. Students are instructed to program to output “GlobalGoals” including the pressure, flow

Conference Session

Civil Engineering Division - Integration of Engineering and/or Technical Rigor with Diversity, Equity, Inclusion and Justice (DEIJ)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shinae Jang, University of Connecticut

is much appreciated.References[1] H. J. Passow, C. H. Passow, “What Competencies Should Undergraduate Engineering Programs Emphasize? A Systematic Review.” J Eng Educ.106(3): 475-526. 2017. doi:10.1002/jee.20171.[2] K. Kazeronian and S. Foley, “Barriers to creativity in engineering education: a study of instructors and students perceptions.” Journal of Mechanical Design. 129 (7). 2007. DOI: 10.1115/1.2739569.[3] J. C. Blickenstaff, “Women and science careers: Leaky pipeline or gender filter?” Gender and Education, 17(4), pp. 369–386, 2005.[4] R. M. Marra, K. A. Rodgers, D. Shen, and B. Bogue, “Leaving Engineering: A Multi-Year Single Institution Study.” J Eng Educ.101(1):6-27. 2012. doi:10.1002/j.2168- 9830.2012

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Maria-isabel Carnasciali, University of New Haven; Nadiye Erdil, University of New Haven; Ronald Harichandran, University of New Haven; Jean Nocito-Gobel, University of New Haven

online modules deployed through the Learning Management System (LMS); typical modulerequires 4 – 8 hours of time and students complete this outside of class time. Students engage in in-classor online discussions promoting deeper learning of the module content. However, the key aspect of theintegrated e-learning modules is the reinforcement of the learning through a contextual activity. This linksthe course content with the module content and helps to connect the ideas for the students. Assessingstudent learning through an activity or exam question(s) completes the integration. Figure 1: Recommended Integration Strategy for e-Learning Modules supporting Entrepreneurial Minded LearningThe e-learning modules are openly accessible through the

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gustavo Menezes, California State University, Los Angeles; Nancy Warter-Perez, California State University, Los Angeles; Jianyu Dong, California State University, Los Angeles; Corin Bowen, California State University, Los Angeles; Jose Mijares, California State University, Los Angeles; Silvia Heubach, California State University, Los Angeles; Emily Allen, California State University, Los Angeles; Christina Nazar, California State University, Los Angeles; Lizabeth Thompson, California Polytechnic State University, San Luis Obispo; Daniel Galvan, California State University, Los Angeles; Eva Schiorring

. With her colleagues at Cal State LA she recently received an NSF grant called Eco-STEM which aims to transform STEM education using an asset-based ecosystem model. She is also a Co-PI on an NSF S-STEM grant called ENGAGE which is working to make a more robust transfer pathway for local Community college students. Dr. Thompson is a Co-PI on an NSF ADVANCE grant called KIND with other universities within the CSU. She is a co-advisor to Engineers without Borders, Critical Global Engagement, and oSTEM at Cal Poly.Nancy Warter-Perez Nancy Warter-Perez is the chair of the Mechanical Engineering Department and a professor of Electrical and Computer Engineering at California State University, Los Angeles. For more than twenty

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Changchia Liu, New York Hall of Science; Dorothy Bennett

based upon work supported by the National Science Foundation under EHR:CORE Grant No.1920718. Any opinions, findings, conclusions, or recommendations expressedin this material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] R. N. Coger, J. Cuny, M. Klawe, M. McGann, and K. D. Purcell, “Why STEM fields stilldon't draw more women,” Chronicle of Higher Education, vol. 59, pp. 24-27, 2012.[2] S. E. Page, The difference: How the power of diversity creates better groups, firms, schools,and societies, Princeton, NJ: Princeton University Press, 2007.[3] National Academy of Engineering, Surmounting the barriers: Ethnic diversity in engineeringeducation: Summary of a workshop, Washington

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Adrian Gentry; Peter Bermel, Purdue University at West Lafayette (COE); Eric Holloway, Purdue University at West Lafayette (COE); Kerrie Douglas, Purdue University at West Lafayette (COE)

, influencesgoal and activity choices. Other researchers have focused on students’ awareness of specialized areas inengineering, such as nanotechnology. For example, Dyehouse et al.’s (2008) NanotechnologyAwareness Instrument examines two factors, Exposure and Motivation, impacting students’career interest and goals. Students’ exposure and motivation are measured by asking studentsabout the activities they engaged in related to nanotechnology. Dyehouse et al. (2008) defineExposure as the “activities that a student has actually completed” such as reading, watching andengaging in the topic (2008, p. 503). They define Motivation as “nano-related studies or workthat a student plans to do in the future” such as interest in reading, taking courses and

