Conference Session

ERM: Engineering Identity: (Identity Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kelsey Scalaro, University of Nevada, Reno; Indira Chatterjee, University of Nevada, Reno; Derrick Satterfield, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Jeffrey Lacombe, University of Nevada, Reno; Mackenzie Parker, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

understand as learning how to do engineering and becoming an engineerin general (Semester 2).” Karen emphasized the importance these experiences play in her viewof herself as an engineer: “When I'm doing classes, I just feel I'm just doing my classes and just trying to pass…But definitely, when I do get hands-on experience, I really feel like an engineer…when I'm doing AutoCAD, I really feel I'm doing something cool (Semester 3).”This theme typically described students in their second and third semesters, many of whom feltthis need to apply engineering generally could be supported through their curriculum either by"taking a few more application courses (Stanley, Semester 3)” or through projects. Manyparticipants described when doing projects

Conference Session

Engineering Ethics Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cortney Holles, Colorado School of Mines

killing. Engineering ethics curricula isnot exempt from the responsibility to address the failures of our systems, and education fieldswrit large are called to reform curriculum and pedagogy now more than ever. The call to reformis answered in part by rethinking the scope of what we teach in engineering ethics and whowrites the articles or sparks the thinking in our assignments. Are we making an effort to includethe voices of women and people of color? Do we directly address historical injustices in thecourse of our teaching?This paper and accompanying poster will present the curricular reform efforts of one requiredprofessional ethics course for first year engineering and science students. Two main curricularreforms are included here: new

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Briana Bouchard, Tufts University; Kristen Wendell, Tufts University; Nicole Batrouny, Tufts University

, where she is a member of the Tufts Institute for Research on Learning and Instruction (IRLI) and the Center for Engineering Education and Outreach (CEEO). curriculum and instructional supports for inclusive knowledge construction by engineering learners. Major projects emphasize community-based engineering curricula and professional development, engineering discourse studies, design notebooking, undergraduate learning assistants, and responsive teaching for engineering. Kristen is an associate editor for the Journal of Engineering Education. She teaches courses in design, mechanics, electronics, and engineering education. Wendell completed her PhD in science education at Tufts, her MS in aeronautics and astronautics

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alyson Eggleston, The Citadel; Robert Rabb, The Citadel; Ronald Welch, The Citadel

decisions. These findings arewell supported by employability research, where countries like Malaysia, India, and Japan haveinstituted educational policy initiatives to formalize industry partnerships as on-campusexperiences.Identifying significant response differences with regard to the definition of professional skills,the importance of communication skills, and personal preparedness provides a unique dataset toguide continued curricular improvement throughout the engineering degree path. This report ispart of a larger, mixed-methods study that seeks to close communication skill gaps in developingengineering students and create an ABET-informed approach to embedding communication skillscaffolding into a traditional 4-year engineering curriculum

Conference Session

Unassigned (6 available)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jill Heemstra, University of Illinois at Urbana - Champaign; Luis Rodriguez; Anna-Maria Marshall, University of Illinois at Urbana - Champaign; Erin Cortus, University of Minnesota - Twin Cities; John Classen, North Carolina State University at Raleigh; Jacek Koziel, Iowa State University of Science and Technology; Alison Deviney

: scientific and research skillsMany of the essential characteristics and competencies of transdisciplinary scientists are nodifferent than the core strengths of any successful scientist [8]. The items in this domain areimportant for transdisciplinary researchers, but are likely to be skills or knowledge developed inthe course of traditional graduate education programs. The ways in which these competenciesmay differ or need expansion for inter- or transdisciplinary research are noted.Some of the competencies related to this subdomain are:● Expertise. Developing an academic area of expertise is a desirable prerequisite for and compatible with transdisciplinary research [20] [21]. The Integrative Graduate Research and Education Traineeship

