Conference Session

Multidisciplinary Engineering Division Technical Session - Best Diversity Paper

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shuvra Das, University of Detroit Mercy

Materials (3 credits) • Technical Writing (IT1) (3 credits) • Intro to Engineering & Science Co-op (1 credit) • Professional Practice of Engineering (C2, IT3) (2 credits) • Professional World of Work III (or Fundamentals of Engineering Practice) (1 credit) • Engineering Co-op I (2 credits) • Engineering Co-op II (2 credits) • Engineering Co-op III (2 credits)University Core Curriculum CoursesIn addition to the courses required for this program listed above, the Students also must fulfillthe University’s core course requirements.3. S-STEM grant DetailsThe first Student graduated from the RMSE program in 2016. In 2015 we received an NSF S-STEMscholarship grant to support 16

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

Mariah Arral, Carnegie Mellon University

accommodation is to request copies of notes and/or recordings fromlectures. These can come in the form of written notes, slides, and/or recording from 1) theprofessor and/or 2) a notetaker that is another student present in the class.31 The second optioncan and does lead to students being forced to disclose their disabilities to both the professorand their peers to obtain accommodations.31 As was previously mentioned, disclosing disabilitystatus should be a personal decision, and not one predicated on obtaining an accessibleclassroom experience. Additionally, providing notes, slides and/or recordings can assist morethan just the disabled students (Curb-Cut Effect).56 Uploading notes is a small but impactful wayto support students with disabilities.8

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

Engineering at the University of Texas at Austin. He worked as a postdoctoral fellow with Prof. Janusz Pawliszyn's team at the University of Waterloo (Chemistry) in Canada. His first faculty job was with Texas A&M University Research and Extension, where he practiced engineering and analytical chemistry research at large beef cattle feedlots and swine farms. He enjoys transdisciplinary and multidisciplinary research and teaching, communicating science, mentoring graduate and undergraduate students, team-based learning, peer-reviewing, editorship service at Biosystems Engineering, IJERPH, Atmosphere, and AgriEngineering, publishing on the nexus of Food-Energy-Water.Alison V Deviney © American

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

D. C. Beardmore, University of Colorado Boulder; Robyn Sandekian, University of Colorado Boulder; Angela Bielefeldt, University of Colorado Boulder

], avoid stigma [45]–[47] and prevent being discredited[14]. This is true for graduate students who navigate the dissidence between their academicidentities, the ablest expectations they face, and being positioned as disabled [14]. It may beespecially true for Black and indigenous graduate students who may face resistance from facultyto provide accommodations and a need to engage in higher levels of forced intimacy6 than theirwhite peers [48]. It is also true for students in STEM fields where requests for access areconsidered a nuisance and perceived as a sign of weakness [5]. As Mingus notes in a keynoteaddress at Femmes of Color 2011 “it can be very dangerous to identify as disabled when yoursurvival depends on you denying it” [49].Stigma is not

Conference Session

Engineering Design Graphics Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, University of California, San Diego; Nathan Delson, University of California, San Diego; Elizabeth Cowan, eGrove Education; Bahar Memarian, University of Toronto

Paper ID #37867Evaluating Spatial Visualization Learning Through DigitizedSketches: A Case Study of Engineering Students'Orthographic Projection ErrorsLelli Van Den Einde (Dr.) Lelli Van Den Einde is a Teaching Professor in Structural Engineering at UCSD. She incorporates education innovations into courses (Peer Instruction, Project-based learning), prepares next generation faculty through TA Training, serves as advisor to student organizations, and is committed to fostering a supportive environment for diverse students. Her research focuses on engagement strategies for large classrooms and developing K-16

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Laura Cruz Castro, Purdue University at West Lafayette (PPI); Tiantian Li, Purdue University at West Lafayette (COE); Leyla Ciner; Kerrie Douglas, Purdue University at West Lafayette (COE); Christopher Brinton, Purdue University at West Lafayette (COE)

. She also recently won the prestigious CAREER award from the U.S. National Science Foundation to study increasing the fairness of engineering assessments. In total, she has been on the leadership of more than $24 million dollars in research awards. Her research on evaluation of online learning (supported by two NSF awards #1544259,1935683, ) has resulted in more than 20 peer-reviewed conference and journal publications related to engineering learners in online courses. She was a FutureLearn Research Fellow from 2017-2019; a 2018 recipient of the FIE New Faculty Fellow Award and was the 2021 Program Chair for the Educational Research Methods Division of ASEE.Christopher Greg Brinton © American

