Conference Session

Engineering Ethics Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Josephine Meyer, University of Colorado Boulder; Bethany Wilcox, University of Colorado Boulder; Noah Finkelstein, University of Colorado Boulder

workforce development – Multiple studies in the quantum community has focused on the need for workforce education and development to drive the coming “quantum revolution” [7], [8], [54]. Without careful attention to equity and inclusion, however, QIS runs the risk of replicating the patterns of its progenitor fields, which have made among the least progress among STEM fields in tackling longstanding diversity problems [55], [56]. To combat these trends, Aiello et al. call specifically for an Course Pseudonym Home Dept Institution Type Course Level Listed Dept(s) Since A Albert Computer Science Private R1 BFY Undergrad Computer Science 1999 B

Conference Session

LEAD Technical Session 1: Fostering Leadership Identity Development and DEI in Engineering Students and Professionals

Collection

2022 ASEE Annual Conference & Exposition

Authors

Katreena Thomas, Arizona State University, Polytechnic Campus

. This voidof Black leaders in engineering is felt across the field. For example, only 2.4% of all theengineering faculty are Black [1]. As we continue advancing our understanding of engineeringleadership, we must include the perspectives of engineers holding marginalized identities, suchas Black engineers. Black engineers, who may also be at the intersection of other marginalized identities inengineering, often find themselves as involuntary representatives of their identity group(s) evenbefore assuming leadership roles. Thus making their experience in leadership even more uniqueand complex. This work seeks to explore the lived experience of Black engineers in leadershipby addressing the research questions: What are the experiences of

Conference Session

ERM: New Research Methods and Tools

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nadia Kellam, Arizona State University; Madeleine Jennings, Arizona State University, Polytechnic Campus

minimize bias in research articles, it is important toconsider that we are part of a community and that our research and resulting journal articles areinfluenced by the broader EER and engineering community. Beddoes (2014) writes about this inone of her papers where she reflects on her experience publishing a journal article. She describeshow her paper evolved in response to reviewers and editors during the review process. Shedescribes this process as “multiple and competing deliberations and negotiations” (p. 273)between the author(s) and the editorial team. These deliberations and negotiations may also beinfluenced by power and privilege where some authors may feel agency to push back onreviewer comments while others may feel that they need to

Conference Session

Pre-College Engineering Education Technical Session 7: Cybersecurity and Computing

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mike Borowczak, University of Wyoming; Andrea Burrows, University of Wyoming; Andey Robins, University of Wyoming

each other; and 3) How was the CS PD translated to classroom activity? The first PD opportunity (n=14), was designed to give hands-on learning with CS topics focused on cybersecurity. The second PD opportunity (n=28), focused on integrating CS into existing curricula. At the end of each of these PDs, teacher K-12 teachers incorporated CS topics into their selected existing lesson plan(s). Additionally, a support network was implemented to support excellence in CS education throughout the state. This research study team evaluated the lesson plans developed during each PD event, by using a rubric on each lesson plan. Researchers collected exit surveys from the teach- ers. Implementation metrics were also gathered, including

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Zahed Siddique, University of Oklahoma; Md Tanvir Ahad, University of Oklahoma; Wei Sun; Jiaze Gao, University of Oklahoma

andFall 2020. In the future, we plan to extend the evaluation to additional years with the samemethodology. A few recommendations to enhance teamwork for project-based learning are: (i)The project report may be submitted in multiple stages based on the progress; (ii) Team-mateevaluation could be implanted to ensure the involvement of the all-group members; (iii)Accountability could be achieved by dividing the work among the members and by providingnecessary materials on project management.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.1700640. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect

Conference Session

WIED: Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sharon Mason; Margaret Bailey, Rochester Institute of Technology (CET); Carol Marchetti, Rochester Institute of Technology (CET); Elizabeth Dell, Rochester Institute of Technology (CET); Maureen Valentine, Rochester Institute of Technology (CET)

that the grants have for individual faculty rather than solelyfocusing on the value that faculty bring to the University through their funded work.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grants0811076 and 1209115.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation. References[1] AdvanceRIT. "NSF AdvanceRIT Archives (2012-2018)." Rochester Institute of Technology. https://www.rit.edu/advance/our-archives (accessed January 12, 2022).[2] S. Mason et al., "Institutional transformation at a large private

