Conference Session

Civil Engineering Division - Is This Real? Reaching Students with Virtual and Augmented Reality

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ayatollah Yehia, University of Virginia; Jacqueline Chao, University of Virginia; Connor Lyons, University of Virginia; Mehrdad Shafiei Dizaji, University of Virginia; Devin Harris, University of Virginia

environment.The integrated models can then be explored in an immersive environment using a variety ofinterfaces including mobile devices and in future studies, AR headsets, or even virtual realityheadsets. This study leverages mobile devices (i.e. smartphones and tablets) as theimplementation platform with a goal of providing an accessible alternative teaching methodtargeted towards filling or supplementing student knowledge or comprehension gaps andultimately improving student learning outcomes. To evaluate the tool functionality, the study firstleverages a technology acceptance model (TAM) test for the application’s perceived usefulness aswell as attitudinal reactions. Our study explores a case study within a third-year undergraduatestructural design

Conference Session

ETD - STEM Issues in ET I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Austin Asgill, Kennesaw State University; Cyril Okhio, Clark Atlanta University

Virtual LearningPrevious research on project-based instruction shows that the ABET required competencies forengineering and engineering technology programs, are better implemented through project-basedinstruction [12]. The ABET Accreditation General Criteria under curriculum, states that“Baccalaureate degree curricula must provide a capstone or integrating experience that developsstudent competencies in applying both technical and non-technical skills in solving problems” [11].Other researchers have determined that project-based instruction is an extremely effective methodof learning the fundamentals and understanding how engineering principles are applied to solvedesign problems [14].The Electrical & Computer Engineering (ECE) and the

Conference Session

ERM: Exploring Educational Technology in Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Tufts University; Harpreet Auby, Tufts University; John Galisky, University of California, Santa Barbara; Susan Nolen

experienced instructors,committed to active learning, who presented examples from their ongoing adaptation of the toolfor discussion in the community of practice. However, their decisions about how to integrate thetool fundamentally differed, including the aspects of the tool they took up and the ways theymade sense of their use. In analyzing these two cases, we begin to uncover how these instructorsnavigated the dynamic nature of pedagogical decision making in and across contexts.Conceptual FrameworkAdoption of an instructional tool or practice occurs along a trajectory of practice (Kinser-Traut &Turner, 2020; Nolen et al., 2011; Thompson et al., 2013), within a complex instructional context.In undergraduate instruction, entry points for

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Delaine; Linjue Wang, The Ohio State University; Joachim Walther, University of Georgia; Nia Johnson, The Ohio State University

awareness of the unfamiliarity of what the families haveexperienced. This type of opportunity implies that CBL instructors can involve additional socialpractices for students before meeting with the community, such as role-play.(3) Phase 3 Qualitative findings show three approaches to enhance the integration of empathy instruction in CBL and reinforce the above three evidence-based opportunities that emerged through student participation in CBL with empathy instructionsThere are three approaches summarized students enhance their empathy engagement from theexplicit empathy modules: 1) Students learn and practice skills as outsiders to build an authenticrelationship with others who are insiders; 2) Students embrace the feelings of discomfort

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kristen Wendell, Tufts University; Jessica Watkins, Vanderbilt University; Natalie De Lucca, Vanderbilt University; Tyrine Jamella Pangan, Tufts University; Rae Woodcock; Chelsea Andrews, Tufts University

proposed for Mauna Kea, a technology related totheir science curriculum on the earth-moon-sun system. In the other class, at a different school,students viewed a video about a proposal for an agricultural dam in the Amazon rainforest. Thistechnology was related to their social studies curriculum on the features of different societies.After learning about the proposed designs, the students responded synchronously on acollaborative virtual whiteboard (a Jamboard; see Figure 1) to specific prompts related to theoverarching question of whether the technology should be constructed. In the Mauna Keatelescope design talk, the prompt was, “If this is a story, who are the characters? Make a list ofwho or what is being impacted by the building of the new