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Liang Wang; Wei Zhang, Zhejiang University; binbin shao, Zhejiang University

experiences such as engineeringartefacts design process), their social & material learning context, as well as their interactions with peers;Secondly, the questions were modified iteratively during the interview process, so the development of thequestions was a dynamic process in order to capture the most important features of engineering learningactivities; Finally, every semi-structured interview was performed by two of the researchers together andthe first interviewer put up questions to interviewees while the other interviewer would take detailed notesabout the answers they got from the interviewees. After every interview, two interviewers would discussthe responses and notes they obtained as soon as possible in order to avoid ignoring or

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Benjamin Goldschneider; Benjamin Chambers, Virginia Polytechnic Institute and State University

response was coded as either “affirmative” or “negative, inline with the “yes or no” structure of the questions. Inconclusive or irrelevant responses, as in thecase of a student writing “perhaps” or an answer that was not related to the question, were leftout of the analysis. For question two, answers were coded for each part of the question, resultingin codes like affirmative/affirmative, affirmative/negative, and so on. Some students onlyanswered one part of question two, whereupon their responses were coded in the style ofnull/affirmative. These responses were then tallied up and compared for the sake of easyvisualization. No further quantitative analysis was performed on these counts for this paper.Following this surface-level categorization

Conference Session

LEES 1: Critical Humanities and Serious Play

Collection

2022 ASEE Annual Conference & Exposition

Authors

Benjamin Laugelli, University of Virginia

facilitating constructivist learningexperiences. They conclude that LEGO robotics-themed projects successfully engageengineering undergraduates in “complex robotics problems” and demonstrate the capacity ofLEGO Mindstorms for “developing students as independent thinkers. . . [who] continuallychallenge their own knowledge and that of their peers” [1].The research of Danahy and his colleagues highlights the capacity of LEGO products to facilitateconstructivist learning experiences in engineering classrooms. Working with LEGO products insuch contexts, however, has been largely restricted to developing technical engineeringproficiencies in robotics and computer programming. In designing the LEGO course for adepartment of Engineering and Society, I aimed

Conference Session

Community Engagement Division Technical Session 1 - STEM Outreach

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nathan Howell; Vinu Unnikrishnan, West Texas A&M University; Kenneth Leitch, West Texas A&M University; Erick Butler, West Texas A&M University

and found that it engendered positive attitudes toward their chosen fieldof study.The Engineering Projects in Community Service (EPICS) at Purdue University is a well-knownexample of service learning in engineering education. The program was established in Fall 1995and continues as of the writing of this paper in Spring 2022. A report from 2001[4] reflected onthe program to that point. Project partners who are service agencies that work with student teamscomposed of freshman through senior level undergraduate engineering students in a wide varietyof engineering disciplines. Design solutions are created, implemented, and supported by thestudents. Assessment was thorough, including student awareness of how their projects impactedtheir clients.A

Conference Session

LEES 4: Understanding and Disrupting Engineering Cultures

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Radoff, University of Maryland College Park; Chandra Turpen, University of Maryland College Park; Fatima Abdurrahman, University of Maryland College Park; Danjing Chen, University of Maryland College Park; David Tomblin, University of Maryland College Park; Amol Agrawal; Sona Chudamani

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nathalie Duval-Couetil, Purdue University at West Lafayette (COE); Alanna Epstein, University of Michigan; Aileen Huang-Saad, Northeastern University

. They leverage industry tradeshows and conferences inspecific industries, giving research teams the opportunity to introduce themselves, pitchideas to technology decision makers, arrange follow-on meetings to get feedback on thebest paths forward, and identify key milestones.Workshops: These focus on topics such as writing effective Small Business InnovationResearch (SBIR) proposals to participating national funding agencies. They familiarizeparticipants with funding opportunities and offer best practices for applications.Evaluating Large Scale Education and Training ProgramsLarge scale education and training programs require an evaluation component tounderstand impact, which can include changes in student learning over time or othermeasures of

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kimberly Cook-Chennault, Rutgers, The State University of New Jersey; Idalis Villanueva, University of Florida

online game spent more timewith its connected course content, pursued opportunities to make-up late/missed assignmentsmore, and self-reported higher motivation to learn course material in comparison to the controlgroup of students who did not engage in the online gaming experience. Coller and Shernoff (2009) redesigned a traditional numerical methods course, DynamicSystems and Control, to be centered around an engineering video game, NIU-Tores incorporatedinto an existing open-source video game called Tocs (www.torcs.org) on fifty-one 3rd and 4th –year engineering students. In this study, students were tasked with writing computer programs torace a simulated car around a track. An Experience Sampling Method (ESM) was used tomeasure