Conference Session

ERM: Identity Impacts (Identity Part 2)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stephanie Damas, Clemson University; Lisa Benson, Clemson University

some cases a fourthcomponent, self-awareness.Black Student STEM IdentityBlack student STEM identity (BSSI) is situated within the context of the external and internalenvironments where Black STEM students perceive their reflective identity (how they viewthemselves), their competence and ability, their values and interests, and their assimilation intoSTEM culture. These four perception components are influenced by Black students’ gender-based racial identity.SignificanceDrawing from existing literature, we seek to identify overlapping elements in ET, EI, and BSSI.We are developing a culturally relevant theory of Black Student Thriving in Engineering(BSTiE, pronounced “bestie”) situated at the cross-section of the aforementioned theories. In

Conference Session

WIED: Partnering with and Supporting the WIED Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Camila Zapata, Universidad Andres Bello; Maria Elena Truyol, Universidad Andres Bello

the female gender being mostly inclined to including it intheir training plan, but not so the male gender.Complementary findings were revealed when analysing the interviews, reflecting indecisionwhether to include it as an elective or a compulsory course. ID profiles 1, 2, 3 and 4 agreethat it should be voluntary, while profile ID5 mentions the theme should be present across theboard within the same subjects: "Little things immersed within the classes themselves" (ID5)Complementing the above, when consulting on whether to include gender issues in classassignments as such, the survey findings come up with information summarized in Table 3. Table 3. Dimension 1: Gender on the curriculum

Conference Session

PCEE Session 12: STEM, Technology, and Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Emily Dare, Florida International University; Joshua Ellis, Florida International University; Mark Rouleau; Gillian Roehrig, University of Minnesota - Twin Cities; Elizabeth Ring-Whalen

provide motivation for student learning (Djonko-Moore et al., 2018;Kelley & Knowles, 2016).Students are expected to develop solutions to these real-world engineering problems by engagingin practices and 21st century skills used by STEM professionals. The development of designsolutions relies on students using and developing an understanding of content from multipledisciplines (e.g., Thibaut et al., 2018). Further, students must engage in engineering practices(Berland & Steingut, 2016; NAE and NRC, 2014). Throughout the iterative design process,students are expected to assess and reflect upon how well their design addresses and responds tothe problem at hand. This includes reflecting on meeting criteria and constraints, but it also

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alexandra Lee; Garam Lee, Michigan State University; John Keane, Michigan State University; Goun Choi, Michigan State University; S. Patrick Walton, Michigan State University; Lisa Linnenbrink-Garcia, Michigan State University

Appendix A for researcher positionality statements). We provide an overview of theresults in the same order as our three research questions.RQ 1. Mentor’s Retrospective Reflection on Key Factors for Engineering StudentMotivation Given her rich experience working closely with engineering students, we were interestedin which factors the mentor found most important for students to maintain motivation throughoutcollege. During the interview, the mentor identified three factors aligned with the MDPs:competence, relevance, and belonging. She recalled that students had an increased sense ofcompetence when they were able to see others similar to them succeed in the field, “that if hecould do it, I could do it, or if she could do it, I could do it

Conference Session

ERM: Student Professional Development: Professional Skills and Moving Beyond the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Paul Leidig, Purdue University at West Lafayette (COE); William Oakes, Purdue University at West Lafayette (COE); Eric Holloway, Purdue University at West Lafayette (COE)

-engaged learning, a sub-set of experientiallearning [6,7,8]. Also called service-learning, community engagement seeks to combine effortsto meet community needs, connection to academic material, reciprocal relationships and mutuallearning between all stakeholders, and intentional reflection [9]. Within engineering, this canoften be described by the Model of Project-Based Community Engagement [10]. While thiseducational approach has made great strides in recent decades, further scholarship can help itovercome remaining resistance and more fully reach its potential. There is a particular need tofill gaps in the literature related to how such programs are implemented at scale in an integratedmanner [11]. Incorporating additional voices of program