Conference Session

Computers in Education 3 - Modulus I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hector Erives, University of Texas at El Paso; Brian Skromme, Arizona State University; Ana Chavez, University of Texas at El Paso; Megan O’Donnell, Center for Bio-mediated and Bio-inspired Geotechnics; Miguel Velez-Reyes, University of Texas at El Paso

transformationstopics, which are covered in the Electric Circuits II course) from the textbooks most often used inthe past five years, the one by J. W. Nilsson and S. A. Riedel [1]. Another textbook used less oftenis the one by Ulaby and Maharbiz [2]. The later book includes examples on the use of modernSPICE packages like Multisim, which is a GUI tool that makes both circuit design and analysismore intuitive for the student. In general, the topics covered by the different instructors include a)Overview of Circuit Analysis and Terminology b) Simple Resistive Circuits c) Kirchoff’s VoltageLaw (KVL) and Kirchoff’s Current Law (KCL) d) Thévenin/Norton Equivalents e) OperationalAmplifier Circuits f) Inductor and Capacitors Circuits g) Sinusoidal Analysis and

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)

-content/uploads/2020/09/EAC-Criteria-2020-2021.pdf[7] T. J. Brumm, L. F. Hanneman, and S. K. Mickelson, “The data are in: Student workplacecompetencies in the experiential workplace,” American Society for Engineering Education AnnualConference, 2005.[8] R. F. Vaz and P. Quinn, “Benefits of a project-based curriculum: Engineering employers’perspectives,” ASEE Annual Conference and Exposition, 2015. https://doi.org/10.18260/p.23617[9] B. K. Jesiek, N. T. Buswell, and S. Nittala, “Performing at the boundaries: Narratives of early careerengineering practice,” Engineering Studies, 13(2), 86–110, 2021.https://doi.org/10.1080/19378629.2021.1959596 p. 104[10] R. S. Adams, T. Forin, M. Chua, and D. Radcliffe, “Characterizing the work of coaching

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bimal Nepal, Texas A&M University; Prabhakar Pagilla, Texas A&M University; Satish Bukkapatnam, Texas A&M University; Manan Shah, Texas A&M University

to find solutions toproblems from a business perspective.Acknowledgement: This research was supported by a REU Site grant from the National ScienceFoundation (# EEC 1757882). Any opinions, findings, conclusions, or recommendationspresented are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. Lastly, the project evaluation data was provided by an independent evaluator fromThe Mark USA.References1. Aheleroff, S., Philip, R., Zhong, R. Y., & Xu, X. (2019). The degree of mass personalisation under Industry 4.0. Procedia CIRP, 81, 1394-1399.2. Warnaby, G., & Shi, C. (2019). Changing customer behaviour: Changing retailer response? The potential for pop-up retailing. Journal of Customer

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amy Kramer, The Ohio State University; Yiqing Li, The Ohio State University; Bailey Braaten, The Ohio State University; Rachel Kajfez, The Ohio State University; Emily Dringenberg, The Ohio State University

deeply in their engineering education data analysis. We also hope that withthis executive summary, we can start a conversation on how best to engage undergraduateresearchers in this type of work to foster a deeper understanding and meaning in our research. Inclosing, we end with a question to consider when hiring undergraduate researchers: What ways inyour work can you help connect your undergraduate researchers to their lived experiences andto the constructs being investigated?AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.1920421. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Deters, Embry-Riddle Aeronautical University - Daytona Beach; Brent Terwilliger, Embry-Riddle Aeronautical University - Worldwide; Emily Faulconer, Embry-Riddle Aeronautical University - Worldwide; Kelly George, Embry-Riddle Aeronautical University - Worldwide

Chapter, a member of the National Business Aviation Association (NBAA)’s Emerging Technologies committee, and a reviewer for ERAU’s Faculty Innovative Research in Science and Technology program.Emily Faulconer Dr. Emily Faulconer is Associate Professor within the Math, Sciences, & Technology Department at Embry-Riddle Aeronautical University – Worldwide Campus. She earned a Ph.D. in Environmental Engineering Sciences from the University of Florida in 2012. Her research interests are within the Scholarship of Teaching and Learning, primarily in undergraduate research and online education. Safety is also an area of interest, and she serves as a founding member of the Academic Safety Committee for Embry-Riddle

