Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Lee, University of California, Santa Cruz; Dustin Palea, University of California, Santa Cruz

, 2017.[14] D. Palea and D. T. Lee, “Exploratory Reading Groups: A Scalable Approach to Creative, Relational, and Student-Driven Exploration in CS Education,” in Proceedings of the 52nd ACM Technical Symposium on Computer Science Education, 2021, pp. 837–843.[15] S. Hu, K. Scheuch, R. Schwartz, J. G. Gayles, and S. Li, “Reinventing Undergraduate Education: Engaging College Students in Research and Creative Activities. ASHE Higher Education Report, Volume 33, Number 4,” ASHE High. Educ. Rep., vol. 33, no. 4, pp. 1–103, 2008.[16] E. L. Cooley, A. L. Garcia, and J. L. Hughes, “Undergraduate Research in Psychology at Liberal Arts Colleges: Reflections on Mutual benefits for Faculty and Students,” N Am J

Conference Session

ERM: Design!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohamed Jalal, University of Ottawa; Hanan Anis, University of Ottawa

).Moreover, makerspaces help blend traditional and digital skills with arts and engineering,creating a learning environment with multiple entry points for participants that lead to innovativecombinations, juxtapositions and uses of disciplinary knowledge helping to break downdisciplinary boundaries (L Brahms & Crowley, 2016; Sheridan et al., 2014). Makerspaces alsoallow learners to see tinkering and reflective practice as essential aspects of the learning process(McGrath & Guglielmo, 2015). Academic makerspaces also contribute to student retention anddiligence by fostering innovation and entrepreneurship within the engineering curriculum,engage corporate partnerships to ensure the transfer of knowledge gained through theundergraduate

Conference Session

Faculty Development Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Scott Civjan, University of Massachusetts Amherst; Erin Baker, University of Massachusetts Amherst; Samantha Wojda, University of Massachusetts Amherst; Shannon Roberts, University of Massachusetts Amherst; Promise McHenga; Nicholas Tooker; Esha Uddin, University of Massachusetts Amherst; Hannah Wharton, University of Massachusetts Amherst; Sophia Chang, University of Massachusetts Amherst; Lia Ciemny; Jacqueline Thornton; Wayne P. Burleson; Paula Rees, University of Massachusetts Amherst

submit if they had already participated.The CC process is being revised for Spring 2022 to improve responsiveness and disseminationof goals and lesson plans throughout the COE. Data will be collected from those faculty whosubmitted plans to provide feedback on what they found effective and whether they continuedthese or other related activities in future semesters. Faculty responses will be used to gain insightinto whether pre-lesson perceived benefits aligned with faculty post-assessments.Overall ImpactA wide range of approaches were taken by faculty to included RJ, SJ, and/or DEI in theirtechnical courses. The most prevalent approach was to leverage case studies and designexamples to foster reflection and discussion. Formats included in-class

Conference Session

Pedagogy in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stuart Adler, University of Washington

studentperformance data not reflected in mean test scores: the distribution of test scores and what thisdistribution may tell us about how well the students are learning. As argued below, the flippedclassroom format consistently allows median students to gain greater mastery of the material(relative to mean student performance) than a traditional lecture/homework format. However,implementing a flipped class requires a significant up-front investment in faculty time, whicheducators (and their Chairs) must accommodate to insure that flipping a course has a net positiveimpact on both teaching and faculty productivity.Traditional Implementation 2012~2016.Chem E 325 is a quarter long introductory course in thermodynamics, which is part of a 3 quartersequence

Conference Session

ERM: Diversity, Equity, and Inclusion

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Loweth, University of Michigan; Sara Hoffman, University of Michigan; Shanna Daly, University of Michigan; Leah Paborsky; Steve Skerlos, University of Michigan