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

Strongly agree or agree with the statement Female Male Non binary Prefer not to sayGender should be integrated intoengineering training on a mandatory 54.2% 35.5% 0.0% 100.0%basis.All subjects in the curriculum should 60.0% 33.4% 0.0% 100.0%be taught with a gender perspectiveThere should be at least onecompulsory subject on gender 52.9% 36.2% 0.0% 100.0%equality in the curriculum.One of the questions addressed in the interview is the perception as to whether an engineeringprofessional should be trained in gender issues, or not. All interviewees

Conference Session

First-Year Programs Division Technical Session 13: Work-in-Progress Postcard Session #2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rui Li, New York University; Vikram Kapila, New York University Tandon School of Engineering; Victoria Bill, New York University Tandon School of Engineering; Jack Bringardner, New York University Tandon School of Engineering; Ingrid Paredes, New York University Tandon School of Engineering

-11.19. Touretzky, D.S., et al. Accelerating K-12 computational thinking using scaffolding, staging, and abstraction. in Proceedings of ACM Technical Symposium on Computer Science Education. 2013. p. 609-614.20. Khanlari, A. and Mansourkiaie, F. Using robotics for STEM education in primary/elementary schools: Teachers' perceptions. in Proceedings of International Conference on Computer Science & Education (ICCSE). 2015. Cambridge, UK: IEEE. p. 3-7.21. Grubbs, M., Robotics intrigue middle school students and build STEM skills. Technology and Engineering Teacher, 2013. 72(6): p. 12.22. Kopcha, T., et al., Developing an integrative STEM curriculum for robotics education through educational design research

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Julia Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Cara Margherio, University of Washington; Elizabeth Litzler, University of Washington; Sriram Mohan, Rose-Hulman Institute of Technology; Selen Güler

].Similarly, Bennis and Thomas highlight the importance of “crucible” experiences, negative eventsthat allow the leader to learn and grow four essential leadership skills: engaging others in sharedmeaning; distinctive, compelling voice; integrity; and adaptive capacity [2]. Leadership succession,however, is often relegated to status as a managerial activity intended to ensure the continuity of theproject team. In contrast, we believe that leadership succession is an important leadership skill thatteam members should cultivate. We are learning about leadership succession in the context ofNational Science Foundation Revolutionizing Engineering Departments (RED) projects, academicchange projects that involve diverse teams over multiple years. The RED

Conference Session

Utilizing Technology to Train Chemical Engineering Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jeffrey Stransky, Rowan University; Cheryl Bodnar, Rowan University; Daniel Burkey, University of Connecticut; Daniel Anastasio, Rose-Hulman Institute of Technology; Matthew Cooper, North Carolina State University at Raleigh

Paper ID #36541Exploring Engineering Students’ Decision Making Prioritiesin a Digital Plant EnvironmentJeffrey Stransky Jeffrey Stransky is a PhD candidate in the Experiential Engineering Education (ExEEd) Department at Rowan University. His research interests involve studying engineering ethics and decision making and using digital games as safe teaching environments. He has published in the overlap of these topics by integrating digital games into chemical engineering curriculum to help students build an awareness of the ethical and practical implications of their decisions. Jeffrey obtained his BS and MSc

Conference Session

Civil Engineering Division - The New Normal: Enduring Technology Improvements in the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sotiria Koloutsou-Vakakis, University of Illinois at Urbana - Champaign; Christopher Tessum; Eleftheria Kontou; Hadi Meidani; Lei Zhao

and Environmental Policy, and Engineering Risk and Uncertainty and is active with K-12 outreach. She has strong interest in engineering education. She develops materials and researches best practical classroom approaches for integrating computation and computational thinking in introductory CEE courses; and for promoting teamwork, communication and problem-solving in context, throughout the CEE curriculum.Christopher TessumEleftheria KontouHadi Meidani Hadi Meidani is an Associate Professor in the Department of Civil and Environmental Engineering at the University of Illinois at Urbana-Champaign. He obtained his Ph.D. in Civil Engineering and his M.S. in Electrical Engineering from the University of Southern California

