Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Farzad Ferdowsi, University of Louisiana at Lafayette; Heather Stone, University of Louisiana at Lafayette; G. H. Massiha, University of Louisiana at Lafayette; Terrence Chambers, University of Louisiana at Lafayette; Mehdi Mokhtari, University of Louisiana at Lafayette; Afef Fekih, University of Louisiana at Lafayette

an Evidence-based Practice. The research describes the current status of theaffirmative sustainable support for scholars in energy technologies (ASSSET) program andexplores its potential impact on the graduate and retention of engineering students. This NSF S-STEM funded project provides scholarships and educational support to low-income,academically talented students entering and pursuing engineering studies at the University ofLouisiana at Lafayette. Its main objective is to increase the retention and graduation in fieldsrelated to energy technology. It supports students in the chemical, civil, electrical, mechanical,industrial technology and petroleum engineering. The ASSSET program was developed with theplan of incorporating evidenced

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

H. Ronald Clements III, Purdue University at West Lafayette (COE); Brianna McIntyre, Purdue University at West Lafayette (PPI); Jacqueline Rohde, Purdue University at West Lafayette (COE); Heather Perkins, Purdue University at West Lafayette (PPI); Sherry Chen; Andrea Castillo, University of California, Irvine; Joana Marques Melo, Purdue University at West Lafayette (COE); Allison Godwin, Purdue University at West Lafayette (COE)

’ narratives toprovide resources for both students and faculty (https://engineering.purdue.edu/STORIES/).AcknowledgmentsThis work was supported through funding by the National Science Foundation CAREER GrantNo. 1554057. Any opinions, findings, conclusions, or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. The authors wish to thank Dina Verdín and the members of the STRIDEteam for all the current and previous work they have done to make this paper a possibility. Theauthors would also like to thank John and the other interview participants for sharing their storieswith us over the previous 4 years.References[1] N. M. Carter and H. M. Wagner, “The bottom

Conference Session

PCEE Session 4: Resource / Curriculum Exchange

Collection

2022 ASEE Annual Conference & Exposition

Authors

Vicki May, Dartmouth College; Samuel Streeter, Dartmouth College; Sara Vannah, Dartmouth College

Paper ID #36826Feast or Famine Terrarium Project (Resource Exchange)Vicki V. May (Professor) Professor of Engineering at Dartmouth.Samuel S Streeter (Graduate Student)Sara Vannah © American Society for Engineering Education, 2022 Powered by www.slayte.com Feast or Famine Terrarium Project (Resource Exchange) Overview Learning Objectives Vicki May1, PhD, Roger Sloboda2,Program Description: Through a project PhD, Michele

Conference Session

Engineering Libraries Division Technical Session 7: Library Collaboration

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chris Wiley, University of Illinois at Urbana - Champaign

. (i.e., see Table 1 and Table 2).Table 1: Faculty and Researcher DemographicFaculty affiliated with MSU range from Assistant, Associate and Full Professor. Otherrepresents a respondent who identified themselves with their administrative title and note(assistant, associate, or full professor). F a cu l t y/ R es e a r ch er s 9 8 7 6 5 4 3 2 1 0 Assistant Professor Associate Professor Professor Other Table 2: Department Representation Survey Responses MSU faculty rated their skills at finding information as effective. Faculty also indicated the library has been effective in meeting their research, teaching, and learning needs. Respondents were also asked about additional services

Conference Session

Mechanical Engineering: Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Krishna Pakala, Boise State University; Diana Bairaktarova, Virginia Polytechnic Institute and State University; Maeve Bakic, Boise State University; Devshikha Bose, Boise State University

measures the degreeto which a lesson integrates technology and helps students reach the learning goal(s). Theframework is based on three main components: (1) Engagement in learning goals (2)Enhancement of learning goals, and (3) Extension of learning goals. The key concept of thisframework which is relevant to this study is its emphasis on the importance of the instructionalstrategy, which goes hand-in-hand with the use of any technology for learning.In this project, the Triple E Evaluation framework will be utilized as a lens to assess whether thetechnology choices made for teaching and learning leads to student engagement in learninggoals, enhancement of learning goals, and whether technology use helps the learners extend theiracademic learning