Conference Session

LEAD Tech Session #2: Assessing and Evaluating Engineering Leadership Development.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Edward Latorre, University of Florida; Elizabeth Meier, University of Florida

providing leadership education concurrent to real-worldexperiences is effective.IntroductionDeveloping leadership skills is accepted by industry, faculty, and students as an important part ofthe engineering curriculum for engineers starting their careers [1] - [3]. However, it is widelyperceived that undergraduate engineering students lack leadership skills necessary for theircareers [2], [4], [5]. The importance of learning teamwork and leadership while in school isreflected in the ABET General Criteria for engineering programs [6]. Integrating leadershiptrainings specifically into senior capstone courses is often used by academia to educate studentson leadership, given it is the culminating curriculum work and they typically work in teams [7

Conference Session

First-Year Programs Division Technical Session 7: Teamwork, Reflection, and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Whitney Blackburn-Lynch, University of Kentucky; Matthew Sleep, University of Kentucky

day of class to give the teams a chance tocelebrate their accomplishment and acknowledge their achievement.Measuring SuccessAnecdotally, several our students mentioned that one of the things they learned in the first-yearwas that taking care of the mental health was an important part of success. Even morementioned the value of grit and growth mindset in obtaining their goals and having a successfulcareer. The discussion of mental wellness is not easy, especially for engineers and engineeringstudents. There are a lot of societal stereotypes around mental wellness and openly admitting tomental health struggles is frowned upon.To measure the success of this curriculum shift, we cannot base it on statistics and sample size.We have to realize that

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eugene Mahmoud, Mt. San Antonio College; Carolyn Robinson, Mt. San Antonio Community College; Brandon Saller, Mt San Antonio College

Developing Pathways to EngineeringTechnology Careers program, funded by a National Science Foundation (NSF) AdvancedTechnical Education grant, Mt. SAC will design and implement inclusive paths to employmentand degree completion for engineering technology college students.This paper will review changes in the learning and teaching of engineering technology at Mt. SAC.It will share the development of a holistic, student-centered framework for improving students’learning opportunities. The institutional practices and innovative approaches discussed willevidence the work in progress towards an improved, integrated learning experience for engineeringtechnology students. Finally, current results will support prior findings and provide new evidencefor

Conference Session

LEES 2: Stories of Intersectionality and Institutional Marginalization

Collection

2022 ASEE Annual Conference & Exposition

Authors

Janelle Grant; Stephanie Masta, Purdue University at West Lafayette (PPI); Darryl Dickerson, Florida International University; Alice Pawley, Purdue University at West Lafayette (COE); Matthew Ohland, Purdue University at West Lafayette (COE)

contribute and be recognized for those contributions as well as the additional intellectualand emotional work to process marginalization. And, finally, it is defeating when there is nopathway to changing. It should not be the work of marginalized students to rectify what areultimately systemic deficiencies. Improving marginalization on teams is a structural undertakingthat requires change from many parts of an engineering curriculum and department or program,and minoritized students should feel like there are pathways for change.ConclusionWe suggest that curricula and overall pedagogy of engineering education must shift to hold spacefor Black and Brown students to be their full selves. This means that discussions of race andracism are encouraged in

Conference Session

Inclusivity at Two Year Colleges

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cynthia Pickering, Arizona State University; Mara Lopez, Arizona State University; Gloria Gonzalez; Marcus Garcia, Phoenix College; Caroline Vaningen-Dunn; Katy Pinto

School for the Future of Innovation in Society in ASU’s College of Global Futures. She practices Socio-technical Integration Research as an embedded social scientist who collaboratively works with technologists (STEM students, STEM faculty, and Tech Companies) to increase reflexive learning during technology development and implementation to pro-actively consider the impact of technology decisions on local communities and society at large. This work creates spaces and processes to explore technology innovation and its consequences in an open, inclusive and timely way.Mara LopezKaty Pinto Dr. Pinto is a Professor of Sociology at CSU, Dominguez Hills. She is a proud product of the California State public school system

Conference Session

Civil Engineering Division ASCE Liaison Committee - Supporting the Development of the Next Civil Engineers