Conference Session

ERM: ERM Medley Session!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kelsey Watts, Clemson University; Gary Lichtenstein, Arizona State University; Karin Jensen, University of Illinois at Urbana - Champaign; Evan Ko, University of Illinois at Urbana - Champaign; Rebecca Bates, Minnesota State University, Mankato; Lisa Benson, Clemson University

researcher parsedrecommendations into segments (phrases or sentences). Each segment was coded independentlyby two researchers using the SPR codes. Interrater reliability (IRR) was calculated as the numberof segments that reflected agreement between the two raters divided by total segments. Althoughsome 200-word responses included the same code more than once, any one code was onlycounted once per response. IRR between the two coders was 70%. Although no standards existfor inter-rater reliability for qualitative data, a reliability rating of r= 0.70 on open-coding ofphenomenological data can be considered an acceptable cut-point [18], [19].Data AnalysisAfter IRR was determined, analyses were conducted only on segments upon which both codersagreed

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

features in the product, as well as a storyline of the development process withsome enabling and challenging factors. The cases were all similar in length, roughly three pageslong, and included pictures from the project and of the product.2.2 Data collection and analysisThe data used in this study was collected from 115 student responses to an assignment wherethey were given an individual task to “reflect on three out of the six PESTEL dimensions'' oftheir chosen case. The students had been given the task after being introduced to the PESTELdimentions in class. They were requested to make at least two justified connections perdimension. Students could freely choose which three dimensions they wished to reflect on.Table 1. An example of the

Conference Session

Multidisciplinary Engineering Division Technical Session - NAE Grand Challenges, Graduate Students, Sustainability, and Makerspaces

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kavitha Chandra, University of Massachusetts Lowell; Trina Kershaw, University of Massachusetts Dartmouth; Susan Tripathy, University of Massachusetts Lowell; Max Denis, University of the District of Columbia; Jorge Allen, University of Massachusetts Lowell; Hong Liu, University of Massachusetts Dartmouth; Tzuyang Yu, University of Massachusetts Lowell; Charles Thompson, University of Massachusetts Lowell

interest and engagement in interdisciplinary research. Aliterature survey of effective training approaches for co-creation and associated educationaltheories is summarized. For students, essential training components include providing (i)opportunities to align their interests, knowledge, skills, and values with the topic presented; (ii)experiential learning on the topic to help develop and enhance critical thinking and questionposing skills, and (iii) safe spaces to reflect, voice their opinions, concerns, and suggestions. Inthis research we investigate the adaption of project-based learning (PjBL) strategies and practicesto support (i) and (ii) and focus groups for participatory action research (PAR) as safe spaces forreflection, feedback, and

Conference Session

First-Year Programs Division Technical Session 10: Best of First-Year Programs Division

Collection

2022 ASEE Annual Conference & Exposition

Authors

Victor Garcia; Peter Golding, University of Texas at El Paso; Diane Golding, University of Texas at El Paso; Irma Torres-Catanach; Nora Cuvelier, University of Texas at El Paso; Crystal Cholewa; Karla Ayala Mendoza

of 53 first-year students during the fallsemester of 2020. Virtual teaching and learning environments were required across this institutionto comply with the social distancing and lockdown requirements enacted by the federalgovernment in response to the Covid-19 pandemic. . As part of the coaching platform, students inthese two classes had access to an online mentoring community of 32 members from academiaand industry. The professional development workshops were also provided in a virtual format yetsynchronous format to support engagement with the facilitators and among peers. Students wereasked to complete an online pre-semester survey, develop feedback essays, and respond to self-reflecting open-ended questions to gather substantial data

Conference Session

LEAD Tech Session #2: Assessing and Evaluating Engineering Leadership Development.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Elizabeth Volpe; Madeline Polmear, University of Florida; Denise Simmons, University of Florida; Danielle Weisenfeld, University of Florida; Jackson Carcaba, University of Florida

interviews were conducted via Zoom, each lasting approximately an hour. Thesemi-structured style interviews were designed to gauge the students' reflection on theirexperiences inside and outside the classroom and how those experiences influenced theirprofessional development. The interviews were recorded with participants’ consent, transcribed,and deidentified through the use of participant pseudonyms. Data AnalysisAn initial base of familiarity was established with the transcripts of interviews through theprocess of memoing [23]. An inductive analysis approach was used while writing these memos,emphasizing how students spoke about their involvement and what factors influenced their initialinvolvement, persistence, and benefits. There were

