Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bimal Nepal, Texas A&M University; Eakalak Khan; Om Prakash Yadav; Manan Shah, Texas A&M University

Interdisciplinary Undergraduate Research on Big Data in Energy and Related InfrastructureAbstractThis paper describes the first year of the implementation of a three-year long NSF-fundedInternational Experience for Students (IRES) Site Track-1 project. As a part of the IRES SiteTrack-1 project, three engineering programs at three U.S. universities have collaborated on aproject to increase the global competencies of undergraduate engineering/computer sciencestudents through a summer international research training program in big data in energy and relatedinfrastructure in partnership with the Universiti Teknologi Petronas in Perak, Malaysia. The U.S.Universities included Texas A&M University, North Dakota State University, and University ofNevada at Las

Conference Session

Multidisciplinary Engineering Division Technical Session - Best Paper

Collection

2022 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines and Technology; Thomas Machamer, South Dakota School of Mines and Technology

projects. All throughout childhood kids see rockets go tospace, cars drive so fast you barely see them go by, and robots becoming more advanced as theyears go on. Growing up with this it is no wonder the view of engineering is a sleek and cool jobwhere it seems you can sit around and invent all day. This also demonstrates why engineeringprograms have such a high dropout rate as students become immersed in the curriculum. As theygo along, students see less and less of the cool results and see more of the difficult and uglycomputations that are hardly ever seen by outsiders. The intent of this study is to consider howwe can display the results of engineering over the course of the undergraduate curriculum, in anattempt to motivate the students to

Conference Session

Construction Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Boshra Karimi, Northern Kentucky University; Mahdi Yazdanpour, Northern Kentucky University; Sean Foley, Northern Kentucky University

of International Studies and Outreach at Oklahoma State University, and a teaching associate in School of Construction Management Technology at Oklahoma State University. I have also over 14 years of experience in industry. I have worked in Neyrperse company as an Engineering Expert, as a Technical Office Supervisor in Mapna group, as a Mechanical Engineering Supervisor in construction (Professional Engineer) in Iranian Construction Engineers Organization, and as a Consultant in Roll-2-Roll Technologies LLC in Oklahoma. My research interests include sustainable project management, sustainability assessment, sustainable technology implementation, supply chain management, decision-making modeling, and big data

Conference Session

Broadening Participation and Inclusion in STEM: Equity, Culture & Social Justice in Education Division Technical Session 8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Natasha Andrade, University of Maryland College Park; Elisabeth Smela, University of Maryland College Park; Vincent Nguyen, University of Maryland College Park; David Bigio, University of Maryland College Park; Adjoa Egyen-Davis, University of Maryland College Park; Daniela Nganjo

conscientious engineering aspects throughout the undergraduate educational experience. His efforts include formally integrating sustainability design requirements into the mechanical engineering capstone projects, introducing non-profit partnerships related to designs for persons with disabilities, and founding the Social/Environmental Design Impact Award. He manages several outreach and diversity efforts including the large-scale Get Out And Learn (GOAL) engineering kit program that reaches thousands of local K-12 students. He has received the Volunteers for Medical Engineering (VME) 2020 Faculty of the Year award, Engineering for US All (e4usa) 2021 Most Outstanding University Partner Award, and the VME 2021 Volunteer of

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Muhammad Asghar, Utah State University; Angela Minichiello, Utah State University; Anika Banerjee, Georgia Institute of Technology; Ebenezer Ewumi, Washington State University; Candis Claiborn, Washington State University; Olusola Adesope, Washington State University

utility is widely agreed upon [5].Importantly, it has been shown that both academic and extracurricular aspects of a student’slearning processes are characterized by engagement [6]. High Impact Educational Practices(HIP) provide useful opportunities for deep student engagement and, thus, positively influencestudent retention and persistence [4]. Kuh [3] identified eleven curricular and extracurricular HIP(i.e., collaborative assignments and projects, common intellectual experiences, eportfolios, firstyear seminars and experiences, global learning and study abroad, internships, learningcommunities, senior culminating experiences, service and community-based learning,undergraduate research, and writing intensive courses). In computer science and

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jill Davishahl, Western Washington University; Audrey Boklage, University of Texas at Austin; Madison Andrews, University of Texas at Austin

(RIEF) program, thisproject seeks to increase student sense of belonging in undergraduate engineering studentsthrough the integration of social engagement activities into an academic makerspace. Socialengagement activities, in this context, are events, projects, discussions, and workshops that havea strong emphasis on supporting the social and emotional development of students. Supportingstudents’ social and emotional development is an essential component to creating culturallycompetent, well-rounded engineers. Due to the flexible and informal nature of the makerspaceenvironment, it is an ideal place to build and create these social connections between students.The engagement activities were designed to encourage students of all backgrounds