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yanfen Li, University of Massachusetts Lowell; Adam St. Jean, University of Massachusetts Lowell; Chiara Ghezzi; Laura Punnett, University of Massachusetts Lowell

stakeholder representatives. Thesequestions are not those included in the questionnaires but are rather the guiding questions for thebackwards design process.Table 1 SET Content Areas Content Area Essential Questions Stakeholders To what extent did the students learn the content contained in the A Faculty, Student learning objectives? B To what extent did the course meet ABET student outcomes? Faculty, Administrator Was the way(s) the course was taught effective at helping students C Faculty, Administrator, Student learn the

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Adam Maltese, Indiana University-Bloomington; Barbara Yarza; Kelli Paul, Indiana University-Bloomington; David Oyler

Attendees Challenge n (approximate s ) completed Introduction: Scavenger 12 9 Algorithms and Deaf Deaf in hunt 1 people in STEM STEM Blocks: Inputs, LEDs, Icons, String, Pause, Show Engineering Icon design, 12 8 Blocks, Loops and Design Handwashing2

Conference Session

Multidisciplinary Engineering Division Technical Session - Best Paper

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mayank Kejriwal, University of Southern California

the local context, onewill likely be able to use data, at least in aggregate, such as students’ course and instructorevaluations for such understanding.References[1] S. Chandrasekaran, A. Stojcevski, G. Littlefair, and M. Joordens, “Learning through projects in engineering education,” in SEFI 2012: engineering education 2020: meet the future: proceedings of the 40th SEFI annual conference 2012. European Society for Engineering Education (SEFI), 2012.[2] C. S. Johnson and S. Delawsky, “Project-based learning and student engagement,” Academic research international, vol. 4, no. 4, p. 560, 2013.[3] C. Duhigg, “What google learned from its quest to build the perfect team,” The New York Times Magazine, vol. 26, no. 2016, p. 2016, 2016

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cheryl Bodnar, Rowan University; Jeffrey Stransky, Rowan University; Cayla Ritz, Rowan University; Emily Dringenberg, The Ohio State University; Elif Miskioglu, Bucknell University

Safety and Hazard Investigation Board, “Non-Condensable Gas System Explosion at PCA DeRidder Paper Mill,” Washington, DC, 2018.[5] United States Chemical Safety and Hazard Investigation Board, “Key Lessons from the ExxonMobil Baton Rouge Refinery Isobutane Release and Fire,” Washington, DC, 2017.[6] P. R. Amyotte, S. Berger, D. Edwards, J. P. Gupta, D. C. Hendershot, F. I. Khan, M. S. Mannan, and R. J. Willey, “Why major accidents are still occurring,” Current Opinion in Chemical Engineering, vol. 14, pp. 1–8, 2016, doi: 10.1016/j.coche.2016.07.003.[7] T. M. Osberg and J. S. Shrauger, “Self-Prediction: Exploring the Parameters of Accuracy,” J. Pers. Soc. Psychol., vol. 51, no. 5, pp. 1044–1057, 1986.[8

Conference Session

Mechanical Engineering: Design and Labs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Karen Perez, Boise State University; Donald Plumlee, Boise State University

designed by Michigan Tech created awareness amongmechanical engineering students. However, experts from Michigan Tech suggested that toincrease engagement in sustainability, the curricula should provide students with more real-worldlearning experiences [9].Similarly, BSU introduced sustainability in the civil engineering curriculum by adding a coursespecifically dedicated to sustainability; this solved the lack of S&R coverage and modified theexisting traditional teaching method [10]. Interviews were conducted with senior civilengineering students to understand attitudes toward S&R concepts better. The interviewquestions were based on students' knowledge by describing their understanding of S&R conceptsfrom the civil engineering

Conference Session

LEES Session 8: Care and Commitments

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michelle Ausman; Dean Nieusma, Colorado School of Mines; Qin Zhu, Colorado School of Mines; Stephen Rea; Kylee Shiekh, Colorado School of Mines; Beck Corby, Rensselaer Polytechnic Institute

or lack of consideration for thesocial aspect alongside the technical. And third, tacit knowledge focuses on the stance that ethicscannot be taught through formal education but through implicit means such as extracurriculars,values, and beliefs. However, students develop this tacit knowledge in understanding engineeringethics both in and out of the classroom.SafetyBefore we dive into two examples of undone ethics, we want to provide an undeniable standardof engineering ethics – safety. Safety as a public and social value goes back to Cicero’s Creed“[s]alus populi suprema est lex,” or “the health and safety of the people shall be the supreme law[13].” Ever since, safety has been considered paramount for ethical considerations inengineering