Conference Session

Multidisciplinary Engineering Division Technical Session - Integrated Engineering and Interdisciplinary Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebecca Bates, Minnesota State University, Mankato; Susan Lord, University of San Diego; Emanuela Tilley; Jenna Carpenter, Campbell University

is a conversation that shouldcontinue. We plan to continue examining what the concept of integrated engineering couldinclude for our community, starting with the initial questions used at SEFI and FIE and movinginto the deeper questions raised by the community about the impact and value of integration. Onepossibility is providing a framework that lets people actively integrate the most important aspectsfor their context. We look forward to continuing the conversation at the 2022 ASEE AnnualConference & Expo and future conferences.References[1] E. Tilley, R. Bates, and S. M. Lord, “Towards a Community Vision of IntegratedEngineering.” Workshop held at 2021 SEFI Annual Conference, 14 September 2021.[2] R. Bates, S. M. Lord and E. Tilley

Conference Session

DEED Technical Session 9 - Design Across the Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Astrid Layton, Texas A&M University; Julie Linsey, Georgia Institute of Technology; Samuel Blair, Texas A&M University; Garrett Hairston, Texas A&M University; Henry Banks, Georgia Institute of Technology

Paper ID #37683Modularity Analysis of Makerspaces to Determine PotentialHubs and Critical Tools in the MakerspaceSamuel Enrique BlairHenry David BanksGarrett HairstonJulie S Linsey (Associate Professor) Georgia TechAstrid Layton (Assistant Professor) Dr. Astrid Layton is an Assistant Professor and the Donna Walker Faculty Fellow in the J. Mike Walker ’66 Department of Mechanical Engineering at Texas A&M University. Dr. Layton’s research is an expert in bio-inspired system design, with a focus on the use of biological ecosystems as inspiration for achieving sustainability and resilience through the design of

Conference Session

Statics Fanatics 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sridhar Condoor, Saint Louis University; Sanjay Jayaram, Saint Louis University; Jalil Kianfar, Saint Louis University

Paper ID #36788Work in Progress - Strategies for Stimulating EngineeringRelevance in Statics EducationSridhar S. Condoor (Professor) Professor with a demonstrated history of working in the design innovation and technology entrepreneurship areas. Skilled in Innovation Management, Applied Research & Product Design, Entrepreneurship, and Training Next Generation Innovators and Entrepreneurs.Sanjay Jayaram (Associate Professor)Jalil Kianfar Dr. Jalil Kianfar is an associate professor of civil engineering at Saint Louis University and a registered professional engineer (P.E.) in the state of Missouri. In addition

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Daniel Castaneda, James Madison University; Joi Merritt, James Madison University; Joel Mejia, The University of Texas at San Antonio

], andthis study uses Carlson et al.’s 4-stage understanding of CC [29]. Their 4-stage model is similarto the work of others that describe how individuals move from one level of CC to another; forexample Freire’s 3-levels of consciousness [20], Wallerstein and Sanchez-Merki’s 3-stage modelof change [30], and Watts et al.’s 5-stage model of development [31].Carlson et al. developed their model by authentically engaging a lower income, African-American community in a participatory-based research project [29]. They used a photovoiceintervention [32] to generate community dialogue that was analyzed using visual anthropology tofind three distinct, hierarchal levels of cognitive-emotional interpretations of engagement: 1)emotional engagement, 2) cognitive

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Immanuel Edinbarough, The University of Texas Rio Grande Valley; Jesus Gonzalez, The University of Texas Rio Grande Valley; Ruth Pflueger, Pennsylvania State University, Behrend College; Robert Weissbach, Indiana University - Purdue University Indianapolis; Johanna Bodenhamer, IUPUI

1 2 3 4Context of and Not present or Demonstrates Demonstrates Demonstrates Demonstrates aPurpose for Writing demonstrated. minimal attention to awareness of context, adequate thorough context, audience, audience, purpose, consideration of understanding of purpose, and to the and to the assigned context, audience, and context, audience, and assigned tasks(s) tasks(s) (e.g., begins purpose and a clear

Conference Session

First-Year Programs Division Technical Session 11: Program Descriptions and Learning Analytics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Talal Gamadi; Marshall Watson, Texas Tech University