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gillian Roehrig, University of Minnesota - Twin Cities; Ngawang Gonsar; Alison Haugh Nowariak, University of Minnesota

the lack of diversity within the engineering profession; female students and students of colorremain underrepresented in STEM majors and STEM careers [2]. The population of studentswho major in the STEM fields and who enter STEM careers do not reflect current demographicsof the United States population. Despite progress in gender and racial equity in STEM careers,STEM fields have historically been and continue to be dominated by white men, particularly inengineering, computer sciences, and physics [2]. For example, although women and men receiveundergraduate degrees at about the same rate, women account for only 30% of all STEM degreeholders and have particularly low representation in engineering [3], holding just 12 percent ofengineering

Conference Session

First-Year Programs Division Technical Session 9: Decision Making, Problem-Based Projects, Role-Play, and a Nontraditional Project Theme

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Olewnik, University at Buffalo, The State University of New York; Vanessa Svihla, University of New Mexico; William Wild, University at Buffalo, The State University of New York

? Figure 1. Requirements as the Pivot Point Between Problem Framing and Solving in DesignFrameworkWe agree with Dorst [4] that engineering design is a concurrent and iterative process of bothframing and solving problems. Problem framing, especially early in design problems, oftenrequires translating between qualitative and quantitative frames. This move from qualitative toquantitative representations is reflected in the descriptions of the design process found innumerous design texts [5]–[8] and in the research literature on designing [1], [9]–[11]. Intranslating from qualitative to quantitative representations, the ability to develop and setrequirements is essential to the framing of problems.Further, we contend that the technically-focused work

Conference Session

Cooperative and Experiential Education Division Panel 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jackson Otto; Greg Strimel, Purdue University at West Lafayette (PPI); Todd Kelley, Purdue University at West Lafayette (COE); Sherylyn Briller

Paper ID #36589Work-in-Progress: A Collaborative Model of Teaching andLearning for Undergraduate Innovation EducationJackson Otto (Graduate Student)Greg J Strimel (Assistant Professor, Engineering/Technology TeacherEducation) Assistant Professor, Technology Leadership & Innovation at Purdue University © American Society for Engineering Education, 2022 Powered by www.slayte.com Work-in-Progress: A Collaborative Model of Teaching and Learning for Undergraduate Innovation EducationIntroduction:A student’s education today should reflect the evolving innovative nature

Conference Session

Engineering Physics and Physics Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tanja Greene, Marian University

Bloom’s taxonomy shines light on learning outcomes that require higher-order thought processes. This promotes more meaningful learning and application of knowledgefrom the students throughout the course. [7]Another crucial aspect considered when developing Biophysics is the use of active and passivelearning techniques. Passive learning occurs when students receive information from theirlearning environment without receiving feedback from the instructor. It is influential inproducing low-order thinking skills. [5, 6, 8, 9] Examples of passive learning techniques includelectures, videos, simulations without reflection or interaction with instructor or the materialdirectly. Whereas active learning is necessary to produce higher-order thinking skills

Conference Session

Construction Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

George Okere, University of Cincinnati

holds theglassboard, the overhead light which illuminates both the glassboard and the instructor. There aresidelights that illuminate the glassboard and help to make the writing on the glassboard comealive. In addition, the neon markers are the writing pen of choice because they glow with thelight beamed on them. Other important components of the lightboard system include the blackdrop cloth, the black window blind to help reduce outside light from reflecting on the glassboard.The system also requires the use of the computer camera to capture the video or the use of anexternal camera such as a phone camera or an iPad camera. If using an external camera, a tripodmay be required to set up the camera. Since the speaker is a few feet away from the