Paper ID #37192Professional merit in engineering career advancement:Student perspectives and critiquesRobert Loweth Robert P. Loweth is an (incoming) Visiting Assistant Professor in the School of Engineering Education at Purdue University. His research explores how engineering students and practitioners engage stakeholders in their engineering projects, reflect on their social identities, and consider the broader societal contexts of their engineering work. The goals of his research are 1) to develop tools and pedagogies that support engineers in achieving the positive societal changes that they envision and

Conference Session

Biomedical Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sabia Abidi, Rice University; Renata Ramos, Rice University; Laurel Chen, Rice University; Victoria Kong; Aidan McAnena, Rice University

technical information to an audience of their peers, 3. creating and delivering an engaging educational short video that illustrates one of the course-related topics.To assess the value of the pedagogical approaches employed during the video creation process,students were asked to complete a survey using a 5-point Likert scale. The survey consisted ofquestions intended for students to reflect on how the assignment impacted their learning, creativity,confidence, and communication skills. This study was approved under the IRB Umbrella Protocolfor Standard Pedagogy Experiment at Rice University.Results and DiscussionOver the course of 3 semesters (Fall 2020, Spring 2021 and Fall 2021), students created a total of71 videos on a variety

Conference Session

Biomedical Engineering Division: Best of Works in Progress

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alexander Carroll, Vanderbilt University; Joshua Borycz, Vanderbilt University; francisco.d.juarez@vanderbilt.edu Juarez, Vanderbilt University Library; Amanda Lowery, Vanderbilt University

reflected by theirinclusion of reference lists and use of internal citations. These quantitative citation analyses willreport the mean, standard deviation (SD), and range of sources cited within students’ lab reports.To isolate the effects of this information literacy training program, for both the rubric andcitation analysis portions of this study, lab reports generated by students following thisinformation literacy training will be compared to a sample of laboratory reports created byprevious cohorts of Vanderbilt BME students who did not receive any specialized informationliteracy training within their laboratory course.Anticipated ResultsData collection began in the spring 2022 semester and will be ongoing for the next severalsemesters. Table 1

Conference Session

Computers in Education 5 - Modulus 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Adurangba Oje, University of Georgia; Oluwafemi Sunday; Nathaniel Hunsu, University of Georgia; Dominik May; Robert Baffour, University of Georgia

immediacy ofcontrol), (usability experience e.g., perceived usefulness and perceived ease of use), psychologicalfactors (e.g., presence, motivation, perceptions of cognitive benefits, and reflective thinking),learner traits (e.g., spatial abilities and learning styles), and learning outcomes (includingperformance achievement, perceived learning effectiveness, and satisfaction).Lee’s conceptual framework highlighted causal links between VR features and psychologicalfactors that are germane to fostering meaningful learning in instructional VR environments. Themodel is illustrated below with links showing direct effects and a dashed line showing indirecteffects of variables on the outcomes they proposed. In their conceptual framework, Lee

Conference Session

Biomedical Engineering Division: Best of Works in Progress

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Marcia Gail Headley, University of Delaware; Amy Trauth, University of Delaware; Laura Meszaros Dearolf; Margo Donlin, University of Delaware; Kelsey Neal, University of Delaware; Kayla Pariser; Judson Wagner

performance settings • Watch and discuss multiple videos of motion analysis Motion applications. Written reflection on worksheet. • Class discussion and active modeling of how to experimentally measure knee flexion and jump height during a standing jump Apply math concepts, like geometry • Paper-based analysis using ruler, compass, and geometry for and direct measurement, to analyzing a CC: Math HSN.Q.A.2 planar view of standing jump. Individual

Conference Session

Biomedical Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Dawn Kilkenny, University of Toronto; Karly Franz, University of Toronto

to baselinemeasurements. After 1 hour each group presented their findings to the class with the TA supportingmore holistic discussions relating to the physiology of observed effects. At course completion, all participants wrote a one-page reflection essay on their perceptions of‘asynchronous’ and ‘synchronous’ online lab experiences. Sentences contextually relevant toeither experience or providing feedback on lab development, were manually separated into twolarge text files and MATLAB R2021b Text Analytics Toolbox was used to analyze the distinctcategories of student responses for determination of keywords and student sentiment [8]. Text waspreprocessed as per the toolbox’s documentation and word frequency for each category wascounted with