Conference Session

First-Year Programs Division Technical Session 12: Work-in-Progress Postcard Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ingrid Paredes, New York University Tandon School of Engineering; Rui Li, New York University; Chris Woods, New York University; Jack Bringardner, New York University Tandon School of Engineering; Victoria Bill, New York University Tandon School of Engineering; Sooah Kwak, New York University Tandon School of Engineering; Marie Burns, New York University Tandon School of Engineering; Ameya Palav, New York University Tandon School of Engineering; Mei Schuerch

interests include asset-based professional and technical skill development of engineers through extracurricular and co-curricular activities.Jack Bringardner Jack Bringardner is the Assistant Dean for Academic and Curricular Affairs at NYU Tandon School of Engineering. He is an Industry Associate Professor and Director of the General Engineering Program. He teaches the first-year engineering course Introduction to Engineering and Design. He is also the Director of the Vertically Integrated Projects Program at NYU. His Vertically Integrated Projects course is on the future of engineering education. His primary focus is developing curriculum, mentoring students, and engineering education research, particularly for project-based

Conference Session

Energy Conversion and Conservation Technical Session 3: Design of Novel Energy-Related Courses and Course Materials

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ilya Grinberg, The State University of New York, College at Buffalo; Saquib Ahmed, The State University of New York, College at Buffalo; Joaquin Carbonara, The State University of New York, College at Buffalo

extremely compelling, identifying and analyzing data within current events”.Industry feedback includes the following:“Data plays an integral role in the energy sector, driving almost every facet of the industry. Withdata analytics, organizations in this critical sector can learn to get the most out of their data andbetter serve their communities through optimal energy utilization and process refinement. As acybersecurity professional at National Fuel, I see every day how data plays a key role inprotecting our infrastructure as we provide energy to our communities in Western New York andPennsylvania. MS DSA Clean Energy option at SUNY Buffalo State provides a better insight forour engineers to efficiently use methods and tools to realize these

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Noemi Mendoza Diaz, Texas A&M University; Russell Meier, Milwaukee School of Engineering; Deborah Trytten, University of Oklahoma; Mark Weichold, Texas A&M University; Janie Moore, Texas A&M University

enculturation as an engineer. The research is guided bythree fundamental research questions: 1) How does the integration of computing into the foundational engineering courses affect the formation of engineers? 2) In what ways do social identities (e.g., gender, ethnicity, first-generation status, socioeconomic status), choices (e.g., major, transfer status), and other factors impact the engineering student experience with computational thinking? 3) In what ways do computational thinking skills develop over time in engineering students?Instrument ValidationOver the past two years, the research project sought answers to questions one and two whilegathering longitudinal data for question three. The first major research result from

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ethan Cartwright, The Ohio State University; Meagan Ita, The Ohio State University; Krista Kecskemety, The Ohio State University

doctorate degree and has experience teaching undergraduate first-year engineering and mid-level biomechanics courses. Meagan is currently working with the Kern Entrepreneurial Engineering Network partnership at OSU, integrating her interests in STEM education, entrepreneurial partnerships, and community engagement. Long term, Meagan is passionate about leveraging biotechnological advances in physiological data collection to both 1. promote factual science communication and learning and 2. to innovate community-driven engineering solutions centered around health and wellness. She values authenticity, connection with others, & integrity and prioritizes these values as an educator, bioengineer, and scientist.Krista M

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

assessments, active learning experiences,alignment with the course learning outcomes, and the lessons learned from previous courseiterations were all incorporated with the goal of supporting an increase in student learning.Literature ReviewThis literature review will examine this current study’s connection of student-designedassessments and student learning, through a review of scholarship on self-directed learning,student-designed assessment, and student peer-to-peer teaching.Self-Directed LearningSelf-directed learning (SDL) is an approach educators incorporate into their curriculum to teachlifelong learning skills. This pedagogical technique provides the opportunity for students to takeownership over their learning and have a significant role in