Conference Session

Computers in Education 3 - Modulus I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Deorio, University of Michigan; Christina Keefer, University of Michigan

-intuitive side effect when the feedback isopaque, resulting in a surge of demand for peer teaching office hours.7.1 Corroborating Prior WorkOur results corroborate the findings of Smith et al. [9]. Both examined computer science coursesat large research universities and use similar web-based office hours queues. Our data set contains105941 records collected from 17 unique courses over more than 3 years at one university, whileSmith et al. collected approximately 3720 records from 3 unique courses during 2 semesters at 3universities. As seen in Figure 2a, our results corroborate the finding that a small percentage ofstudents occupy 50% of all available office hours. Furthermore, Figure 2b shows that our waittime results mirror Smith et al.’s in

Conference Session

Engineering Libraries Technical Session 2: Instruction

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jodi Bolognese, Northeastern University; Bridget Smyser, Northeastern University

, Conference Proceedings, 2010, doi: 10.18260/1-2--16508.[6] E. Gadd, A. Baldwin, and M. Norris, “The citation behaviour of Civil Engineering students,” Journal of Information Literacy, vol. 4, no. 2, 2010, doi: 10.11645/4.2.1483.[7] L. R. Hanlan and E. M. Riley, “Information use by undergraduate STEM teams engaged in global project-based learning,” ASEE Annual Conference and Exposition, Conference Proceedings, vol. 122nd ASEE, no. 122nd ASEE Annual Conference and Exposition: Making Value for Society, 2015, doi: 10.18260/p.24300.[8] R. E. H. Wertz, M. C. Ross, M. Fosmire, M. E. Cardella, and S. Purzer, “Do students gather information to inform design decisions? Assessment with an authentic design task

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathryn O'Harra, The University of Alabama

/01/ 1991, doi: https://doi.org/10.1016/0362-3319(91)90040-B.[2] S. Matthew and R. Yasha, "Development of a Social-justice Mindset Through Discovery Learning from the Conflict Between Safety and Welfare in Engineering Ethics," Virtual Conference, 2021/07/26. [Online]. Available: https://peer.asee.org/36962.[3] S. Stephen, "Putting Diversity in Perspective: A Critical Cultural Historical Context for Representation in Engineering," Columbus, Ohio, 2017/06/24. [Online]. Available: https://peer.asee.org/28776.[4] D. Kirsten Heikkinen, D. Courtney, D. Hannah, C. Makenzie, S. Natalie, and B. Elizabeth, "Studying the Impact of Humanitarian Engineering Projects on Student Professional Formation and

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kenneth Connor, Rensselaer Polytechnic Institute; Craig Scott, Morgan State University; Mohamed Chouikha, Prairie View A&M University; Pamela Leigh-Mack, Virginia State University; Barry Sullivan; John Kelly, North Carolina Agricultural and Technical State University (CoE); Stephen Goodnick, Arizona State University; Mark Smith, University of Texas at Austin; Michelle Klein, Electrical and Computer Engineering Dept. Heads Assoc. (ECEDHA); Shiny Abraham, Seattle University; Ben Oni, Tuskegee University; Esther Ososanya, University of the District of Columbia; Abdelnasser Eldek, Jackson State University; Shujun Yang; Hector Erives, University of Texas at El Paso; Cole Joslyn, University of Texas at El Paso; Ivonne Santiago, University of Texas at El Paso; Peter Romine, Navajo Technical University; Shayla Sawyer; Rodrigo Romero, University of Texas at El Paso; Yuanrui Sang; Hassan Salmani; Delia Saenz, Arizona State University; Miguel Velez-Reyes, University of Texas at El Paso

• Social Aspects of a Group • Structure and Clarity Around Tasks & Personal EngagementGoals: • Build a Community of Practice. What exists now and what needs to be added? • Identify short and long-term opportunities for collaboration in education and researchGroup Topic: Semiconductors, Applied AI, 5G, Cybersecurity & Cloud Computing, GreenEnergyList Facilitator, Scribe, Presenter, Participants.Discussion Notes, Plans for future meetings, Report out bullets.Collaboration Template (Guidance developed at previous workshops): 1) Identify area(s) ofcollaboration (sample areas: learning modules, senior design, joint speaker series,student/faculty/staff exchanges, research, joint advising, industry internship, DEI training

