Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Immanuel Edinbarough, The University of Texas Rio Grande Valley; Jesus Gonzalez, The University of Texas Rio Grande Valley; Ruth Pflueger, Pennsylvania State University, Behrend College; Robert Weissbach, Indiana University - Purdue University Indianapolis; Johanna Bodenhamer, IUPUI

of the Engineering Technology department at IUPUI. © American Society for Engineering Education, 2022 Powered by www.slayte.comComparison of Undergraduate Student Writing in Engineering Disciplines at Campuses with Varying DemographicsIntroductionEmployers of STEM graduates, especially industries, often emphasize the need for improvementin STEM undergraduate writing skills1. Research findings show that students in STEM fieldslack strong writing skills2.Writing is generally recognized as fundamental to the formation andcommunication of scientific and technical knowledge to peer groups and general audiences. Inthis aspect, persuasive writing is an essential

Conference Session

Military and Veterans Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hannah Wilkinson, Utah State University; Angela Minichiello, Utah State University

remain “in” the military during their graduate studies and return to formalmilitary service directly upon completion of their graduate degree.In sum, we argue that veteran and current servicemembers are a critical segment of the militarystudent population that deserves research attention aimed at understanding their experiences andcritiquing current institutional structures that impede their participation, belonging, and successin engineering degree programs. We believe that this group, among all military student groups,stands to benefit from concerted efforts by the engineering education community and are likelycandidates for attaining improved levels of support within civilian institutions of higher learning.Of all military student groups, we

Conference Session

DEED Technical Session 10: Empathy and Human-centered Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nicholas Fila, Iowa State University of Science and Technology; Diane Rover, Iowa State University of Science and Technology; Henry Duwe, Iowa State University of Science and Technology; Mani Mina, Iowa State University of Science and Technology

potential to help educatorsconnect to their students and understand key aspects of their identities and motivations whilejourney maps have the potential to help educators better understand students’ experiences duringa learning activity, class session, semester, or even an entire curriculum. Collectively, they mighthelp educators empathize with students and identify key issues to address as they develop or reviselearning experiences. This paper will describe a persona and journey mapping cycle, present threecase studies of their use among engineering educators, and explore three research questions: 1) How might the persona-journey map cycle be used by engineering educators when designing or redesigning core engineering courses? 2) How does

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Manuel Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Nayda Santiago, University of Puerto Rico, Mayaguez Campus; Aidsa Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Oscar Suarez, University of Puerto Rico, Mayaguez Campus; Pedro Quintero; Sonia Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Nelson Cardona, University of Puerto Rico, Mayaguez Campus; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Anidza Valentin, University of Puerto Rico, Mayaguez Campus; Manuel Rodriguez Martinez, University of Puerto Rico, Mayaguez Campus

and the projectionsfor a scaled porting of the model to a campus-wide level.I. IntroductionEducational research has widely documented the achievement gap between students fromdifferent socioeconomic statuses (SES). The seminal work by Coleman et al. in 1966 sparked amyriad of studies and initiatives addressing this phenomenon with different views regardingrelation, incident factors, or effects [1][2][3][4]. Despite more than fifty years of documentedefforts, the prevalence of the gap, studied at national and global levels, continues to highlight theneed for renovated approaches [5][6]. At the college level, this gap manifests among studentsfrom lower SES with a higher attrition level, longer times to graduate, and significantly

Conference Session

First-Year Programs Division Technical Session 3: Online Learning and the Impact of COVID-19

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tahsin Chowdhury, Virginia Polytechnic Institute and State University; Juan David Ortega-Alvarez, Virginia Tech (primary) and Universidad EAFIT (secondary); Catherine Twyman, Virginia Polytechnic Institute and State University; Matthew James, Virginia Polytechnic Institute and State University; Benjamin Chambers, Virginia Polytechnic Institute and State University

at Virginia Tech, and Director of the Frith First Year Makers program and of the Minecraft Museum of Engineering. His research focuses include creativity-based pedagogy, the interactions of non-humans with the built environment, and the built environment as a tool for teaching at the nexus of biology and engineering. He earned his graduate degrees from Virginia Tech, including an M.S. Civil Infrastructure Engineering, M.S. LFS Entomology, and a Ph.D. in Environmental Design and Planning.© American Society for Engineering Education, 2022 Powered by www.slayte.com Understanding Student Experiences in a First-Year Engineering Online Project-Based Learning (OPjBL) CourseTahsin Chowdhury