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebecca Kiriazes, Georgia Institute of Technology; Ellen Zerbe, Pennsylvania State University

oftenintegrated into the curriculum. In the effort to encourage students to take the FE exam and prepare for a professional careerin civil engineering, many measures, programs, and policies are frequently taken by CEEdepartments including explicitly requiring students to take the FE to graduate, hiring licensedprofessional faculty, and offering an optional or required formal FE review course [3]. Numerousuniversities have operated FE review courses as an effective tool to improve exam participation[4], [8], [9]. While review courses are only one of the many ways to improve FE examperformance, they have also been proven to improve student confidence in course material [10].To further encourage and support FE exam preparation, departments have

Conference Session

LEES 5: Preparing and Practicing Culturally and Ethically Sensitive Engagement

Collection

2022 ASEE Annual Conference & Exposition

Authors

Franz Newland, York University; Raghad El-Shebiny, York University; Olivia Alsop, York University

’ individual learning needs more universally. Traditional assessments andpiecemeal curricular design have been barriers to diversity in learning. Tailored learning is oftenseen as impossible to integrate without compromising the complexities of an accredited program.The combination of heavy workloads and traditional learning approaches, where timetables donot allocate appropriate time for learning, exacerbate the barriers for students seeking alternatelearning environments.This paper presents an approach to create a fundamentally different engineering education, toshow what can be. The redesign has largely been inspired by three theoretical frameworksKnowles’ andragogical approaches to learning [1] ensures the rationale for learning about

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cheryl Resch, University of Florida; Patriel Stapleton, University of Florida; Benjamin Rheault, University of Florida; Amy Wu, University of Florida; Christina Gardner-McCune, University of Florida

Martin Rheault (Researcher)Amy Wu (Undergraduate Student)Christina Gardner-McCune (Researcher) © American Society for Engineering Education, 2022 Powered by www.slayte.com Analysis of Effect of Answering Reflection Prompts in a Computer Organization ClassAbstractThis research paper explores whether requiring students to answer reflection promptsimmediately before an exam affects their exam performance. Reflective practice encouragescritical thinking and answering reflection prompts can aid students in integrating ideas anddeveloping a holistic view of the material they are studying. In our study, 365 students in aComputer Organization course

Conference Session

ERM: Mentoring for Everyone! And Let's talk about Graduate Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado Boulder; Sabina Schill, University of Colorado Boulder; Haley Passov

Paper ID #36814Work In Progress: Intersections between mentoringattributes and outcomes among Learning AssistantsAngela R Bielefeldt (Professor) Angela Bielefeldt, Ph.D., P.E., is a professor at the University of Colorado Boulder (CU) in the Department of Civil, Environmental, and Architectural Engineering (CEAE). She is also the Director for the Engineering Plus program, which is in the process of being renamed to Integrated Design Engineering. Bielefeldt also serves as the co-director for the Engineering Education and AI-Augmented Learning Integrated Research Theme (IRT) at CU. She has been a faculty member at

Conference Session

Professional Skills and Community Building in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Deborah Goldberg, University of Maryland College Park

undergraduateexperiences with process development often stop at recommending a process, students benefitfrom examining the process more closely, considering what could go wrong, and makingcontingency plans.Skills Integration: Project Planning to Solve a Scientific ChallengeThe final project served as an opportunity for students to demonstrate their mastery of severaldifferent R&D skills by planning a project to solve a novel problem. In the project, studentgroups were asked to develop an experimental and strategic plan to tackle a problem encounteredduring development of a monoclonal antibody for Phase I clinical material supply. Each teamwas given a different hypothetical problem within a single functional area (upstream,downstream or formulation) and a