Conference Session

WIED: Support for All in the WIED Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Canan Bilen-Green, North Dakota State University; Cali Anicha, North Dakota State University; Brianna Blaser, University of Washington; Sheryl Burgstahler; Cecilia Aragon, University of Washington; Teresa Shume, North Dakota State University

connects academics from across the US,including those who identify as disabled as well as those who are working to increase disabilityallyship knowledge and skills, as a means to further disability equity within our own institutions.1.2 A Word about WordsAlthough person-first language, as in ―person/faculty with disability(ies),‖ is often used in theUS, in the United Kingdom, social and physical environments are understood as disabling, thus―disabled person‖ framing is more commonly used. Recent scholarship invites additionalconsiderations regarding ways that language reflects and informs social constructions ofdisability. The term ―dis/ability‖ has been recommended with the assertion that the ‗/‘ ―disruptsmisleading understandings of disability

Conference Session

Community Engagement Division Technical Session 1 - STEM Outreach

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brad McCoy, United States Military Academy; Aaron Hill, United States Military Academy; Adam Tawakkol, United States Military Academy; stone sawyer, United States Military Academy; Charles Nyakundi, United States Military Academy; Cameryn Smith, United States Military Academy

success in this realm of the study was the reflectionsconducted by the cadets after each outreach event. These reflections enable the students to reflecton their understanding of the material and prepare for the next outreach event. While thesereflections can be subjective, there are some objective measures for determining whether or not amodule was taught more effectively. For example, during each module, the cadets recorded thefinal results of the students’ K’NEX towers (the weight of the structure and whether itcollapsed). Gauging the amount of improvement across all groups is an indicator of the successof a lesson: if students did not improve, then the class was less effective, either because of a lackof engagement or explanations of the

Conference Session

Engineering and Public Policy Division Technical Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

yongxin deng; Tuoyu Li; Min Ye, Zhejiang University

stimulate and reflect theattitude, goals, and measures to promote the development of emerging engineering; 4.The document type shall be laws and regulations, planning, notices, and announcements,etc., which reflect the policy intention. The informal decision-making documents shallnot be selected. Finally, 38 effective emerging engineering policy samples shall besorted out. Table 2 Text list of Emerging engineering Construction Policies in China (Excerpt) The Central Government Number Policy Name Time Departments Notice of recommendation for 1 Ministry of Education emerging engineering

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yingqian Zhang; Jiabin Zhu

has a short history, it shows an upward trend. Although thebasic theory and cutting-edge knowledge do not reflect unified conclusions, there areobvious clusters in the research hotspots, and reflect some research trends.Keywords: STEM; preservice teacher education; CiteSpace; review1. INTRODUCTIONDriven by technological innovation and increasingly fierce international competition,countries all over the world have sought cultivation programs for innovative talents,STEM education with innovative characteristics had emerged as required. With thecontinuous development of STEM education, STEM teachers were regarded to be theimportant factors in cultivating STEM talents [1]. Many developed countries haveincreased the investment in STEM education

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gerald Marschke, University at Albany-SUNY; Holden Diethorn; James Davis; Andrew Wang

employment during the pandemic [2, 3, 4]. While workersin STEM occupations tended to have both greater remote work capability and were less likely tosuffer job loss at the onset of the pandemic compared to other workers, evidence suggests thatthe value of embodied STEM knowledge, rather than remote work capability, offers the greatestexplanation for the resiliency of STEM employment during COVID-19 [4]. Additionally, workers 1 This paper is based upon work supported by the National Science Foundation under grants DGE-1661278 andHRD-2032147. Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation or the USDA

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Purdue University at West Lafayette (COE); Kevin Binning; Natascha Buswell, University of California, Irvine; Jennifer Cribbs, Oklahoma State University; Erica McGreevy, University of Pittsburgh; Christian Schunn, University of Pittsburgh; Anne-Ketura Elie, University of Pittsburgh; Kevin Kaufman-Ortiz, Purdue University at West Lafayette (COE); Beverly Conrique, University of Pittsburgh; Carlie Cooper, University of Georgia; Danielle Lewis; Jacqueline Rohde, Purdue University at West Lafayette (COE)

students resolved some of the challenges they faced; 4) students completing a journey map oftheir experiences in their context and subsequently have them present to the group; 5) and finishingup by having the students engage in a reflective writing exercise where they write a postcard to apast self about a time they didn’t belonging in the context and how they overcame that.During this process, we witnessed how these focus groups can serve as a microcosm of whatstudents experienced in the classroom context. Not only is this reflected in how students discuss thechallenges, but we also see this in their body language and how they respond to each other. We havealso seen that some students hold themselves from admitting that they faced challenges