Conference Session

Multidisciplinary Engineering Division Technical Session - Best Paper

Collection

2022 ASEE Annual Conference & Exposition

Authors

Illysa Izenberg, The Johns Hopkins University; Steven Marra, The Johns Hopkins University; Trevor Mackesey, Johns Hopkins University; Leslie Kendrick; Jenny Bernstein, The Johns Hopkins University

been written about the importance of preparing engineering students to workeffectively on multidisciplinary teams, very little has been published identifying the skills neededto do so from the perspective of engineers currently practicing within industry and others whowork with or supervise them. As engineering educators, we wanted to know if there are skillsspecific to the success of multidisciplinary teams, as differentiated from general teamwork skills,with the ultimate goal of incorporating the skills into our course learning objectives andactivities. Further, we were unable to find research focused specifically on the importance ofmultidisciplinary teamwork skills and their prevalence among newly graduated engineers fromthe perspective of

Conference Session

PCEE Technical Session 5: STEM Teacher Instructional Moves

Collection

2022 ASEE Annual Conference & Exposition

Authors

Benny Mart Hiwatig, University of Minnesota - Twin Cities; Gillian Roehrig, University of Minnesota - Twin Cities; Joshua Ellis, Florida International University; Mark Rouleau

noting at this point, however, thatwhile we hypothesize unidirectional relationships between our sets of variables, we limit ourinvestigation to predictive relationships and not causal relationships. Figure 1 illustrates our conceptual model about the relationship between the outcome andpredictor variables. Figure 1. Conceptual model for predictor variables and outcome Throughout this paper, we aim to answer the following research question: Do thepresence of curricular opportunities for learning multidisciplinary lesson content,engineering-design activities, agency in STEM practices, data practices, collaboration, andevidence-based reasoning predict the level of student cognitive engagement in iSTEM lessons? Based on

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nathan Delson, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Maziar Ghazinejad, University of California, San Diego; Marko Lubarda, University of California, San Diego; Mia Minnes, University of California, San Diego; Alex Phan, University of California, San Diego; Curt Schurgers, University of California, San Diego; Huihui Qi, University of California, San Diego

(p=.001) and Term GPA (p=.003), but with anegative correlation coefficient. The students that Strongly Agreed that the oral exam increasedtheir motivation to learn had the lowest GPA (Cumulative GPA = 3.23 and Term GPA=2.89).These 3 statistically significant correlations all indicate that students who may likely benefit frommore academic support had a larger increase in motivation following an oral exam. Hypothesesare presented for the reasons for student gains following oral exams, and proposals are made forthe roles of Instructional Assistants and instructors in future studies and classroomimplementations.IntroductionThe research question explored in this paper is whether a 15 minute oral exam can increasestudent motivation and performance

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

experiential learning initiative at the University of Waterloo. She is also responsible for developing a process and assessing graduate attributes at the department to target areas for improvement in the curriculum. This resulted in several publications in this educational research areas. Dr. Al-Hammoud won the "Ameet and Meena Chakma award for exceptional teaching by a student” in 2014 and the "Engineering Society Teaching Award" in 2016 and the "Outstanding Performance Award" in 2018 from University of Waterloo. Her students regard her as an innovative teacher who continuously introduces new ideas to the classroom that increases their engagement. © American Society for Engineering Education, 2022

Conference Session

Engineering Ethics Division: Approaches to Ethics Education (Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Richard Cimino, New Jersey Institute of Technology; Jennifer Pascal, University of Connecticut; angad chadha, New Jersey Institute of Technology; Katrin Girgis, New Jersey Institute of Technology; Amal Khan, New Jersey Institute of Technology; Michelle Ortiz, New Jersey Institute of Technology

acting as a moderator (webcam + mic on), while the otherPI (webcam+mic off) took field notes. The participants were required to keep their webcams andmicrophones on for the duration of the discussions. The discussion subject matter for this studyis derived from ethical scenarios that are available in the literature, including two scenarios takenfrom the Engineering Ethical Reasoning Instrument (EERI) titled “Nurse Scheduling Software”and “Water Quality Testing” [11] and two from Toxic Workplaces: A Cooperative Ethics CardGame, titled “O-no rings” and “Lose the Ooze”, developed by the research team [12]. Each ofthe scenarios placed the students in the role of an professional engineer (Toxic Workplaces) orengineering student (EERI) faced with an