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Karin Jensen, University of Illinois at Urbana - Champaign; Julie Martin, The Ohio State University; Chiebuka Egwuonwu, The Ohio State University; Isabel Miller, University of Illinois at Urbana - Champaign

engineering faculty who have little or no experience conducting socialscience research. The NSF considers support of engineering faculty in EER a major initiativebecause it increases and diversifies the community of engineering education researchers. Thesenew engineering education researchers work collaboratively on a two-year project withexperienced research mentors in pairs or in larger groups. Despite the NSF’s significantinvestment, there is no overarching structure to support awardees’ completion of successfulprojects and facilitate their continued engagement in the EER community after completion of theRIEF grant. To that end, our ongoing project (NSF-2029446 and NSF-2029410) has developed aseries of virtual workshops within a VCoP to support

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Wade Goodridge, Utah State University; Assad Iqbal, Utah State University

them to begin Phase 2 with some educational researchfoundation already established.The results of the project evaluation show that the program has made a positive impact onincreasing education research skills and communication skills of the participating REU students.The participating REU students reported that the research projects they worked on increasedtheir motivation and confidence for continuing to engage in engineering education research. Fourparticipants (i.e., 36.4% of the total participants) suggested that, if available, they would preferface-to-face over a virtual REU program. Another four participants (i.e., 36.4%) felt that bothface-to-face and virtual would offer the same quality of research experiences, and 3 participants(i.e

Conference Session

CIT Division Technical Session #3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Reza Sanati-Mehrizy, Utah Valley University; Afsaneh Minaie, Utah Valley University

institutions need to makesure their graduates stay up to date with the latest trends in computer science research, gainhands-on and teamwork experience, and be good problem solvers before graduation. In thispaper, we will elaborate the steps that should be taken by the institutions of higher education inorder to graduate students with these types of qualities and be more prepared for the job market.Hands-on ExercisesThe learning style for current generation has changed. Experience shows that many students donot spend very much of their time on reading textbooks. They do not enjoy reading the theory,but they really enjoy learning by doing. Working on homework and exercises is not appreciatedby them but they really like implementing the projects and

Conference Session

Architectural Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Saúl Enrique Crespo Sánchez, Tecnologico de Monterrey (ITESM); Miguel X. Rodriguez-Paz, Tecnologico de Monterrey (ITESM); Luis Hernandez Carrasco, Tecnologico de Monterrey (ITESM)

Paper ID #37530A Challenge-based Teaching model for Structural AnalysisCourses with Strategic Industry PartnersSaúl Enrique Crespo Sánchez Bachelor in Civil Engineering with a Master of Science in Structural Engineering and PhD candidate in Structural Engineering. From April 2011 to July 2017 he served as Senior Researcher of the "Structural Health Monitoring" group of the Mexican Institute of Transportation, directing and collaborating in monitoring and structural prognosis projects applied to special highway bridges, transportation infrastructure, historical monuments and structural systems. He has developed

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Karen Wosczyna-Birch

Paper ID #38304Mentoring to Build the NSF ATE CommunityKaren Wosczyna-birch (Director) © American Society for Engineering Education, 2022 Powered by www.slayte.com Mentoring to Build the NSF ATE CommunityThe Mentor Up Program, funded by the National Science Foundation (NSF) AdvancedTechnological Education (ATE) program through Grant #2032835, supports a mentoringprogram to guide prospective principal investigators in crafting and submitting a proposal to theNSF ATE program. This project aligns with the NSF ATE program objective to provideleadership opportunities for faculty at two-year institutions and

Conference Session

Energy Conversion and Conservation Technical Session 1: Innovative Approaches to Teaching Energy-Related Concepts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Abhishek Verma, University of Wisconsin - Stout; Kenan Baltaci, University of Wisconsin - Stout; Monika Herrmann, University of Wisconsin - Stout

www.slayte.com Interdisciplinary Collaboration to Engage Engineering Students’ Interest in Renewable Energy ConceptsAbstractStudents graduating with engineering degrees can be instrumental in addressing the impact of achanging climate. In this work, cross-disciplinary faculty explore students’ interest in topics ofsustainability within their fields as well as their preparedness to apply academic concepts in arealistic context. Students from two different courses in two different engineering programs,mechanical and computer & electrical, collaborated on a renewable energy project. The projectwas limited by existing course objectives and content for both programs. The outcome of thisstudy reflects on students’ interest