Conference Session

Social Identities and STEM Experiences: Equity, Culture & Social Justice in Education Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University

, andmethodological dimensions of prominent critical social theories and social-justice educationalapproaches—Bourdieuian Analysis of Capital (BAC), Funds of Knowledge (FoK), Community CulturalWealth (CCW), and an emerging Veteran Critical Theory (VCT)—in light of military culture and militarystudent experience in engineering. Mutual consideration of each approach, seeking points of similarityand difference, results in an integrated social critical theory space tuned to the unique tensionsexperienced by military students in engineering. The current work will help add a critical focus to theexamination of military student experience in institutions of higher education and help address calls forasset-based, liberative approaches to research and practice for

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joan Tisdale, University of Colorado Boulder; Angela Bielefeldt, University of Colorado Boulder; Laura MacDonald, University of Colorado Boulder; Carlo Salvinelli, University of Colorado Boulder

allows every people globally to at least meet their basic needs, if it provides individuals in a given society equal opportunities to increase their quality of life, and if it provides future generations increasing opportunities.” [1]Sustainability, defined as such, is a component in each of the first-year engineering coursesstudied in this paper. The first year of college is especially impactful in that students arebeginning to form their professional identities. “The freshman year is the time to createexpectations and habits as well as interdisciplinary cognitive skills and course-specificknowledge” [2]. Thus, with the goal to successfully integrate sustainability into a student’s senseof self as an engineer, it is potentially more

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Susan Lord, University of San Diego; Matthew Ohland, Purdue University at West Lafayette (COE); Richard Layton; Marisa Orr, Clemson University; Russell Long, Purdue Engineering Education; Joe Roy, American Society for Engineering Education (ASEE); Hayaam Osman, Purdue University at West Lafayette (PPI); Catherine Brawner

Expanding Access to and Participation in MIDFIELD (Year 6)AbstractThe Multiple Institution Database for Investigating Engineering Longitudinal Development(MIDFIELD) is a valuable resource enabling the study of students that includes longitudinal,whole population data for multiple institutions. Retention has been the dominant mode ofstudying student success in engineering and higher education in general. However, studying whomatriculates and who graduates does not tell the complete story of a student's path through theengineering curriculum nor should it be used as a measure of an institution. A national,longitudinal student unit-record database enables the study of engineering programs usingconsistent benchmarks and metrics. MIDFIELD has been used

Conference Session

NEE Technical Session - Innovative Teaching Strategies II

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ariful Bhuiyan; Jana Willis; Roberto Dugnani; Felipe Trujillo-Wheeler, University of Houston - Clear Lake

practice in science and engage students in inquiry-based learning (Minner et al. 2010).In addition, a growing number of science teachers believe in the value of technologicalintegration (Howard, Chan, Caputi, 2015). Also, integrating technology in the classroom makesscience teachers feel more self-assured (Yerdelen-Damar et al. 2017). An extensive body ofresearch shows that teaching with explicit attention to models can result in substantial studentinvolvement in modeling instruction and increase their science understanding (Campbell et al.2015; Fulmer and Liang 2013; Gibson and Chase 2002; Stewart et al. 2005). In their analysis ofdefinitions of computational thinking, Weintrop et al. (2016) refer to computational models asBnon-static

Conference Session

Engineering Ethics Division: Approaches to Ethics Education (Part 3, Nature and Environment)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michaela Lapatin, University of Texas at Austin; Sara Barrens, University of Texas at Austin; Kyudong Kim, University of Texas at Austin; Cristina Poleacovschi; Kate Padgett Walsh, Iowa State University of Science and Technology; Scott Feinstein; Cassandra Rutherford; Luan Nguyen, Iowa State University of Science and Technology; Kasey Faust, University of Texas at Austin

government has a responsibility to represent the needs of itsconstituents.Notably, the core curriculum at the students’ university requires that every undergraduate studentenroll in two government courses, which may account for the number of participants whoidentified Lack of Government Accountability as an ethical issue in this story. Throughcoursework, students are taught that the United States Government has a duty to protect its citizens,and the awareness of that cultural principle is clearly displayed in these results. Because thesecourses increase awareness of government responsibility, students may be more sensitive tosituations when the government does not fulfill these expectations. The engineering students whowere interviewed in this study