1-7 student outcomes. Since the FCY curriculum was implemented in Fall 2020, the faculty member(s) of each newly added course to the FCY curriculum gave a presentation to Dean, associate deans, department heads, and disciples in Fall 2021. They presented their evaluation of students’ attainment of each course objective and the mapped ABET student outcomes, an example is shown in the later section of this paper. Also, they presented samples of students’ projects and presentations. At the end of their presentation, they presented what went well and what did not since this was the first experience of the FCY curriculum. The disciples provided feedback to faculty members of the FCY during and after the presentation. Furthermore, the

Conference Session

Engineering Design Graphics Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sheryl Sorby, University of Cincinnati; Savannah Stark, University of Cincinnati; Christina Carnahan, University of Cincinnati

. Wai, J., Lubinski, D., & Benbow, C. P. (2009). Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance. Journal of Educational Psychology, 101(4), 817–835. 4. Bellman, R., Esogbue, A. O., & Nabeshima, I. (2014). Mathematical aspects of scheduling and applications: modern applied mathematics and computer science (Vol. 4). Elsevier. 5. Sorby, S. A., (2001). A Course in Spatial Visualization and its Impact on the Retention of Women Engineering Students. Journal of Women and Minorities in Science and Engineering, Vol. 7, No. 2, pp.153-172. 6. Freina, L., & Bottino, R. (2016, October). A visual thinking skills training in support of

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shannon Clancy, University of Michigan; Shanna Daly, University of Michigan; Laura Murphy, University of Michigan; Colleen Seifert, University of Michigan

experiences engagingin divergent thinking, and what structures and factors encouraged or limited their engagement.Students were recruited through research team networks at a large Midwestern university. Thetwo students were selected intentionally to have some variation in their prior experiences, co-curricular involvement, and coursework. Both students identified as white women: one was inher second year of a mechanical engineering degree program and the other in her fourth year of amechanical engineering degree program. Interviews were audio recorded and transcribed foranalysis.During Student 1’s interview about her senior capstone design, the descriptions of potentialsolutions were addressed earlier in the protocol while discussing problem

Conference Session

CIT Division Technical Session #2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cheryl Resch, University of Florida; Christina Gardner-McCune, University of Florida; Keyna Wintjen, University of Florida

https ● This is the newest version 0.659 0.33beginning of a URL denote, as availableopposed to "http://" (without the “s”)? ● This site is not accessible to certain computers ● This site is encrypted ● This site has special high definition ● All of the above ● Not sureA group of computers that is networked botnet ● Operating

Conference Session

Intersections of Identity and Student Experiences: Equity, Culture & Social Justice Technical Session 10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kaylla Cantilina, University of Michigan; Robert Loweth, University of Michigan

some anddisadvantage others. In many instances, the reasons why Robert was presented with certainopportunities to succeed in engineering are the same reasons why Kaylla was either notpresented, or actively prevented from the same opportunities. Second, having multiplemarginalized identities can lead to a domino effect such that “the consequences of one burdenthat interacts with pre-existing vulnerabilities create[s] yet another dimension ofdisempowerment” [56, p. 1241]. This means that Kaylla was not hindered in mutually exclusiveinstances that can be singled out and analyzed, but rather that her compounding experiences ofstruggle in STEM impacted her persistence in engineering increasingly over time. Likewise,Robert’s ongoing support and

Conference Session

Aerospace Division Technical Session: Student Success

Collection

2022 ASEE Annual Conference & Exposition

Authors

MacKenzie Reber, Grove City College; Yun Dong, Iowa State University of Science and Technology; Subhanwit Roy, Iowa State University of Science and Technology; Benjamin Ahn, Iowa State University of Science and Technology

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Wayne Johnson, Georgia Southern University; Priya Goeser, Georgia Southern University; Josiah Hacker, Georgia Southern University; Thomas Snyder, Georgia Southern University

-ROARObjective 2 (discussed earlier). Little did we all know that within less than a month, all K-12schools and universities would switch to virtual classes due to the COVID19 pandemic.EDC 2020’s COVID19 Shutdown and RebirthGeorgia Southern University switched to virtual learning during spring break (mid-March) of2020 following the same earlier switch by area K-12 schools. It was a sad but easy decision topostpone EDC 2020 given all the uncertainty of what would happen next. By August 2020,Georgia Southern University classes returned to a hybrid model, while K-12 schools remainedmostly virtual. The original seven EDC teams were surveyed regarding their interest andcapability to participate in a virtual version of the EDC 2020 competition. Two of the