Conference Session

ERM: Find Out More About Faculty!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alejandro Espinal; Alejandra Magana, Purdue University at West Lafayette (COE); Camilo Vieira, Fundacion Universidad del Norte

E S Rural Urban Technology 2 5 1 6 0 7 Natural Sciences 2 0 0 2 0 2 Social Sciences 1 2 1 2 0 2 Math 1 2 0 3 0 3 All the areas 4 7 7 4 10 2 *E: Elementary – S: SecondaryThe participants answered items such as: I can define

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chris Ferekides, University of South Florida; Carol Haden, Northern Arizona University; Gokhan MuMcu, University of South Florida; Ismail Uysal, University of South Florida; Joel Howell; Chung Seop Jeong, University of South Florida; Wilfrido Moreno, University of South Florida; Arash Takshi; Kevin Yee; Paul Spector, University of South Florida

Paper ID #38294Breaking Boundaries: An Organized Revolution for theProfessional Formation of Electrical EngineersChris S Ferekides (Associate Professor) Chris S. Ferekides received the Ph.D. degree in electrical engineering from the University of South Florida. He has been a faculty member in the Electrical Engineering Department since 1992. He is currently service as the department chair, and is the principal investigator of a NSF Funded RED Project that addresses the professional formation of electrical engineering students. His research is in the areas of electronic materials with a focus on photovoltaics.Carol

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Cromley; Joseph Mirabelli, University of Illinois at Urbana - Champaign; Karin Jensen, University of Illinois at Urbana - Champaign

interview development for the study. The authors also thank the year 1 participantsfor their repeated insight, enthusiasm, and sharing their experiences during the study’s manylongitudinal commitments.References[1] H. Perkins, J. Gesun, M. Scheidt, J. Major, J. Chen, E. Berger, & A. Godwin, “Holistic wellbeing and belonging: Attempting to untangle stress and wellness in their impact on sense of community in engineering,” International Journal of Community Well-Being, vol. 4, pp. 549-580, 2021.[2] S. K. Lipson, E. G. Lattie, and D. Eisenberg, Increased rates of mental health service utilization by US college students: 10-year population-level trends (2007–2017), Psychiatric services, vol. 70, ed. 1, pp. 60-63

Conference Session

ECE Division Technical Session 8: Effective Teaching and Learning in Post-Pandemic Classrooms and Other Curricular Innovations

Collection

2022 ASEE Annual Conference & Exposition

Authors

Adel Al Weshah, University of Georgia; Ruba Alamad, Kennesaw State University

courseperformance. This project considers only one course over two academic years for undergraduatestudents. Hence the outcomes cannot be generalized to all majors or students. However, theresults could provide valuable insights to improve the learning outcomes of high educationinstitutions.References[1] S. Singer and K. A. Smith, "Discipline-based education research: Understanding and improvinglearning in undergraduate science and engineering," pp. 468–471, 2013.[2] R. R. Hake, "Interactive-engagement versus traditional methods: A sixthousand-student surveyof mechanics test data for introductory physics courses," American journal of Physics, vol. 66, no.1, pp. 64–74, 1998.[3] C. H. Crouch and E. Mazur, "Peer instruction: Ten years of experience and

Conference Session

Engineering Libraries Division Technical Session 3: Technology

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amy Kurr; David Icove, University of Tennessee at Knoxville

standards in the third andfourth years of study can help students align educational concepts with real-world applications.6However, this requirement is not universally applied in most colleges and universities.2 Phillips, M. and S. Huber (2017). Standards Resources for Engineering and Technology. Issues inScience and Technology Librarianship, Purdue University.3 Harding, B. and P. McPherson (2010). What do employers want in terms of employee knowledge oftechnical standards and the process of standardization? 2010 Annual Conference & Exposition.4 Solomon, D., Y.-T. T. Liao, and J. T. Chapin (2019). Maximizing the Effectiveness of One-timeStandards Instruction Sessions with Formative Assessment. 2019 ASEE Annual Conference &Exposition.5 ABET