Conference Session

Environmental Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Schulz, Georgia Institute of Technology; Cassandra Shriver; Benjamin Seleb, Georgia Institute of Technology; Caroline Greiner, Georgia Institute of Technology; David Hu, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology; Margaret Zhang, Georgia Institute of Technology; Nima Jadali, Georgia Institute of Technology; Anika Patka, Georgia Institute of Technology

undergraduateengineering curriculum to real-world problems. While many students have demonstrated interest inworking on humanitarian projects that address the United Nations’ Sustainable Development Goals(SDGs), these projects typically require longer timelines than a single semester capstone course will allow.To encourage student participation in achieving the SDGs, we have created an interdisciplinary course thatallows sophomore through senior-level undergraduate students to engage in utilizing human-wildlifecentered design to work on projects that prevent extinction and promote healthy human-wildlifeco-habitation. This field, known as Conservation Technology (CT), helps students 1) understand thecomplexities of solutions to the SDGs and the need for diverse

Conference Session

ETD - STEM Issues in ET I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Khalid Zouhri, University of Dayton; Philip Appiah-Kubi, University of Dayton; Kayla Nulph, University of Dayton

students and professors alike.Specifically, in terms of engineering courses, access to resources such as laboratories, institution-specific software, and classroom technologies are severely limited and difficult to replicate forremote settings. New and revised classroom structures have been created to accommodate publichealth concerns while continuing to deliver effective education. Universities have adapted curriculum to be completely virtual or a combination of virtualand in-person learning. The combination of remote and traditional face-to-face learning,sometimes referred to as a hybrid or blended structure, integrates online discussion with limitedin-person class times [1]. Due to reduced capacities in classrooms, groups of students in

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)

Spoofing. Each game development followed a similar implementation process. The projectteam produced a detailed storyboard for the targeted security topic, and then developedprototypes, which were reviewed, assessed, and refined. The following sections will brieflypresent each game. Game Design & Development Integrating Games to Computer Science Curriculum Project Assessing the Games at WSSU Scientific Assessment Assessing the Games at NCA&T Dissemination Project

Conference Session

Student Division Technical 2: Instruction & Learning Delivery

Collection

2022 ASEE Annual Conference & Exposition

Authors

Haleh Brotherton, Clemson University; Marisa Orr, Clemson University; Jessica Manning, Clemson University

that more student-centric features can help students excelin their academic lives. Our proposed dashboard places students in the driver’s seat of theireducation with features ranging from curricular planning to integrating self-regulated learningtechniques to tools to support adaptive decision-making. Our proposed dashboard can helpstudents self-regulate and make adaptive decisions about their academic path. They canproactively seek advice to acquire additional information and prepare themselves to make thebest use of their time, whether studying, meeting with an advisor, or considering a new major.IntroductionThe idea of designing a new dashboard emerged from students’ and their advisors’ needs andexpectations to excel in their roles

Conference Session

DEED Technical Session 4 Best in DEED

Collection

2022 ASEE Annual Conference & Exposition

Authors

Courtney Pfluger, Northeastern University; Sindia Rivera-Jimenez, University of Florida; Anastasia Hauser, University of Kentucky

Paper ID #37812A Comparative Study of Collaborative and Inclusive SkillsDevelopment in Capstone Design Teams at Three DifferentEngineering InstitutionsCourtney Pfluger (Teaching Professor) Dr. Courtney Pfluger took a position in Fall 2011 as an Assistant Teaching Professor at Northeastern University as a part of the First Year Engineering Faculty and affiliated Faculty in the Chemical Engineering Department. Dr. Pfluger redesigned and piloted the first-year curriculum which included engineering design and computational problem solving using the Engineering Grand Challenges as real-world applications of global

Conference Session

ERM: Problem Solving and Conceptual Understanding

Collection

2022 ASEE Annual Conference & Exposition

Authors

Boni Yraguen, Georgia Institute of Technology; Hannia Koolman, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology; Katherine Fu, Georgia Institute of Technology; Anna Lummus, Georgia Institute of Technology

Mechanics CourseAbstract This evidence-based practice paper will assess the impact of reflecting on student learninglevels as compared to typical assessments of understanding (quizzes) in a fluid mechanics course. Problem solving skills are critical to becoming an effective engineer. With minimalapplication opportunities for upper-level course material in the typical engineering curriculum,students are often not sufficiently prepared to accomplish rigorous design projects in industryimmediately following graduation. Having the requisite knowledge is only one part of the task;being able to effectively utilize and apply prior knowledge requires more advanced learningoutcomes. Fluid mechanics is a lecture-based course in which deep