Conference Session

DEED Technical Session 9 - Design Across the Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rubaina Khan, University of Toronto; Lisa Romkey, University of Toronto

study using coursework-based master of finance programs at Australian universities,” Stud. High. Educ. Dorchester--Thames, vol. 43, no. 7, pp. 1135–1147, 2018, doi: 10.1080/03075079.2016.1225710.[3] H. L. Erickson, Transitioning to concept-based curriculum and instruction: how to bring content and process together. Thousand Oaks, Calif: Corwin, 2014.[4] S. Marginson, The enterprise university: power, governance, and reinvention in Australia. Cambridge, UK ; Cambridge University Press, 2000.[5] S. Holdsworth and K. Hegarty, “From praxis to delivery: a Higher Education Learning Design Framework (HELD),” J. Clean. Prod., vol. 122, pp. 176–185, 2016, doi: 10.1016/j.jclepro.2016.01.074.[6] B. Mawson, “Breaking the

Conference Session

LEES Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cayla Ritz, Rowan University; Cheryl Bodnar, Rowan University; Melissa Montalbo-Lomboy, Rowan University

,” The Journal of Engineering Entrepreneurship, vol. 6, no. 2, pp. 44–57, 2015.[2] T. Byers, T. Seelig, S. Sheppard, and P. Weilerstein, “Entrepreneurship: Its role in engineering education”, The Bridge, vol. 43 no. 2, pp. 35-40, 2013.[3] F. Ghazi Nezami, M. S. Tavakoli, and M. Torfeh, (2016).”Developing entrepreneurial mind-set in industrial engineering classes: A case study”, Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016.[4] J. T. Klein, and W. H. Newell, “Advancing interdisciplinary studies,” in Handbook of the undergraduate curriculum: A comprehensive guide to purposes, structures, practices, and change, J. G. Gaff, J. L. Ratcliff, Ed. San Francisco

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Grondin, University of Wisconsin - Madison; Michael Swart, University of Wisconsin - Milwaukee; Fangli Xia, University of Wisconsin - Madison; Mitchell Nathan, University of Wisconsin - Madison

knowing and instruction, such as the role of gestures during classroom teaching, learning, collaboration, and assessment. Dr. Nathan has authored over 250 peer-reviewed publications and has served as PI and co- PI for numerous research grants from the National Science Foundation (NSF), the U. S. Dept. of Education-Institute of Educational Sciences (IES), and the James S. McDonnell Foundation (JSMF); most notably the NSF-funded “Aligning educational experiences with ways of knowing engineering (AWAKEN),” and IES-funded “National Center for Cognition and Mathematics Instruction.” Dr. Nathan has served on multiple committees for the National Academies of Sciences, Engineering, and Medicine to advance science and engineering

Conference Session

DEED Technical Session 4 Best in DEED

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tripp Shealy, Virginia Polytechnic Institute and State University; John Gero, University of North Carolina at Charlotte; Paulo Ignacio Jr., Virginia Polytechnic Institute and State University

infrastructure systems, and adaptive reuse.John S Gero (Dr)Paulo Ignacio Jr. PhD student at Virginia Tech. Working with Dr. Tripp Shealy. Passionate about human performance and wellbeing in the built environment. © American Society for Engineering Education, 2022 Powered by www.slayte.com How the use of concept maps changes students’ minds and brainsAbstractThe research presented in this paper tested whether drawing concept maps changes howengineering students construct design problem statements and whether these differences areobservable in their brains. The process of identifying and constructing problem statements is acritical step in engineering design. Concept

Conference Session

PCEE Session 2: Teacher Learning Experiences

Collection

2022 ASEE Annual Conference & Exposition

Authors

Abeera Rehmat, University of Nebraska - Lincoln; Alexandra Towner, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology; Michael Helms; Jeffrey Rosen, Georgia Institute of Technology; Julia Varnedoe; Marc Weissburg

. from Florida State University, an MBA from Stetson University, and an Ed. S. from Kennesaw State University in Instructional Technology.Marc Weissburg © American Society for Engineering Education, 2022 Powered by www.slayte.com Biologically Inspired Design for Engineering Education: A Multiple Year Evaluation of Teachers’ Professional Learning Experiences (Evaluation)AbstractThis evaluation paper focuses on how high school engineering teachers' professional learningexperiences advance their understanding of bio-inspired design integration into engineering as aresult of the professional learning environment