Conference Session

DEED Technical Session 10: Empathy and Human-centered Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Johanna Okerlund, University of North Carolina at Charlotte; David Wilson, University of North Carolina at Charlotte; Celine Latulipe, University of Manitoba

significant challenge.This paper presents an approach to capstone course design that explores how Human-CenteredDesign (HCD) mindsets and practices can be foregrounded in a heavily technology-centriclearning experience. We developed a capstone course for undergraduate STEM students thatforegrounds human-centered mindsets in a technical project focused on 3D printing prostheticdevices for a participant with a limb difference.We analyzed data collected from the course to shed light on specific challenges in foregroundinga deep human-centered perspective in technical STEM courses, and we provide guidance foreducators who also seek a similar reorientation. Our analysis consisted of a thematic coding onwritten deliverables and instructor observations from

Conference Session

Professional Skills and Community Building in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Deborah Goldberg, University of Maryland College Park

designed to developR&D-oriented skills through a multi-year learning trajectory [3]. They identified 14 key skillsneeded for research and development, with a strong emphasis on following the scientific method,including formulating research questions and hypotheses, designing experiments, collecting data,and drawing appropriate conclusions. They analyzed how each skill was taught through thecurriculum and concluded that project work and laboratories were especially important atreinforcing these skills. Finally, Gross et al. investigated a guided inquiry activity to preparestudents for careers in the biotechnology and pharmaceutical industries, specifically focusing onhelping students relate their knowledge and experiences to business needs

Conference Session

DEED Technical Session 6 Design Pedagogy

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joan Tisdale, University of Colorado Boulder; Angela Bielefeldt, University of Colorado Boulder; Katherine Ramos, University of Colorado Boulder; Rebecca Komarek, University of Colorado Boulder

whole is coordinated by the Integrated DesignEngineering Program, which supplies instructors for a number of the sections. In addition,majors that require the course for their students supply instructors for 1 to 5 sections of thecourse per year. Within each section of the course the enrollment typically ranges from 20 to 30students.In the FYED course, engineering students solve real engineering design problems utilizing theengineering design process. The course is interdisciplinary and focuses on the iterative designprocess, team dynamics and teamwork, testing and analysis, presentation skills and technicalwriting. All sections complete one to two introductory projects at the beginning of the semester,and then one “main” project. The course

Conference Session

LEES Session 8: Care and Commitments

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Mallette, Boise State University

Powered by www.slayte.com Centering Equity and Inclusion in Engineering Collaboration and WritingAbstractThis paper focuses on preliminary findings from a study that asked students and alumni to sharetheir stories around teamwork and communication in engineering settings. In addition to studentand alumni stories of team writing, engineering faculty were interviewed to learn more abouthow they approach collaborative and communication-based projects and how consider diversity,equity, and inclusion in their teaching. The goal was to connect the ways that instructors framethese collaborative projects and to surface how implicit biases may emerge and impact students.The findings reported here focus on

Conference Session

DEED Technical Session 9 - Design Across the Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christopher Rennick, University of Waterloo; Michael Lenover, University of Waterloo; Eugene Li, University of Waterloo; Sanjeev Bedi, University of Waterloo

opportunities for students to learn how to design in the most authenticcontext possible with many of the constraints of the university setting removed (viz. constraintson time, material resources, and opportunities for multi-disciplinary problems).CEWIL Canada – a national body to promote the use of Work-integrated learning (WIL) ineducational settings – defines work-integrated learning as “a form of curricular experientialeducation that formally integrates a student’s academic studies with quality experiences within aworkplace or practice setting… [involving] an academic institution, a host organization, and astudent” [3]. WIL approaches include: community and industry research and projects,apprenticeships, co-operative education, entrepreneurship

Conference Session

Computers in Education 4 - Online and Distributed Learning I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Zhou Zhang, New York City College of Technology; Yizhe Chang; Sven Esche, Stevens Institute of Technology (School of Engineering and Science); Andy Zhang, New York City College of Technology

in understanding the advanced concepts and theories. Therefore, it is necessaryto let the students have equal chances to practice via hands-on projects. The internet of things (IoT)has been integrated into the robotics classes in the Department of Mechanical EngineeringTechnology (MET). The basic idea is to use the internet to implement IoT-based projects thatcombine wireless sensor networks, online learning management systems, and remote-controltechniques to realize the learners' remote collaboration and immersive feeling. In an IoT-basedproject, a robot spider is taken to show the implementing procedures. This project combinedseveral cutting-edge techniques, including vision-based simultaneous localization and mappingand object detection