Conference Session

Social Justice and the Curriculum: Equity, Culture & Social Justice in Education Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sydney Turner, University of Virginia; Bethany Gordon, University of Virginia; Tomeka Carroll; Katelyn Stenger, University of Virginia; Patrick Hancock, University of Virginia

gathered by analyzing students’descriptions and facilitators’ reflections of their experiences with the intervention. These resultsprovided insights into how connected students felt to the experience. RECRUITMENT AND DATA COLLECTION. All procedures were reviewed andapproved by the University of Virginia Institutional Review Board. Students did not receivecompensation for participation in the surveys. Responses from the pre-survey were collected fromSeptember 21 and September 27, 2021. The in-class workshop occurred on September 28. Post-survey data collection occurred from September 30 to October 21. Table 2 depicts participationwithin the pre-survey and post-survey. Participation in the survey refers to students who (1)consented to participate

Conference Session

Industrial Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Dimantha Kottawa Gamage, Montana State University - Bozeman; Durward Sobek, Montana State University - Bozeman

% Level III Complete achievement of Learning Objective Score >=75%Students of cohorts B and C reflected upon their experience and gave feedback using a criticalincident questionnaire (CIQ) administered through the online learning management system at theend of each case study. The CIQ is an effective qualitative tool to assess student critical thinkingduring the process of learning and reflect on these findings as a source of professionaldevelopment [8]. Each CIQ consisted of five open-ended, qualitative questions. These questionsprompted students to reflect on a “critical event” that occurred, i.e., the case study. The CIQresponses were useful for understanding challenges students faced and the benefits they accruedduring the

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ibrahim H. Yeter, Nanyang Technological University; Jeffrey Radloff; Cristina Diordieva, Nanyang Technological University

www.slayte.com Exploring the Presence of Engineering Indices in the Singaporean High School Physics Standards: A Content Analysis (work-in-progress) Abstract Singapore is one of the leading countries globally in industry indicators, ranking secondin the 2018 World Economic Forum’s Readiness for the Future of Production Report and firstout of 120 nations in the 2017 Danish Institute of Industry Global Industry 4.0 Readiness Index.This reflects Singapore’s robust and diversified industrial capacity, as well as its leadership insectors such as avionics, computing, biological engineering, and microelectronics. Underlyingthis global competitiveness is the Singaporean education system, which hinges on fosteringstudents’ engineering

Conference Session

Military and Veterans Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

instruction (pre-COVID) as the baseline (100% effective). None of the studentssurveyed specified what ‘Other’ instructional delivery they experienced, and very few answeredthis question. Only five students used a percentage over 100%, and these five data points wereacross all the instructional modalities, so no single delivery method was biased with ratings over100%. Active Duty and veterans did not quantify this mode. Additional survey questions focusedon four areas concerning the SWIVL-Hyflex instruction: initial reflection, distractors, reducingdistractions, and recording availability. A standard 5-point Likert scale was used to assess theirlevel of disagreement (1) to agreement (5). Active duty and veteran (ADV) students tended toagree with the

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shinae Jang, University of Connecticut

posture and actions whilemuted. The lecture was roughly structured with an active recitation (15-25 minutes) and activeproblem solving (60-70 minutes). Frequent stretch breaks and screen breaks are used about every10 - 15 minutes throughout the class – based on the course flow, and a one-time 3-minutetransition break was used between concept recitation and problem solving during onlinemeetings. In addition to this, students had opportunities to reflect on their efforts andperformance in class using self-reflection surveys (after two midterm exams). Smaller studenttutor sessions were provided for under-performing students based on their choices. Table 1. UD Principles and Implementation in the Statics course [14] UD Principles