Conference Session

ETD - ET Curriculum and Programs I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gloria Fragoso-Diaz; Billy Gray, Tarleton State University

or Latino Asian Multiracial No ResponseFigure 3. Engineering Technology Student Demographics by CohortsLimitationsThis research did not include STEM as a search term. The main reason is there were no specificprograms listed in many of the papers. Since the intent is to understand the difference in effortsbetween engineering and engineering technology, using a publication that did not specify whichdiscipline was not acceptable for our purpose. However, the authors acknowledge that many ofthe publications not used may have either engineering or/and ET in their study even though itwas not mentioned in the publication.Conclusions and Future ResearchRetaining and graduating Engineering Technology major is growing in importance

Conference Session

Software Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bruce Maxim, University of Michigan - Dearborn; Thomas Limbaugh, University of Michigan - Dearborn; Jeffrey Yackley, University of Michigan - Dearborn

classroom approach [19].Research suggests that the success of flipped classroom approaches depends on the nature of thecourse being taught. Courses requiring interactive, hands-on experiences may make learningcontent before engaging in course activities overwhelming for some students [20]. Theinvestment in time required for instructors to develop quality out-of-class materials and in-classactive learning experiences can be substantial [21].The active learning approach of problem-based learning (PBL) has consistently demonstrated tolead to positive learning outcomes such as self-directed learning habits, problem-solving skills,and deep disciplinary knowledge while engaging students in collaborative, authentic learningsituations [22]. While PBL was

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Purdue University at West Lafayette (COE); Kevin Binning; Natascha Buswell, University of California, Irvine; Jennifer Cribbs, Oklahoma State University; Erica McGreevy, University of Pittsburgh; Christian Schunn, University of Pittsburgh; Anne-Ketura Elie, University of Pittsburgh; Kevin Kaufman-Ortiz, Purdue University at West Lafayette (COE); Beverly Conrique, University of Pittsburgh; Carlie Cooper, University of Georgia; Danielle Lewis; Jacqueline Rohde, Purdue University at West Lafayette (COE)

through graduate education, and gender and race in engineering.Allison Godwin (Associate Professor) Allison Godwin, Ph.D. is an Associate Professor of Engineering Education and of Chemical Engineering at Purdue University. She is also the Engineering Workforce Development Director for CISTAR, the Center for Innovative and Strategic Transformation of Alkane Resources, a National Science Foundation Engineering Research Center. Her research focuses on how identity, among other affective factors, influences diverse students to choose engineering and persist in engineering. She also studies how different experiences within the practice and culture of engineering foster or hinder belonging and identity development. Dr

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

]. Thus, themeritocratic ideology in engineering, through hegemonic notions of “merit,” supports the careeradvancement and continued power of White men, while harming minoritized individuals andobstructing their access to opportunities.2.2 Engineering students’ perspectives on meritocracy and engineering meritEngineering students are exposed to the ideology of meritocracy as part of their enculturation asengineers [2], [10]–[12]. For example, research by Seron et al. [11] and Rohde et al. [12]explored how engineering students internalize meritocratic ideologies. Seron et al. [11]investigated how women engineering students understood and challenged their marginalizedstatus within the field of engineering. They found that while their participants

Conference Session

Aerospace Division Technical Session: Sustainability and the Workspace

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yun Dong, Iowa State University of Science and Technology; Subhanwit Roy, Iowa State University of Science and Technology; MacKenzie Reber, Grove City College

Paper ID #38096Similarities and differences between the actions of newly-hired engineers and engineering managers during theorganizational socialization periodYun Dong (Ms) Yun is a Ph.D. in Human Computer Interaction. She graduated from Iowa State University. Her research interests include newly-hired engineers' practices and experience in the socialization process and engineering education.Subhanwit RoyMacKenzie Ann Reber (Miss) I am a recent graduate from Grove City College (May 2022). I graduated with a B.S. in Mechanical Engineering and a minor in Chemical Engineering. I will be working as an applications engineer for

Conference Session

WIED: Partnering with and Supporting the WIED Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Adam Maltese, Indiana University-Bloomington; Kelli Paul, Indiana University-Bloomington; Jungsun Kim, Indiana University-Bloomington; Allison Godwin, Purdue University at West Lafayette (COE); Andrew Katz, Virginia Polytechnic Institute and State University; Amanda Diekman