Conference Session

DEED Technical Session 6 Design Pedagogy

Collection

2022 ASEE Annual Conference & Exposition

Authors

Paul Leidig, Purdue University at West Lafayette (COE); Robin Adams, Purdue University at West Lafayette (COE)

Paper ID #37836Work In Progress: Designing a Learning Coach’s PlaybookPaul A. Leidig Paul A. Leidig is a PhD candidate in Engineering Education and a member of the instructional team for the Engineering Projects In Community Service (EPICS) program at Purdue University in West Lafayette, Indiana. He received his Bachelors of Science in Architectural Engineering from the Milwaukee School of Engineering and Masters of Science in Civil Engineering from the University of Illinois at Urbana-Champaign. Mr. Leidig is licensed as a Professional Engineer in the state of Colorado and has six years of structural engineering

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Ismael Pagan-Trinidad, University of Puerto Rico, Mayaguez Campus; Raul Zapata-Lopez, University of Puerto Rico, Mayaguez Campus; Humberto Cavallin, University of Puerto Rico, Rio Piedras; Rey Montalvo, University of Puerto Rico, Mayaguez Campus

including hurricanes, storm surges, waves,and riverine flash floods. This paper presents the outcome of a Basin-wide Flood Multi-hazardRisks module that was developed and offered as part of a collaboration between two researchprojects:  the UPRM-DHS Coastal Resilience Center of Excellence (CRC) funded by theDepartment of Homeland Security and the Resilient Infrastructure and Sustainability EducationUndergraduate Program (RISE-UP) funded by the National Science Foundation (NSF). Thecontent was designed to give students an understanding of complex project management incoastal communities. The main learning objective was for students to be able to assess andrecognize the actions that can be taken to improve resiliency in coastal communities

Conference Session

ERM: Mentoring for Everyone! And Let's talk about Graduate Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Paul Jensen; Julie Martin, The Ohio State University; Deepthi Suresh

more junior faculty member, and Deepthi, a graduate student. Thetripartite mentoring relationship between us formed as part of a National Science FoundationResearch Initiation in Engineering Formation (NSF RIEF) project. We grounded our work in thecognitive apprenticeship model of mentoring and theory of social capital, asking the question:How do mentors and mentees perceive shared experiences? Over the course of 16 months, wecollected data in the form of reflective journal entries and transcripts from individual and jointinterviews, combining these with other documentation such as emails and text messages. Weanalyzed these data by identifying three critical incidents over the course of the relationship todate and comparing each of our

Conference Session

CIT Division Technical Session #7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Daqing Hou; Yu Liu, Clarkson University

has provided us with the confidence that a virtual REU Site with a larger group can be as effective as in person and on campus. To further improve the quality of our REU Site in the on-line mode, we have applied multiple novel practices. Specifically, before the start of the 2021 REU site we as the site co-directors proactively worked with mentors to better understand the needs of the defined research projects. Subsequently, we tailored the topics covered by the crash course of our site to the needs of the research projects as well as purposefully increasing active learning activities and student interactions. In lieu of the previous in-person bond building activity (a two-day high rope course in a nearby camp), we added

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Akos Ledeczi, Vanderbilt University; Veronica Catete; Devin Jean, Vanderbilt University; Marnie Hill, North Carolina State University at Raleigh; Shuchi Grover; Brian Broll, Vanderbilt University; Tiffany Barnes, North Carolina State University at Raleigh; Lauren Alvarez, North Carolina State University at Raleigh; Isabella Gransbury, North Carolina State University at Raleigh; Gordon Stein, Vanderbilt University

Paper ID #38420Engaging Female High School Students in the Frontiers ofComputingGordon Stein Gordon Stein is currently a PhD student at Vanderbilt University. Previously, he served as a Senior Lecturer at Lawrence Technological University, helping to improve introductory Computer Science courses and integrate emerging technologies into the curriculum. At Vanderbilt's Institute for Software Integrated Systems, he has worked on projects combining accessible, block-based programming with robots and mixed reality platforms for educational use. Gordon also has experience bringing educational robotics into K-12

Conference Session

Electrical and Computer Engineering Laboratory and SoC Developments

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christopher Martinez, University of New Haven; Maria-isabel Carnasciali, University of New Haven

System-on-Chip CourseAbstractAdding Entrepreneurial Minded Learning (EML) is increasing across engineering programs atmany universities. This paper looks at including EML modules in a System-on-Chip ComputerEngineering course. The course used two new modules, one makerspace prototyping module anda design product cost module, including the distribution and the supply chain.Using case studies in the fulfillment of Kickstarter game projects, students get exposure to real-world examples to explore insight into the manufacturing process, global shipping, and retaildistribution model. Students offer a business analysis addressing a System-on-Chip video gamefor the final project. They created 3D prototypes of the game console using plastic prints