Conference Session

DEED Technical Session 8 - Design Methodologies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Simon, Georgia Institute of Technology; Lauren Stewart, Georgia Institute of Technology; Wayne Li, Georgia Institute of Technology; Larissa Simoes Novelino, Georgia Institute of Technology

desire for increased focus on origami, while another four students suggestedimproved organization. The latter was understood by course instructors, and given it was thefirst time teaching the new approach, expected. In one instance, a lecture had to be completed inthe following session, resulting in an extension of one homework deadline. This was largely dueto the team formation activity running a few minutes over the budgeted time.Teaching Assistant FeedbackThe authors acknowledge their initial curiosity on how three disparate thrusts would marrytogether and were inspired by Daniello & Acquaviva’s [13] work on faculty-teaching assistantpartnerships in reflecting on courses delivered in a teaching education program. In their work,Daniello

Conference Session

Faculty Development Division Technical Session 8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University; Michael Johnson, Texas A&M University; Lance White, Texas A&M University; Sara Amani, Texas A&M University; Samantha Ray, Texas A&M University; Larry Powell, Texas A&M University; Tracy Hammond, Texas A&M University; Shawna Thomas, Texas A&M University; Robert Lightfoot, Texas A&M University; Rachelle Pedersen, Texas A&M University; John Moore, Texas A&M University

million in research funding from NSF, DARPA, Google, Microsoft, etc. Hammond mentored 17 UG theses, 29 M.S. theses, and 9 Ph.D. dissertations. Hammond is an ACM Distinguished Member, has received numerous best paper awards, and is the recipient of the 2022 TAMU Distinguished Achievement Award for Teaching, the 2021 ASEE Chester F. Carlson Award, the 2020 TEES Faculty Fellows Award, and the 2011 Charles H. Barclay, Jr. '45 Faculty Fellow Award. Hammond has been featured on the Discovery Channel and other news sources. Hammond is dedicated to diversity and equity, reflected in her publications, research, teaching, service, and mentoring. She has also been recently appointed as the Speaker-Elect of the Faculty Senate

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

face & Remote Civil 3.024 3.169 +0.145 3.019 3.113 +0.094 Electrical 2.891 3.071 +0.180 2.720 2.961 +0.241 Mechanical 3.113 3.086 - 0.027 3.091 3.190 +0.099In a subsequent Likert-scaled survey of faculty, many faculty members rated specific features ofthe Swivl offering comparatively low (overall average, 3.6), which likely reflects frustrationswith the documented increase in classroom management needs, time investment, and fluencywith technology to successfully run a Swivl classroom [1]. This initial investment is well knownin the literature, and many faculty across institutions respond similarly to initial

Conference Session

Disability, Neurodivergence, and Sense of Belonging in STEM: Equity, Culture & Social Justice in Education Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joseph Holles, University of Wyoming

. Options include establishing (if not already existing) anoffice of some combination of Inclusion, Diversity, Community Engagement, Equity,Accessibility etc. This office often comes with a Vice President, Dean, or Chief X Officer typeof title.[3] Another approach (separate or under the above office) is developing committees toaddress these issues, perhaps under an “Inclusive Physical and Virtual Campus” initiative.[4] AtColorado State University for example, their initiative includes: • Universal Design and Physical Accessibility (sidewalk ramps, curb cuts, etc.) • All Gender Restrooms (including ADA, changing tables, etc.) • Electronic and Information Technology (digital content accessibility) • Lactation Rooms • Reflection

Conference Session

Understanding Inclusivity and Equity in STEM Contexts: Equity, Culture & Social Justice in Education Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Grenmarie Agresar, University of Michigan; John Callewaert, University of Michigan; Steve Skerlos, University of Michigan; Joanna Millunchick, University of Michigan

-centered teaching framework in engineering. These featuresinclude: ● Encouraging reflexivity: continuous and critical reflection about the broader social consequences of one’s practice. This requires the ability to become increasingly aware of biases, and to be willing to investigate the ways internal perspectives inform our interactions, relationships and behaviors [27] [28]. ● Critically analyzing past educational injustice[7]. ● Dismantling assumptions that STEM is an apolitical, unbiased meritocracy[1]. ● Recognizing intersectionality, or the fact that individuals may hold multiple identities simultaneously, and how that plays into educational success[8]. ● Learning about multicultural group dynamics