Conference Session

Graduate Studies Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ha Pho, University of Massachusetts Lowell; Hsien-yuan Hsu, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell; Shanna Thompson, University of Massachusetts Lowell

mentoringrelationship. This innovative training model can well be a useful component of any mentoringprogram that nurtures generations of researchers in academia.Reference[1] B. Anderson, M. Cutright, and S. Anderson, "Academic involvement in doctoral education: Predictive value of faculty mentorship and intellectual community on doctoral education outcomes," International Journal of Doctoral Studies, vol. 8, no. 8, pp. 195- 201, 2013.[2] J. L. Brill, K. K. Balcanoff, D. Land, M. Gogarty, and F. Turner, "Best Practices in Doctoral Retention: Mentoring," Higher Learning Research Communications, vol. 4, no. 2, pp. 26-37, 2014.[3] B. E. Lovitts, "The transition to independent research: Who makes it, who doesn't, and

Conference Session

ERM: Let's Talk about Tests! (Tests Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nelson Granja, Universidad San Francisco de Quito; Miguel Andrés Guerra, Universidad San Francisco de Quito; Vanessa Guerra, University of Virginia

and self esteem in university students,” Educ. Psychol., vol. 14, no. 3, pp. 323–330, 1994.[10] K. E. Dugan, E. A. Mosyjowski, S. R. Daly, and L. R. Lattuca, “Systems Thinking Assessments: Approaches That Examine Engagement in Systems Thinking,” presented at the 2021 ASEE Virtual Annual Conference Content Access, Jul. 2021. Accessed: Feb. 04, 2022. [Online]. Available: https://peer.asee.org/systems- thinking-assessments-approaches-that-examine-engagement-in-systems-thinking[11] M. Guerra and T. Shealy, “Teaching User-Centered Design for More Sustainable Infrastructure through Role-Play and Experiential Learning,” J. Prof. Issues Eng. Educ. Pract., vol. 144, no. 4, p. 05018016, Oct. 2018, doi

Conference Session

Architectural Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ryan Solnosky, Pennsylvania State University; John Phillips, Oklahoma State University

-class and out-of-class correlate to programs that are largely studio settings witharchitectural components and the number of credit hours for the course(s) is greater. Two schoolsindicated that for the large ranges those were often in bursts for just a few weeks. If we break thisdown further and look explicitly at team-focused activities, the full team time for discussion,planning, and working collectively on the project varies substantially. For an individual to discussand plan, the statistics are a minimum of 1 hour and a maximum of 9 hours per week, with a meanof 3.17 hours and a mode of 3hrs. For full teams to collaboratively work on the project, the statisticsincrease by a minimum of 1 hour and a maximum of 3 hours per week, with a mean

Conference Session

ERM: Instruction and Engagement

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yonghee Lee, Purdue University at West Lafayette (COE); David Evenhouse, Purdue Engineering Education; Edward Berger, Professor of Engineering Education and Mechanical Engineering; Jeffrey Rhoads, Purdue University at West Lafayette (COE); Jennifer Deboer, Purdue University at West Lafayette (COE); Anastasia Rynearson, Campbell University

originallydeveloped elsewhere to align with their institutional culture and approach, as well as studentexpectations. Because educational interventions may affect student learning, implementing aninnovative instruction should value individual instructors’ pedagogical decisions as experts intheir institutional context. This single-participant study reveals that this Freeformimplementation at an institution quite unlike the institution of Freeform’s origin is associatedwith significant adaptation to local institutional context. References[1] S. Freeman et al., “Active learning increases student performance in science, engineering,and mathematics.,” National Academy of Sciences, vol. 111, no. 23, pp. 8410–8415, 2014.[2

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

Research in Science Teaching, vol. 31, no. 6, pp. 679-693, 1994.[16] S. Freeman, S. L. Eddy, M. McDonough, M. K. Smith, N. Okoroafor, H. Jordt and M. P. Wenderoth, "Active Learning Increases Student Performance in Science, Engineering, and Mathematics," Proceedings of the National Academy of Sciences, vol. 111, no. 23, pp. 8410-8415, 2014.[17] K. D. Könings, S. Mordang, F. Smeenk, L. Stassen and S. Ramani, "Learner Involvement in the Co-Creation of Teaching and Learning: AMEE Guide No. 138," Medical Teacher, vol. 43, no. 8, pp. 924-936, 2021.[18] C. T. Lystbæk, K. Harbo and C. H. Hansen, "Unboxing co-creation with students: Potentials and tensions for academic libraries," Nordic Journal of Information Literacy in Higher