Conference Session

Utilizing Technology to Train Chemical Engineering Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Deesha Chadha, Imperial College London, London; Klaus Hellgardt

related to the delivery of material (e.g. design project with stipulations, flippedclassrooms with teacher as facilitator, and adopting a multi-disciplinary approach) alsorevealed themselves as categories from an analysis of the data. This work has wideimplications for how undergraduate engineering students can be taught in order to developtheir engineering judgement.Teaching engineering judgementAs a community of engineering educators, we have always been interested in notions ofengineering judgement and whether such a capability can be developed in our students [1].Students are expected to have developed their engineering judgement through accreditedprogrammes such as those offered by the Institute of Chemical Engineers (IChemE), theInstitute

Conference Session

Virtual and Augmented Reality Applications in Manufacturing Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Richard Chiou, Drexel University; Tzu-liang Tseng, University of Texas at El Paso; Michael Mauk; Irina Ciobanescu Husanu, Drexel University; Tam Phi, Drexel University

Aeronautical Engineering from Aerospace Engineering College at Polytechnic University of Bucharest, Romania. Dr. Husanu’s educational background is in propulsion systems and combustion. Dr. Husanu has more than a decade of industrial experience in aerospace engineering that encompasses extensive experimental investigations related to energy projects such as development of a novel method of shale natural gas extraction using repurposed aircraft engines powered on natural gas. She also has extended experience in curriculum development in her area of expertise. As chair of the Engineering Technology Curriculum Committee, she is actively engaged in aligning the curricular changes and SLO to the industry driven student

Conference Session

Electrical and Computer Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ramakrishnan Sundaram, Gannon University; Benjamin Lubina, Gannon University

Paper ID #36672Work-in-Progress: Introductory Reinforcement Learning forStudent Education and Curriculum Development ThroughEngaging MediumsRamakrishnan Sundaram (Professor)Benjamin Lubina © American Society for Engineering Education, 2022 Powered by www.slayte.com Work-in-Progress: Introductory Reinforcement Learning for Student Education and Curriculum Development Through Engaging EnvironmentsIntroduction This paper describes the setup of a reinforcement learning project intended to supportstudent research and curriculum development within the rapidly emerging fields of

Conference Session

NEE Technical Session - Assessment/Evaluation

Collection

2022 ASEE Annual Conference & Exposition

Authors

Craig Altmann, Virginia Military Institute; Jon-michael Hardin, Virginia Military Institute

(SAE) team. The purpose of the course is to: 1) provide students with access to a faculty mentorthat can provide automotive engineering expertise, 2) compensate students participating on theteam with GPA hours, and 3) motivate students to participate on a competition team early intheir academic career. Throughout the semester, students are educated on common design,analysis, and testing procedures used to build the Baja SAE car. In addition, connectionsbetween the theory and homework assignments students are currently completing in their courses(e.g., Statics, Solid Mechanics, Instrumentation, Dynamics, and Machine Design) and thephysical application of the material in a hands-on project are made. Presently, the integration ofthis course into

Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Coleen Carrigan, California Polytechnic State University, San Luis Obispo; Liesl Folks, The University of Arizona; LAURENE TUMIEL BERHALTER, University at Buffalo, The State University of New York; Nancy Schiller, University at Buffalo, The State University of New York

-based pedagogies in STEM education. Her Master's in Library Science is from ColumbiaUniversity. © American Society for Engineering Education, 2022 Powered by www.slayte.com Overcome Gender Discrimination in STEM Using the Case Study MethodIntroductionThe NAVIGATE Project, funded by the National Science Foundation (NSF), is a collaborationbetween scholars at the University at Buffalo, University of Arizona and California PolytechnicState University, San Luis Obispo that aims to increase the number of women in science,technology, engineering and mathematics (STEM) who persist in their chosen disciplines andachieve leadership roles.NAVIGATE uses the

Conference Session

Software Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bruce Maxim, University of Michigan - Dearborn; Thomas Limbaugh, University of Michigan - Dearborn; Jeffrey Yackley, University of Michigan - Dearborn

Paper ID #36660Socially Distant Active Learning and Student Engagement inSoftware Engineering CoursesBruce R Maxim (Professor) Bruce Maxim has worked as a software engineer, project manager, professor, author, and consultant for more than 40 years. His research interests include software engineering, user experience design, game development, AR/VR/XR, social media, artificial intelligence, and software engineering education. Bruce Maxim is professor of computer and information science and collegiate professor of engineering at the University of Michigan – Dearborn. He established the GAME Lab in the College