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cory Brozina, Youngstown State University - Rayen School of Engineering

and do not necessarily reflect the views of the National ScienceFoundation.References[1] Bok, D. (2015). Higher education in America. Princeton University Press.[2] National Center for Education Statistics (NCES). (2014). Profile of undergraduate students:2011-12. Washington, DC.[3] Newbold, J.J., Mehta, S.S., & Forbes, P. (2011). Commuter students: Involvement andidentification with an institution of higher education. Academy of Educational Leadership Journal,15(2), 141-153.[4] Gefen, D.R., & Fish, M.C. (2013). Adjustments to college in nonresidential first-year students:The role of stress, family, and coping. Journal of the First-Year Experience and Students inTransition, 25(2), 95-115. [5] Krause, K.L. (2007). Social involvement

Conference Session

Faculty Development Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Grace Panther, University of Nebraska - Lincoln; Heidi Diefes-Dux, University of Nebraska - Lincoln; Lucy Atkinson, Swarthmore College

College of Engineering at UNL. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts. She also focuses on the implementation of learning objective-based grading and reflection. © American Society for Engineering Education, 2022 Powered by www.slayte.com Behavioral Adaptability of Engineering Instructors Engaging in Emergency Remote Teaching During Three Semesters of the COVID-19 PandemicAbstractThe crisis-induced changes in instruction during the pandemic presented a unique opportunity tostudy instructor adaptability, a possible contributor

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Reza Abolhelm, University of Waterloo; Trevor Hrynyk; Rania Al-Hammoud, University of Waterloo

the bridge construction and testing stages, students must demonstrate communication skills asthey work together to build a scaled bridge model. After testing, students are asked to reflect ontheir designs and identify areas of improvement. Historically, all stages of the project werecompleted by in-person student teams, working in a design shop.In 2020, obstacles arose due to the COVID-19 pandemic, which made gathering students for in-person events impossible. As a result, an online version of the CivE Design Days was developedwith the primary goal being to achieve the same learning objectives in the online environment. In2021, subsequent changes were made and a hybrid version of the design project was introduced,with in-person and remote

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jinghua Zhang, Winston-Salem State University; Jinsheng Xu, North Carolina Agricultural and Technical State University (CoE); Xiaohong Yuan, North Carolina Agricultural and Technical State University (CoE)

opinions,findings, and conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of NSF.References[1] J. Zhang, X. Yuan, J. Johnson, J. Xu, M. Vanamala (2020), “Developing and Assessing a Web-Based Interactive Visualization Tool to Teach Buffer Overflow Concepts”, Proceedings of IEEE Frontier in Education Conference (FIE'20), Virtual Event, Uppsala, Sweden, October 21-24, 2020.[2] P. Weanquoi, J. Zhang, X. Yuan, J. Xu, and E. J. Jones (2021), “Learn Access Control Concepts in a Game”, Proceedings of IEEE Frontier in Education Conference (FIE'21), Lincoln, NE, October 13-16, 2021.

Conference Session

EMD Technical Session 2: Diversity, Equity, and Inclusion

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cindy Rottmann, University of Toronto; Emily Moore, University of Toronto; Andrea Chan; Lee Weissling; Dimpho Radebe, University of Toronto

contrast, engineers who view leadership as a collaborative process aremore likely to view their team orientation as a support. Shifting from personal to structuralbarriers, engineering workplaces differentially afford human, informational, and materialresources, decision-making authority, and professional autonomy to their employees makingeach of these items a leadership barrier for those with minimal access and a support for thosewith open access. As one member of our team eloquently noted, “barriers are the other side ofthe support coin.” Our Likert scale for questions investigating personal and professionalbarriers reflects this “two-sided coin” way of understanding leadership affordances.MethodologyOur paper draws on research supported by the