Conference Session

ECE Division Technical Session 2: Long-Term Institutional Outcome Evaluations and Capstone Innovations

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sanjeevi Chitikeshi; Shirshak Dhali, Old Dominion University; Vukica Jovanovic, Old Dominion University

to add safety features. This is the firststep that diverges from the original control. This safety feature is designed to protect the robotfrom trying to drive into itself. Under the normal control scheme, the sensors were only used tohome the robot for point-based control. This change guarantees that if the sensor is tripped thecommand to that motor(s) will be inhibited in the unsafe direction. This has led to a newquestionable feature for the arm motor. Namely if the arm retracts back into its sensor, it willstop and then bounce off, which leads to sporadic motion. To get around this a denounce timerwas added just for the arm sensor to make the motion smoother when trying to home that motor.GRAPHICAL USER INTERFACE DEVELOPMENT: HMI WORKTo

Conference Session

Technological and Engineering Literacy - Philosophy of Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado Boulder

/code-ethics2. IEEE. 2020. IEEE Code of Ethics. https://www.ieee.org/about/corporate/governance/p7-8.html Accessed Feb. 8, 2022.3. American Society of Mechanical Engineers (ASME). 2012. Society Policy: Code of Ethics of Engineers. https://www.asme.org/wwwasmeorg/media/resourcefiles/aboutasme/get%20involved/advocacy/policy- publications/p-15-7-ethics.pdf4. American Institute of Chemical Engineers (AIChE). 2015. AIChE Code of Ethics. https://www.aiche.org/about/governance/policies/code-ethics5. P.A. Vesilind, “Evolution of the American Society of Civil Engineers Code of Ethics,” J Prof Issues Eng Edu Pract, vol. 121, no. 1, pp. 4-10, 1995.6. B. Barry, Y. Mehta, and S. St. Clair, “Professional engineering

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cassandra McCall, Utah State University; Ashley Shew; Marie Paretti, Virginia Polytechnic Institute and State University; Denise Simmons, University of Florida; Lisa McNair, Virginia Polytechnic Institute and State University

challenge inherent ableist norms that shape our social, educational, bureaucratic, andphysical systems. By redefining and reconceptualizing disability as difference, rather than adeficit, we can more intentionally create inclusive environments that destigmatize disabilityposition participation in our academic and professional communities as a right rather than aprivilege.AcknowledgementsThis material is based upon work supported by the National Science Foundation under AwardNo. 1733636. 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 NationalScience Foundation.References[1] R. Adams, B. Reiss and D. Serlin, "Disability," in Keywords

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cory Brozina, Youngstown State University - Rayen School of Engineering

University and commuter students represent a large portion of college enrollmentnationally [1]. Commuter students have differing constraints than residential students includingnonacademic commitments to work and family along with other time constraints for travel[2,3,4]. Commuter students thus face unique challenges that residential students do not face suchas developing social connections [5] which is connected to learning and persistence [6].Commuting negatively effects academic performance [7] and being able to integrate socially [8].The overarching research question for this S-STEM funded project is: How can a four-yearinstitution help increase the integration and success of engineering commuter students? We adoptan embedded case study approach

Conference Session

ERM: Year of Impact on Racial Equity

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jeremi London, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Elizabeth Litzler, University of Washington

Paper ID #37244WIP: ASEE Year of Impact on Racial Equity: Impetus &VisionJeremi S London (Assistant Professor) Associate Professor of Engineering Education at Virginia Tech Chair of ASEE's CDEI during the Year of Impact on Racial EquityHomero Murzi Dr. Homero Murzi (he/él/his) is an Assistant Professor in the Department of Engineering Education at Virginia Tech with honorary appointments at the University of Queensland (Australia) and University of Los Andes (Venezuela). Homero is the leader of the Engineering Competencies, Learning, and Inclusive Practices for Success (ECLIPS) Lab where he leads a