Conference Session

ERM: Teamwork makes the dream work!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Morgan Fong; Hongxuan Chen, University of Illinois at Urbana - Champaign; Geoffrey Herman, University of Illinois at Urbana - Champaign; Liia Butler, University of Illinois at Urbana - Champaign

recorder role most easily,participation was either split evenly across members or left one member out, groups seemed tobond over waiting for autograder results and ended group activities with small talk, and groupsasked for help or referenced an external resource when stuck. The observation protocol isundergoing validation, and the research team hopes to further contextualize the observations byusing peer evaluations and surveys.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.#2121412 and Graduate Research Fellowship Program. Any opinions, findings, and conclusionsor recommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the

Conference Session

ERM: Lessons Learned from COVID (COVID Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Isabel Hilliger, Pontificia Universidad Catholica de Chile; MARIA de los RIOS, Pontificia Universidad Catholica de Chile; Gabriel Astudillo, Pontificia Universidad Catolica de Chile; Jorge Baier, Pontificia Universidad Catholica de Chile

different type of institutional agents. In order to measure the latent construct of mattering, we used six items in whichrespondents were asked about the extent to which they agreed or disagreed with statements suchas: “If I don't return to this University in the next month, my classmate(s) will miss me” (seeitems here: https://bit.ly/3H5bwn6). These survey items were developed for a prior surveyinstrument that examined the relationship between student experiences, integration variables(validation, belonging, and mattering), and educational outcomes for first-year students at threeLatin American universities (Unpublished Dissertation Manuscript). The development of the six items was preceded by the revision of theoretical

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Zhen Zhao, Arizona State University, Polytechnic Campus; Megan O'Donnell, Arizona State University; Michelle Jordan, Arizona State University; Wilhelmina Savenye, Arizona State University; Gillian Roehrig, University of Minnesota - Twin Cities; Marcus Lyra, Arizona State University

/focus-group protocols. Theconsortium started the process in spring 2020 by collecting all the interview and focus-groupprotocols used by three different partner ERCs. All questions were extracted and comparedacross the protocols. Five common categories emerged after aligning the questions. These fivecommon categories are listed in table 1. In fall 2020, the consortium conducted extensive reviews and commentaries, as well asfrequent discussions, to determine a set of initial questions that would be included in theprotocol. All prior extracted questions were listed per category in a spreadsheet. All consortiummembers were asked to rate each question with “essential (E)” or “supplemental (S)” and then torank the priority of each question

Conference Session

Civil Engineering Division - Mechanics Applied and the Best in Five... Get Ready!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammad Yamin, Minnesota State University, Mankato; Khosrow Ebrahimi; Kevin Schull, Minnesota State University, Mankato

statics.BIBLIOGRAPHY 1. Kolb, D., Experiential Learning, Prentice Hall, Englewood Cliffs, NJ (1984). 2. Wankat, P. C. and F. S. Oreovicz, Teaching Engineering, McGraw-Hill (1993). 3. Clement, J., "Using bridging analogies and anchoring intuitions to deal with students' preconceptions in physics," Journal of research in science teaching, vol. 30, no. 10, pp. 1241- 1257, 1993. 4. Cadmus Jr and Robert R., "A video technique to facilitate the visualization of physical phenomena," American Journal of Physics, vol. 58, no. 4, pp. 397-399, 1990. 5. J. Lowman, Mastering the techniques of teaching, 2nd Ed, San Francisco: Jossey-Bass, 1984. 6. D. G. Schmucker, "Models, models, models: The use of physical models to enhance the

Conference Session

Student Division Technical 1: Diversity, Equity, Inclusivity (DEI)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cassandra McCall, Utah State University; Layla Araiinejad, Auburn University; Thomas Heaps, Utah State University; Wade Goodridge, Utah State University; Brooke Cochran, University of Colorado Boulder

Paper ID #36954Exploring the Influence of Students’ Perceptions of CourseAssessment on Retention and Professional Identity FormationLayla S Araiinejad I hold a Bachelor's of Industrial in Systems Engineering from Auburn University and am a future graduate student at MIT!Thomas Matthew Heaps Concurrent undergraduate senior in Mechanical Engineering and first year Master student in Engineering Education.Brooke Elizabeth CochranCassandra J McCall (Dr.) Cassandra McCall, PhD, is an Assistant Professor in the Engineering Education Department at Utah State University. Her research focuses on enhancing diversity