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebecca Komarek, University of Colorado Boulder; Angela Bielefeldt, University of Colorado Boulder; Daniel Knight, University of Colorado Boulder

Integrated Design Engineering. Bielefeldt also serves as the co-director for the Engineering Education and AI-Augmented Learning Integrated Research Theme (IRT) at CU. She has been a faculty member at CU since 1996, serving in various roles including Faculty Director of the Sustainable By Design Residential Academic Program (2014-2017), Director of the Environmental Engineering program (2006-2010), and ABET Assessment Coordinator for the CEAE Department (2008-2018). Bielefeldt is active in the American Society of Civil Engineers (ASCE), serving on the Civil Engineering Program Criteria Task Committee (2019-2022) and the Body of Knowledge 3 Task Committee (2016-2018). She is the Senior Editor for the International Journal for

Conference Session

Community Engagement Division Technical Session 1 - STEM Outreach

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathleen Smits, The University of Texas at Arlington; Michelle Schwartz, The University of Texas at Arlington; Nathaniel Steadman, The University of Texas at Arlington

ofstudents to develop the necessary identities needed to be successful and persevere in STEM [1],[24]. Generally, schools lack sufficient programming which includes qualified teachers andfunding for potential STEM candidates to develop STEM identities [23]. Middle school teacherstend to be insufficiently qualified and found to lack confidence in their abilities to teach STEMsubjects [27]–[30]. In addition, schools lack the necessary resources for teachers to improve theirown self efficacy. In an online survey conducted by Hammack and Ivey, elementary teacherswere asked about their own perceptions of incorporating STEM into their classroom curriculum,to which many responded positively to the idea but felt they were unable to due to the lack

Conference Session

DEED Technical Session 5 Design Teams

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sandra Clavijo, Stevens Institute of Technology (School of Engineering and Science); Louis Oh, Stevens Institute of Technology (School of Engineering and Science); Kishore Pochiraju, Stevens Institute of Technology (School of Engineering and Science)

team.Concluding RemarksWe find that design and entrepreneurial thinking courses are ideal for hosting CBL opportunities.These courses have already embraced project-based learning and support group work makingthem ideal for CBL. CBL can serve as an additional motivation factor for many engineeringstudents, those that are top-performing and those that are lower performing. These competitionshelp engineering students become comfortable with divergent problems with open-endedsolutions. Also, these competitions bring in a fun and playful spirit into the curriculum and allowstudents to develop a passion for learning and to excel beyond grade-based performance.References[1] C. Carroll, “Competition Based Learning in the Classroom,” in 2013 ASEE Annual

Conference Session

Community Engagement Division Technical Session 3- Multi- and Inter-disciplinary, Collaboration, and Engagement in Practice

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yuting Chen, University of Illinois at Urbana - Champaign; Blake Johnson, University of Illinois at Urbana - Champaign; Marcia Pool, University of Illinois at Urbana - Champaign; Saadeddine Shehab, University of Illinois at Urbana - Champaign; Brian Johnson, University of Illinois at Urbana - Champaign

Systems Group in Poughkeepsie, NY in z Systems Firmware Development. Her current interests include recruitment and retention of under-represented students in STEM, K-12 outreach, integrative training for graduate teaching assistants, and curriculum innovation for introductory computing courses.Blake Everett Johnson (Teaching Assistant Professor) Blake Everett Johnson is a Teaching Assistant Professor in the Department of Mechanical Science and Engineering at the University of Illinois at Urbana-Champaign, from which institution he holds degrees in Engineering Mechanics (BS 2005) and Theoretical and Applied Mechanics (MS 2007, PhD 2005). His research interests include Experimental Fluid Mechanics, Engineering Leadership

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

John Moreland; Tyamo Okosun, Purdue University Northwest; Armin Silaen; Kyle Toth, Purdue University Northwest; Chenn Zhou, Purdue University Northwest