Conference Session

Materials Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nutnicha Nigon, Oregon State University; Dana Simionescu, Oregon State University; Thomas Ekstedt, Oregon State University; Julie Tucker; Milo Koretsky, Tufts University

questions, formative and summative assessments through conceptually-orientedmultiple-choice questions, more detailed interactive instructional tools, and supplementalinstruction for students who need it. dapti e earning odule omponent e uence ormative Supplemental nstructional Summative ideos Assessment nstruction s Tool s Assessment Figure 1 Simplified structure diagram of the adaptive learning module.The research study reported in this paper is part of this larger project and focuses on the lasthighlighted adaptive component, the summative assessment. This element was designed as aprogressive

Conference Session

Thinking Outside the STEM Box: Equity, Culture & Social Justice in Education Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Piyush Pradhananga; Mohamed Elzomor, Florida International University

among constructionmanagement students.AcknowledgementThis research was funded by Faculty Research Support Program (FRSP) at FIU and this supportis greatly acknowledged. The authors thank the research team member Dr. Paige Johnson for hersupport. Any opinions, findings, conclusions, or recommendations expressed in this paper arethose of the writers and do not necessarily reflect the views of FRSP.References[1] S. E. Fiarman, “Unconscious Bias : When Good Intentions Aren ’ t Enough The In uence of Bias,” Educ. Leadersh., vol. 74, pp. 1–7, 2016.[2] T. Bellomo, “What Safety Can Teach Us About Unconscious Bias,” Prof. Saf., vol. 73, no. 6, p. 148, 2019.[3] A. S. Boyce, “Lessons learned using a values-engaged approach to attend to

Conference Session

Computers in Education 11 - Modulus 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tajmilur Rahman, Gannon University; Joshua Nwokeji, Gannon University; Terry Holmes, Gannon University; Yudi Dong, Gannon University

advancedmethods (e.g. predictive analytics using regression). Specifically, we will add more factors tostudent engagement and technology use & access and investigate the correlation between thosefactors using statistical methods. In addition, we will explore the impact of remote learning interms of emotional stress to investigate the issues of mental health of students and instructors.Also, we will conduct an exploratory factor analysis to observe if there is any particular tool,electronic media, or mechanism that plays a significant impact on improving students’engagement and learning effectiveness.References [1] S. Shisley, “Emergency remote learning compared to online learning,” Learning Solutions, 2020. [2] H. C.B., S. Moore, B. Lockee, T. Trust

Conference Session

Electrical and Computer Engineering Laboratory and SoC Developments

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sandip Das, Kennesaw State University; Craig Chin, Kennesaw State University; Sheila Hill, Kennesaw State University

lab session. Q6 There was/were tutorial video(s) associated with this lab, and these helped me to be better prepared for the in-lab, hands-on lab exercise. Q7 If a student answered ‘NA’ for Q 6, then only the student is asked Q 7 I believe, providing a quick tutorial/intro video regarding this specific lab would be helpful to familiarize me with the lab topic and could prepare me better for the in- lab, hands-on lab exercise.The demographic distributions (gender and ethnicity) for the participating students are shown inFig. 4. The lab sections for ‘treatment’ and ‘control’ groups were chosen arbitrarily. It turned outthat the treatment group (who were subjected the new labs) had a

Conference Session

PCEE Session 4: Resource / Curriculum Exchange

Collection

2022 ASEE Annual Conference & Exposition

Authors

Roxanne Moore, Georgia Institute of Technology; Michael Helms; Caroline Greiner, Georgia Institute of Technology; Abeera Rehmat, University of Nebraska - Lincoln; Meltem Alemdar, Georgia Institute of Technology; Jeffrey Rosen, Georgia Institute of Technology; Marc Weissburg; Julia Varnedoe

curriculum development team to create innovative programs that address the needs of students and teachers in the K-12 community. Current projects include the NSF funded BIRDEE (Biologically Inspired Design for Engineering Education) curriculum, STEM-ID, and K-12 InVenture Prize. Prior to joining Georgia Tech, she had a successful career in marketing communications for Delta Air Lines, and has spent the past 14 years as an educator. Varnedoe graduated with a B.S. from Florida State University, an MBA from Stetson University, and an Ed. S. from Kennesaw State University in Instructional Technology.Michael Helms (Dr.) Dr. Michael Helms is a Senior Research Scientist at the Georgia Institute of Technology, where he is also Co