Conference Session

Biomedical Engineering Division: Integrating Design Across the BioE/BME Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Holly Golecki, University of Illinois at Urbana - Champaign; Karin Jensen, University of Illinois at Urbana - Champaign; Sara Lamer, University of Illinois at Urbana - Champaign; Calvin Costner, Advanced Design & Manufacturing Institute; Sara Vohra; Isabel Miller, University of Illinois at Urbana - Champaign

students Cons: real time, and sometimes, it does not fit • sleep analysis • hard to retrieve data real correctly and would slip off our finger. It time also doesn’t give much usable data.” • Non-adjustable Muse Headband (2 • EEG • two versions to Pros: “Trying to add a plethora of features to a and S) ($250-$350) • heart rate compare • collects multiple types of device makes it more complicated and • PPG • Muse S can

Conference Session

Biomedical Engineering Division: Supporting and Evaluating Student Learning in BioE/BME Courses

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sara Cunha, University of Connecticut; Devina Jaiswal, Western New England University

. In addition, a classroom with desktop computers will be used toreduce the usage of personal laptops that created a disconnect within the groups during dataanalysis.References[1] Perkins, D. (2006) “Constructivism and troublesome knowledge.” Overcoming Barriers to Student Understanding, edited by Jan Meyer and Ray Land, Routledge, London, pp. 33-47[2] Tambychik, T., & Meerah, T. S. M. (2010). Students’ difficulties in mathematics problem- solving: What do they say?. Procedia-Social and Behavioral Sciences, 8, 142-151.[3] Wolff, M., et al. (2015) "Not another boring lecture: engaging learners with active learning techniques." The Journal of emergency medicine 48.1,85-93.[4] Le Doux, J. M., and Waller, A.A. (2016) "The Problem

Conference Session

Professional Skills and Community Building in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Betul Bilgin, The University of Illinois at Chicago; James Pellegrino, The University of Illinois at Chicago; Cody Mischel, The University of Illinois at Chicago; Lewis Wedgewood, The University of Illinois at Chicago; Vikas Berry, The University of Illinois at Chicago

the beginning of the semester, student surveys andinterviews were completed, and mentor problems were introduced.AcknowledgmentsThis work was supported through the National Science Foundation’s funding under a PFE: RIEFGrant No. (2024960). Any opinions, findings, conclusions, or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the National ScienceFoundation’s views. We wish to thank survey and interview participants for their participation inthe study.References1. Shinnar, R. (1991). The future of chemical engineering. Chemical Engineering Progress, 87(9), 80-85.2. D’Este, P., & Patel, P. (2007). University–industry linkages in the UK: What are the factors underlying the variety of

Conference Session

Multidisciplinary Engineering Division Technical Session - Interdisciplinary Capstone Projects, Pandemic Adapted Mechatronics Lab, Call for Change

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Quintero, San Francisco State University; Silverio Lopez; Nicolas Perticari Pesci

, "Novel coronavirus (COVID-2019) pandemic: common challenges and response from higher education providers," Journal of Applied Learning and Teaching, vol. 3, no. 2, pp. 1-11, 2011.[6] S. B. Goldberg, "Education in a pandemic: the disparate impacts of COVID-19 on America’s students," Department of Education, 2021.[7] L. E. Carlson and J. F. Sullivan, "Hands-on engineering: learning by doing in the integrated teaching and learning program," International Journal of Engineering Education, vol. 15, no. 1, pp. 20-31, 1999.[8] S. K. Gupta, S. Kumar and L. Tewari, "A design-oriented undergraduate curriculum in mechatronics education," International Journal of Engineering Education, vol. 19, no. 4, pp. 563-568, 2003.[9] A. Sahoo and