Bridge Just Far Enough. Teacher Librarian. 2011; 39: 38-42. Accessible from: https://search.proquest.com/openview/c1fb978702898324f288f75dba836879/1?pq- origsite=gscholar&cbl=38018.[31] Marx, Ronald W., Pyllis C. Blumenfeld, Joseph S. Krajcik, Barry Fishman, Elliot Soloway, Robert Geier, and Revital Tali Tal. 2004. Inquiry-based science in the middle grades: Assessment of learning in urban systemic reform. J. Res. Sci. Teach. 2004; 41:1063–1080. Available at: https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.20039.[32] Rivet, Ann E., and Joseph S. Krajcik. 2004. Achieving standards in urban systemic reform: An example of a sixth grade project-based science curriculum. J. Res. Sci. Teach. 2004; 41:669–692

Conference Session

ERM: Mental Health and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cortney Holles, Colorado School of Mines

time. If only a few students can do it,that means the course is rigorous” [3]. Such "rigorous" approaches privilege students whoalready have high academic literacy or who are already adept at managing higher education'sunofficial rules, routines, and structures - also known as the hidden curriculum. An emphasis onrigor does not necessarily build academic literacy or unpack the hidden curriculum for studentswithout that privilege [3]. Some practices in higher education, especially those in rigorous STEMprograms, have traditionally centered on a ‘sink or swim’ or ‘weed out’ mentality, and this“hinders efforts to attract more women and minorities into those fields, say the chairs of sciencedepartments at U.S. universities.” [41, p. 1333

Conference Session

Broadening Participation and Inclusion in STEM: Equity, Culture & Social Justice in Education Division Technical Session 8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Philip Gonsalves; Emmanuel Johnson, University of Southern California; Teresa Ober, University of Notre Dame; Janice Zdankus; Mayank Kakodkar, Purdue University at West Lafayette (COE)

ThinkingAbstractComputational devices are an integral part of our daily lives that underpin our social, political,and economic livelihood. The field of computer science has the potential to be an equalizing forceif all members of society have the opportunity to participate in it. For example, there is a growinginfluence of automation, specifically technologies that involve artificial intelligence (AI) andmachine learning (ML), on transforming the way we live and work. Reflecting this growinginfluence, there is also an increased demand for individuals with skills and knowledge to navigatean AI/ML-enhanced workplace. However, there remains a disparity between those able to benefitfrom such changes in workforce demands. As such, finding ways to address this disparity is

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tahir Khan; Denise Whitford, Purdue University at West Lafayette (COE); Lisa Lambert Snodgrass, Purdue University at West Lafayette (COE); Lisa Bosman, Purdue University at West Lafayette (PPI); Sunnie Watson, Purdue University at West Lafayette (COE)

diverse perspectives, engage in personal or collaborative, action key ideas and textualsupport, analyze, integrate and evaluate sources, structural elements and organization, synthesisand connection of ideas, the iterative process, the research process, language conventions,speaking and listening, growth mindset, responsibility, and self-regulation.PPHS Grading SystemThe school follows a non-traditional grading system, 50% of the students’ grades come fromEdmentum, an online learning system that students use to learn the course content, and the 50%of the remaining grades come from projects that students complete in a project cycle. Forexample, a student may enroll in a course labeled as Biology 1 and sign up for one project thatdirectly

Conference Session

PCEE Technical Session 8: Engineering Design in Elementary School

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nicole Batrouny, Tufts University

reasoning. In arecent study of late elementary/middle school students, Silverling and colleagues characterizedsituations that prompted students to employ evidence-based reasoning (EBR) [11]. They foundthat students incorporated EBR into teacher prompted situations, like responding to adults anddocumenting, as well as student-directed situations as they negotiated, corrected, validated,clarified, and shared ideas within their teams.Documentation emerges as an influential task. Generally, students are asked to document theirdesign work to keep a record of what they’ve done, to construct knowledge as well as prototypes[12], and to practice disciplinary discourses. Often the teacher or curriculum designer carefullyplans these documentation tasks to