Conference Session

LEES 7: Experiments in Experiential and Project-Based Learning

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joanna Burchfield, University of South Florida; Olukemi Akintewe, University of South Florida; Jamie Chilton, University of South Florida

Paper ID #37921A Cultural Approach to Teaching Teamwork inUndergraduate Engineering CoursesJoanna G Burchfield Dr. Joanna Burchfield is an Assistant Professor of Communication for the College of Engineering at the University of South Florida. Her current research interests focus on the links between interpersonal and intercultural communication competency and undergraduate engineering students’ professional proficiencies and professional identity development. Specifically, Burchfield’s research explores how the application of an interpersonal communication based curriculum impacts undergraduate engineering

Conference Session

PCEE Session 12: STEM, Technology, and Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amy Wilson-Lopez, Utah State University - Engineering Education; Jennifer Taylor, University of Colorado Boulder; Ivonne Santiago, University of Texas at El Paso

Paper ID #37457Principles for Designing Engineering Curricula Grounded inEnvironmental JusticeAmy Wilson-lopez (Associate Professor) Amy Wilson-Lopez is an associate professor at Utah State University.Jennifer Taylor Jennifer Taylor is an Assistant Director with the Integrated Teaching and Learning (ITL) Program of the College of Engineering and Applied Science at the University of Colorado (CU) Boulder. She directs the ITL Pre-College Engineering Education Program whose mission aims to broaden participation and build interest in engineering through hands-on learning experiences for K-12 students, especially

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 1: Experiential Learning in Fluids, Structures, and Course/Lab Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Farhad Reza, Minnesota State University, Mankato

deterioration over time can be quantified.Background KnowledgePrior to the lab, students should review any method from Mechanics of Materials or StructuralAnalysis, for calculating beam deflections, particularly in cantilever beams. Examples ofmethods include: double integration, virtual work, conjugate beam, moment-area theorems etc.Since Structural Dynamics is usually not offered as a course in a typical undergraduate civilengineering curriculum, some basic background information must be presented and introduced tothe students as follows: Proceedings of the 2022 American Society for Engineering Education Annual Conference & Exposition Copyright © 2022, American Society for Engineering EducationAny object that is set

Conference Session

Construction Engineering Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Saeed Rokooei, Mississippi State University; Mohsen Garshasby, Mississippi State University; Afshin Hatami, Mississippi State University

Paper ID #37158Cross Review of Collaboration in a Design-Build StudioSaeed RokooeiMohsen Garshasby (Assistant Professor) Mohsen Garshasby is an Assistant Professor in the Building Construction Science program at Mississippi State University. Dr. Garshasby is an architect, researcher, and educator who currently teaches collaborative studio(s) and integrated building systems within the College of Architecture, Art and Design at Mississippi State University.Afshin Hatami © American Society for Engineering Education, 2022 Powered by www.slayte.com

Conference Session

ECE Division Technical Session 1: Online or Remote Teaching and Curricular Developments

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eleanor Leung, York College of Pennsylvania; James Kearns, York College of Pennsylvania

. Since then the bookhas been fully integrated into the ongoing Hyflex course design.Finally, all course materials were available through the Canvas learning management system [21].Students used Canvas to complete short reading quizzes and submit documents and video reports.Announcements and modifications to the course schedule were posted on Canvas with an emailannouncement sent through the system. A course discussion board was also utilized for studentsto post questions and comments related to course material and assignments.The first half of the semester was highly structured. Circuit theorems and concepts wereintroduced using Nearpod in the first half of the week. The second half of the week was reservedfor related experiments and projects