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Karin Jensen, University of Illinois at Urbana - Champaign; Lisa Benson, Clemson University; Kelsey Watts, Clemson University; Gary Lichtenstein, Arizona State University; Evan Ko, University of Illinois at Urbana - Champaign; Rebecca Bates, Minnesota State University, Mankato

process and confidence in conducting EER reviews. Onementor reflected on the benefit of working with mentees who bring different perspectives onreviews: You don't have to be an expert in the field to be able to provide a useful and constructive review. In fact, in some cases, being an “outsider” gives you a different perspective of things and reflects how the wider audience may interact with a specific piece of research.While the program was initially designed to leverage mentors’ expertise and experience todevelop mentees’ reviewing skills, our evaluation demonstrated that both mentors and menteesderived valuable insights about conducting peer reviews in working collaboratively in theirtriads.A

Conference Session

Professional Skills and Community Building in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Eva Chi, University of New Mexico; Abhaya Datye, University of New Mexico; Yan Chen, University of New Mexico; Sang Han, University of New Mexico; Catherine Hubka, University of New Mexico; Jamie Gomez, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Susannah Davis, University of New Mexico

. Specifically, we synthesize the following guidelines: (1) Planned change theory, likeKotter's change model, is an accessible place to start, but don’t expect the change process to belinear. (2) Embed a community of practice in existing structures and norms, such as facultymeetings. Be creative in bringing discussions of teaching into such spaces. (3) Developmultidimensional measures of student assets, growth, and development. Staying only withmeasures of progress on conceptual learning misses much about students' development aschemical engineers. With regard to supporting students, we also share two key strategies: (4)When teaching technical communication, offer limited but specific feedback and require revisionand reflection. (5) If developing design

Conference Session

Engineering Physics and Physics Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Paul Crilly, United States Coast Guard Academy; Richard Hartnett, United States Coast Guard Academy

Reviews (EOCR’s) held at the end of both Fall2020 and Spring 2021 semesters, faculty reflected upon the impacts and challenges (both presentand future) that remote learning had presented (or would soon create) for our students. In onediscussion in Spring 2021 we noted that Fall 2021 labs in EE would likely be “in-person” andwould require our new junior-level students to have a good working knowledge of laboratory testequipment (e.g. oscilloscopes, function generators, breadboards, digital volt-ohmmeters), beproficient in troubleshooting, and even require students to learn to use relatively unfamiliarequipment (Agilent 35670 Dynamic Signal Analyzers). At that point we considered that earlyassessment of Outcome 6 Performance Indicator #1 (develop

Conference Session

First-Year Programs Division Technical Session 2: Peer Mentoring/Learning, Teaching Assistants, and Career Mentorship

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gerald Tembrevilla, McMaster University; Andre Phillion, McMaster University; Shelir Ebrahimi, McMaster University

survey and individual interviews wereconducted, analyzed, and triangulated.Our findings indicated that the synergy of the roles of IAIs and TAs revolved around fiveaspects: (i) complementarity of roles, (ii) practical issues that needed to be addressed, (iii)reflective practices to enhance personal growth, (iv) professional development essential forfuture engineers, and (v) perceived student engagement in the course.We argued that the use of a collaborative teaching model integrated with a CoP frameworkpromotes learning as an inherently social and locally-situated. The synergy of the roles of IAIsand TAs indicated a new collaborative teaching model between IAIs and TAs. We believed thatsuch synergy will also be applicable not only during the