Conference Session

Labs and Demonstrations in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Natacha Souto-Melgar, University of Arkansas; Jackqueline Steinman-Ptacek, University of Arkansas; Andie Veeder, University of Arkansas

forproviding funding for this work.References[1] P. C. Wankat, R. P. Hesketh, K. H. Schul and C. Slater, "Separations: What to Teach Undergraduates," Chem. Eng. Ed., vol. 28, pp. 12-16, 1994.[2] A. K. Tula, G. Nipun and K. V. Camarada, "Sustainable process design & analysis of hybrid separations," Computers & Chemical Engineering, vol. 105, pp. 96-104, 2017.[3] V. K. Gupta and T. A. Saleh, "An Overview of Membrane Science and Technology," in Nanomaterial and Polymer Membranes, Elsevier, 2016, pp. 1-23.[4] R. H. Hailemariam, Y. C. Woo, M. M. Damtie, B. C. Kim, K.-D. Park and J.-S. Choi, "Reverse osmosis membrane fabrication and modification technologies and future trends: A review," Advances in Colloid and Interface Science

Conference Session

Redefining Manufacturing Education Practices

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Zappe, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Sam Spiegel, Colorado School of Mines; Jenifer Blacklock, University of Colorado Boulder; Deb Jordan, Colorado School of Mines; Francisco Garcia, Colorado School of Mines

enabling technologies. Enterprise Information Systems, 14(9-10): 1279-1303.Dweck, C. S. (2006). Mindset: The New Psychology of Success. New York. Random House.Karwowski, M. (2014). Creative mindsets: Measurements, correlates, consequences. Psychology of Aesthetics, Creativity and the Arts. 8(1): 62-70.Muenks, K., Canning, E.A., LaCose, J., Green, D.J., Zirkel, S., Garcia, J.S., & Murphy, M. (2020). Does my professor think my ability can change? Students’ perceptions of their STEM professors’ mindset beliefs predict their psychological vulnerability, engagement, and performance in class. Journal of Experimental Psychology: General, 149(11): 2119-2144.Spencer, S. J., Logel, C., & Davies, P. G. (2016). Stereotype threat

Conference Session

ERM: Lessons Learned from COVID (COVID Part 2)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, University of Georgia; Beshoy Morkos, University of Georgia; Fred Beyette; Amy Ragland, University of Georgia; Dominik May

, 2020, doi: https://doi.org/10.3991/ijoe.v16i03.12849.[6] S. Nikolic, M. Ros, K. Jovanovic, and Z. Stanisavljevic, "Remote, simulation or traditional engineering teaching laboratory: A systematic literature review of assessment implementations to measure student achievement or learning," European Journal of Engineering Education, vol. 46, no. 6, pp. 1141-1162, 2021, doi: https://doi.org/10.1080/03043797.2021.1990864.[7] T. de Jong, M. C. Linn, and Z. C. Zacharia, "Physical and virtual laboratories in science and engineering education," Science, vol. 340, no. 6130, pp. 305-8, Apr 19 2013, doi: https://doi.org/10.1126/science.1230579.[8] A. Franzluebbers, A. J. Tuttle, K. Johnsen, S. Durham, and

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)

year.AcknowledgementsThis work was supported through funding by the National Science Foundation IUSE Grant No.2111114/2111513. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References [1] K. R. Binning et al., “Changing social contexts to foster equity in college science courses: An ecological-belonging intervention,” Psychol. Sci., vol. 31, pp. 1059–1070, 2020. [2] Science & Engineering Indicators, “Higher Education in Science and Engineering (Report),” 2018. Available:https://nsf.gov/statistics/2018/nsb20181/report/sections/higher-education- in-science-and-engineering/undergraduate-education-enrollment

Conference Session

DEED Technical Session 6 Design Pedagogy

Collection

2022 ASEE Annual Conference & Exposition

Authors

Johanna Acosta, Universidad San Francisco de Quito; Miguel Andrés Guerra, Universidad San Francisco de Quito

have solid technical and practical knowledge, but also social understanding for, through infrastructure, address local and global challenges on humanitarian, environmental, social and equity issues. (iii) EDUCATION RESEARCH: Related to STEM education, Miguel Andrés is developing and applying contemporary pedagogies and tools for innovation and student empowerment to address climate change. Currently, Miguel Andrés is developing teaching and evaluation pedagogy that directs a philosophy of seeking excellence as a pillar to eradicate corruption. © American Society for Engineering Education, 2022 Powered by www.slayte.com Validating Guerra´s Blended Flexible