Conference Session

Remote Pedagogy in Manufacturing Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Arif Sirinterlikci, Robert Morris University; Leia Farroux, Robert Morris University; Amanda Wolfe, Robert Morris University

also used to add objects virtuallyinto a physical space to visualize how an object works before buying an object. Anotherapplication of AR in education can be based on reviewing 3D model of an object before turningit into a physical prototype. This reduces the material wasted if the object has some problemswith its format, by employing a technology such as the Looking Glass – a holographic display.The next section of this paper focuses on this hardware and its relevant uses in design andmanufacturing.One area that has been fusing with engineering in some aspects is the medical field. VR hasbecome common within the curriculum for medical students to optimize their learning, and isexpended to biomedical engineering including its device

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 1: Experiential Learning in Fluids, Structures, and Course/Lab Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammad Biswas, The University of Texas at Tyler; Ola Al-Shalash, University of Texas at Tyler; Nael Barakat, The University of Texas at Tyler

active involvement from students. The system was testedfor remote access through an interactive computer interface to run an experiment and obtainmeasurements of various in-process parameters of the heat exchanger using a data acquisitionsystem. After completion of the testing phase, the system was integrated over two academic terms ina thermal fluid laboratory course. Indirect and direct assessment of students’ comprehension andengagement as they used the remote laboratory activity was carried out to evaluate the experientiallearning experience for the students. The student feedback regarding remotely operating the heatexchanger system was mostly positive and the direct assessment data shows that the learningexperience for students was not

Conference Session

First-Year Programs Division Technical Session 12: Work-in-Progress Postcard Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Corey Kiassat, PhD, MBA, PE, Quinnipiac University; Michael Ben-Avie, Quinnipiac University

from any courses in the fall semester. In addition, there was asingle F grade in the collective courses of the nine students. These two markers can be comparedto the performance of non-FA first-year SCE students with math placement test scores of 2, 3, or4. There were 11 W’s and 22 F’s among the peers (figures 2a and 2b). Figure 2a Figure 2bFigure 2: Comparison of course (a) withdrawals and (b) failed grades of First-year Academy students and their peersWellbeingAs an integral part of the evaluation of the new residence experience curriculum, a survey wasdeveloped by the Office of Academic Innovation & Effectiveness, which was administered tostudents one-by-one by their

Conference Session

Computers in Education 11 - Modulus 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Inesmar Briceno Rivero, Universidad Andres Bello; Maria Elena Truyol, Universidad Andres Bello

to online classes attributable to Covid 19.Similarly, results showed in Graph 1 for "Motivation and Personal Involvement" (MI), match astudy, [27], where it is stated that even when professors in Latin America show a growing use ofInternet and associated software, improvements in conditions need to be adapted and offeropportunities in using digital resources for university education in an integral manner. Table 6. Variance analysis. Sum of Mean df F Sig. Squares Square Grouped by Between

Conference Session

CPDD Technical Session 1 - Design of Professional Development Curricula

Collection

2022 ASEE Annual Conference & Exposition

Authors

Audeen Fentiman, Purdue University at West Lafayette (COE); John Sutherland, Purdue University at West Lafayette (COE); Daniel Delaurentis; Kerrie Douglas, Purdue University at West Lafayette (COE); Jorge Dorribo Camba; C. Robert Kenley, Purdue University at West Lafayette (COE); Ali Raz; Adrie Koehler; Wanju Huang, Purdue University at West Lafayette (COE); Andrew Hurt, Purdue University at West Lafayette (COE); Jennifer Richardson

and Technology at Purdue University. Prior to joining the LDT program, she was an instructional design manager at Teaching and Learning Technologies, Purdue Online, where she led a team of instructional designers and video producers for course design and development. She received her Ph.D. in Curriculum and Instruction (with a concentration in Technology) from University of Illinois at Urbana-Champaign. For six years prior to joining Purdue in Fall 2016, she was a lecturer and an instructional designer at Eastern Kentucky University. Her research interests include: technology for building online communities, online identities and communication, the educational use of augmented reality, and the effectiveness of faculty