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

Cecilé Sadler, Massachusetts Institute of Technology; Shaundra Daily, Duke University; Alicia Washington, Duke University

material in the pre-session work based on theirprevious knowledge level; more advanced content for those who were already familiar with thesession topics. Participants stated, “I felt like this week’s pre-work material felt a bit rudimentarycompared to the material we’ve already covered for our pre-course reading.” and “I wouldmaybe offer some extra content for people who feel more comfortable with these types oftopics.”Some responses noted that engaging with the content individually and with others impacted theirexperience in the program. For example, “Excellent reading list [… and] connection to othersthrough breakout sessions and Slack servers.” The prep packet and session pre-work allowedthem to reflect upon program topics personally before

Conference Session

Environmental Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Madhumi Mitra, University of Maryland Eastern Shore; Abhijit Nagchaudhuri, University of Maryland Eastern Shore; Will Klein

ableto permanently integrate these diverse components in other STEM courses such as Statistics forEngineers, Big Data Analytics, and enhance multidisciplinary learning for all majors.This integration of research findings in STEM courses is a reflection of the KDB (Know, Do,Be) framework, as the interns and the students honed their skills not only in content knowledgethrough inquiry, but felt responsible in taking action towards mitigation efforts of climatechange.KeywordsCovid-19; air pollution; STEM; multidisciplinary; sustainability1.0 Introduction © American Society for Engineering Education, 2022Air pollution is one of the major public health concerns that has impacted the urban worldsignificantly1 The meteorological

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gurupriya Ramanathan, Salisbury University; Sara Hagenah

that reflected theteacher’s values and beliefs about the classroom and her teaching approach, herperspectives on students’ participation in the context of her teaching style and objectives.Subcoding (Saldaña, 2016) was used to assign child codes after a primary code in order toprovide further detail on the parent code (this was especially useful in further analyzingdata coded using descriptive coding) such as when coding for ‘length of time’ studentsengaged in the challenges or when coding for ‘materials’ to provide detail on the nature ofthe materials provided.First cycle coding was completed using the above methods to initially summarize the dataon peer interactions and the engineering challenges. Later, pattern coding (Saldaña, 2016)was

Conference Session

LEES 4: Understanding and Disrupting Engineering Cultures

Collection

2022 ASEE Annual Conference & Exposition

Authors

Taiylor Rayford, University of Illinois at Urbana - Champaign; Nidia Ruedas-Gracia, University of Illinois at Urbana - Champaign; Molly Goldstein, University of Illinois at Urbana - Champaign; Corey Schimpf, University at Buffalo, The State University of New York; Lara Hebert, University of Illinois at Urbana - Champaign; Lorena Escamilla, University of Illinois at Urbana - Champaign; Jesus Zavala, University of Illinois at Urbana - Champaign

program. They studied Industrial & Enterprising systems, and bothidentified as Latino and first-generation college students. Two data sources were analyzed for thestudy. The first source consists of near-peer mentor journals. These journals were used daily andincluded prompts: "What did your mentees excel at or enjoy today?", "What did your menteesstruggle with or disengage from today?" and "Did anything surprising or unexpected happen? Ifso, briefly describe the situation." The average journal length was about a half-page. At the endof the week, the near-peer mentors were asked to "Reflect on your experiences as a mentor."After the program's conclusion, the second source was a group interview with both near-peermentors. The second source

Conference Session

Student Division Technical 3: Mixed - Research, Engineering Design, Design Thinking, and Curriculum Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gracie Judge, University of Michigan; Susan Lord, University of San Diego; Cynthia Finelli, University of Michigan

Circuits CourseAbstract This “Innovation in Engineering Teaching Practices” paper focuses on the developmentof a course module for an undergraduate introductory circuits course that highlightssustainability and life cycles of electric vehicle (EV) batteries. The EV battery module leveragescircuits course concepts, introduces students to sociotechnical material, and emphasizes thecircular economy in electrical engineering. We identify learning objectives for the module,provide pre-class activities and in-class teaching activities for circuits instructors, includingdiscussion prompts and practice problems. We also offer samples of post-class assessments,including reflection and computation questions for homework and exams.Introduction