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marcia Mardis, Florida A&M University - Florida State University; Faye Jones, Florida A&M University - Florida State University

AM constitutes almost a quarter of the region’s total employment.From 2018-2028, of the available 4.6 million manufacturing jobs, less than half are likely to befilled due to talent shortages. This widening “skills gap” is attributed to many factors that rangefrom new technologies in the AM industry (e.g., artificial intelligence, robotics), a need fornewer recruiting methods, branding, and incentives in AM educational programs. Someprofessionals have even indicated that manufacturing industries and AM educational programsshould be aligned more to reflect the needs of the industry. Even in the wake of Covid-19, whenthere have been over 658,000 manufacturing jobs lost due to market conditions, many states stillhave jobs that go unfilled

Conference Session

Architectural Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sandeep Langar, The University of Texas at San Antonio; Arti Daga, SVKM's NMIMS University, Mumbai, India; Rachel Mosier, Oklahoma State University; Sanjeev Adhikari, Kennesaw State University

Telecommunications, Ministry of Communications. (2021). “Internet Subscriptions as percentage of Total Population in India from 2015-16 to 2019-20.” [11] Olweny, M.R.O. (2020). “Architectural Education in Sub-Saharan Africa: an investigation into Pedagogical Positions and Knowledge Frameworks.” The Journal of Architecture. V.25.N.6. p.717- 735. DOI: 10.1080/13602365.2020.1800794[12] Sundaresan, J. (2020). “Decolonial Reflections on Urban Pedagogy in India.” Area. V.52. N.4 p.722– 730.[13] Sahni, R. and Shankar, V.K. (2012). “Girls’ Higher Education in India on the Road to Inclusiveness: on Track but Heading Where?” Higher Education. V.63. p.237–256. DOI: 10.1007/s10734-011-9436- 9[14] Menon, N. (2009). “Sexuality, Caste, Governmentality

Conference Session

We Love our MOMs (Mechanics of Materials)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Casey Kidd, Louisiana Tech University; Ethan Hilton, Louisiana Tech University

presents ordemonstrates a concept, or set of concepts, through lecture and asks questions to test mastery,where constructivism is a student-centered approach that allows students to explore answers toproblems in a more open-ended education environment [2]. McLeod [3] discusses how Kolb’sdescription of experiential learning is separated into a four-stage cycle. First is concreteexperience, where the learner is introduced to a new experience or a reinterpretation of a previousexperience. Next is observation and reflection on that new experience. This leads to the third stageof abstract conceptualization where the learner’s reflection of their gives rise to new ideas. Thefinal stage is where the learner then actively experiments on those new ideas

Conference Session

Remediation and Curricular Changes to Improve Student Learning and Outcomes

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gianluca Guadagni, University of Virginia; Hui Ma, University of Virginia

last version, the goal of the course is to equip undergraduate and graduate teachingassistants with the skills and mindset to support students learning as well as their own learning.Students who complete the course are expected to be able to use student data to inform teaching, connect and apply relevant education theory and literature to teaching experience, develop the practice of reflecting on their social positioning, learning habits, and professional development, and intersection thereof, see the values of pedagogical skills in the workplace.The course meets just once a week for an hour, but the TAs come away with a fantastic skill setthat benefits themselves, their students, and the faculty with whom they work. The schedule ofthe

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Miguel Andrés Guerra, Universidad San Francisco de Quito; Jacoba Ubidia; MariaEmilia Mariño; Francisco Jativa Valverde

aims to reduce students’ dropout and improve students’ overall collegeexperience. The study showcases the design process of the course including the pedagogy forteaching the course, the course content, the hands-on learning activities, instructorcharacteristics, and the diverse distribution of course assessment. The course aims to show a tasteof the experience expected for the next college years. The authors reflect on the design of thecourse in a civil engineering department and open the discussion to develop new pedagogicalapproaches to reduce student dropout in civil engineering schools. Implications for research andpractice are provided.IntroductionTargeting dropout rates in developing countries is crucial to ensure a larger population