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marvin Durango, Purdue University at West Lafayette (COE); Jose Garcia; Erick Borders, Purdue Polytechnic Graduate Programs; Brittany Newell; Farid Breidi, Purdue University at West Lafayette (PPI)

/10.3200/JECE.38.2.143- 152, vol. 38, no. 2, pp. 143–152, Mar. 2007, doi: 10.3200/JECE.38.2.143-152.[5] A. Alleyne, “A fluid power lab for undergraduate education,” Proceedings of the American Control Conference, vol. 6, pp. 4398–4402, 2000, doi: 10.1109/ACC.2000.877053.[6] J. J. Heber, “Instrumented infinitely variable transmission,” Theses and Dissertations Available from ProQuest, Jan. 2011, Accessed: Feb. 03, 2022. [Online]. Available: https://docs.lib.purdue.edu/dissertations/AAI1501831[7] S. J. Ryan, B. L. Steward, and S. Kshetri, “Simulated Hands-On Laboratory Instruction for Fluid Power Systems,” American Society of Agricultural and Biological Engineers Annual International Meeting, ASABE 2021

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tua Bjorklund; Raimo Vepsäläinen; Vikki Eriksson, Aalto-yliopisto/Elektroniikan, tietoliikenteen; Senni Kirjavainen

], andeconomic factors (E), such as economic cycles, growth and production costs [12,25], on pursuingengineering opportunities. While social factors (S) have received less attention, a growingnumber of studies have explored how quality of life, cultural considerations and social trendscan give rise to new challenges and opportunities [12,23,25]. Technological factors (T), in turn,are often more readily identified by engineers, considering not only the technological aspects ofthe specific solutions they are working with, but the implications of more overarchingdevelopments such as digitalization and artificial intelligence [28]. For example, newdevelopments in opportunities in virtual prototyping can decrease development cycles and cost,opening up new

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ashkan Negahban, Pennsylvania State University, Great Valley; Omar Ashour, Pennsylvania State University, Behrend College; Mahgol Nowparvar, Pennsylvania State University, Great Valley; Daniel Knight, University of Colorado Boulder; Sabahattin Ozden; Parhum Delgoshaei, Pennsylvania State University

modules are integrated into the course to mimic real-life systems and engineeringeconomy problems. Students are given a week to complete each ISBL assignment following thelecture on the respective topic. The document that comes with each module includes adescription of the system at hand and the engineering economy problem(s) to be solved. In eachISBL module, the students are given a role. For example, in one of the modules the student is“hired” as a consultant to help a restaurant compare different loan options and select the mosteconomical alternative. Each module is also accompanied by a 3D, VR-compatible, animatedsimulation model that is to be treated as the “real-world system” under study. The ISBL modulesused in our experiments are related

Conference Session

Engineering Design Graphics Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, University of California, San Diego; Nathan Delson, University of California, San Diego; Elizabeth Cowan, eGrove Education; Bahar Memarian, University of Toronto

indicator, the Mini-Hint messages aim to keep the student in the ZPD and do not tellthe student exactly where their mistake is, but require the student to actively engage and find itthemselves. Some of the Mini-Hint text messages include: “You may be missing a line(s)”, “Youmay have an extra line(s)”, “Hidden Line Incorrect”, or “Close! Draw more carefully” (Fig. 4).The purpose of a Mini-Hint is to provide some guidance to the student without showing them thesolution. One objective of this paper is to determine if the current Mini-Hints are effective andunder what circumstances additional Mini-Hint messages could be provided to support studentlearning. Figure 4. Textual Mini-Hints Provided to Students Based on Errors in Submitted Sketch3

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Barbara Karanian, Stanford University; Mona Eskandari, University of California, Riverside; Annika Speer, University of California, Riverside; mariam salloum, University of California, Riverside

Conference Session

ECE Division Technical Session 4: Student-centered Learning and Teaching Methodologies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Saharnaz Baghdadchi, University of California, San Diego; Theresa Meyerott, University of California, San Diego; Paul Hadjipieris

- Winter 2021, 115 students were included in the study. Five out of 120 enrolledstudents did not submit the midterm or final or both of these tests so they were not included inthis study.Table 2. A summary of the student-designed assessment configurations in the courses understudy. Course Require/ Peer 1-1 meeting Guidance on Frequency Integration to the title Optional review with IA(s) the selected course and grade questions weight ECE 101 - Required for No Yes, minimal 4 sets with 5-10 Replaced the midterm exam, Summer 2020 all students