Engineering Workforce Development Director for CISTAR, the Center for Innovative and Strategic Transformation of Alkane Resources, a National Science Foundation Engineering Research Center. Her research focuses on how identity, among other affective factors, influences diverse students to choose engineering and persist in engineering. She also studies how different experiences within the practice and culture of engineering foster or hinder belonging and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes

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

Engineering from Rowan University (Glassboro, NJ).Cayla Ritz Cayla, originally from Freeland, Maryland, has attended Rowan University for all undergraduate and graduate-level degrees. She graduated in Spring 2020 with her BS in Mechanical Engineering with a concentration in Honors Studies. She also has her MSc in Mechanical Engineering with a COGS in Holocaust and Genocide Studies, and is pursuing a PhD in Engineering with a concentration in Engineering Education. Specifically, her research interests are focused on combining the humanities and social sciences with STEM education to create a unique learning experience for students.Cheryl A Bodnar (Associate Professor, Experiential Engineering Education) Dr. Cheryl Bodnar is an

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

approach hasproved to be positive for engineering students; they assured that this method buildsengineering identity, promotes research, creativity, and critical thinking, givesmemorable feelings about the course, and most importantly reduces stress [39].The “group exam” is another alternative to assess students’ learning where studentscontrast their knowledge within a group to solve the exam [40]. The group exam seeksto increase cooperative learning among students and to reduce stress levels thattraditional exams cause [41]. In group exams, the knowledge the group shows is at leastthe same as the more knowledgeable member of the group. If a traditional exam were tobe used in a group exam, students with less knowledge would benefit with a

Conference Session

Biomedical Engineering Division: Supporting and Evaluating Student Learning in BioE/BME Courses

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sara Cunha, University of Connecticut; Devina Jaiswal, Western New England University

Paper ID #37474Resolving Troublesome Knowledge in Engineering Physiologyusing ICAP framework based Problem-Solving StudioSara Cunha Sara Cunha is graduated from Western New England University in 2022 with a BSE in Biomedical Engineering. Currently, she is a Ph.D. student in Biomedical department at the University of Connecticut concentrating on tissue engineering and biomaterials research. As an undergraduate student, she has served as laboratory technician and assistant for core biomedical engineering lab courses. She has keen interest in learning innovative teaching methods in undergraduate engineering

Conference Session

ECE Division Technical Session 8: Effective Teaching and Learning in Post-Pandemic Classrooms and Other Curricular Innovations

Collection

2022 ASEE Annual Conference & Exposition

Authors

Adel Al Weshah, University of Georgia; Ruba Alamad, Kennesaw State University

, technology, engineering, andmathematics (stem) majors," Journal of College Science Teaching, vol. 42, no. 5, pp. 36–41, 2013.[11] A. ABET, "policy and procedure manual (appm), 2019–2020," 2019.[12] A. Danowitz, "Group work versus informal collaborations: Student perspectives," in 2017Pacific Southwest Section Meeting Proceedings, 2017.[13] K. A. Smith, "Cooperative learning: Effective teamwork for engineering classrooms,"in Proceedings frontiers in education 1995 25th annual conference. Engineering Education for the21st Century, vol. 1. IEEE, 1995, pp. 2b5–13.[14] A.-P. Pavel et al., "The importance of quality in higher education in an increasinglyknowledge-driven society," International Journal of Academic Research in Accounting, Financeand

Conference Session

Technology Integration in Manufacturing Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Firas Akasheh, Tuskegee University; Mandoye Ndoye, Tuskegee University; David Shannon, Auburn University; Ryan Pippins, Tuskegee University; Eugene Thompson; Adrian Carter, Tuskegee University; Stephen Baker, Tuskegee University; Brandon Guiseppi, Tuskegee University

is ampleopportunity for students working on different parts of the projects to communicate and share ideas.Furthermore, Microsoft Teams platform was used to facilitate constant/daily communication andcontent sharing among students and between students and advisors. Another goal of the project isto promote life-long learning and exploration of new areas. Because lower-level (and even upper-level) students have no previous experience in requisite practical skills like electrical/electronicsystems of drones or moderately complex CAD design, the faculty identify and provide access toonramp tutorials. For example, for drone electronics and design, the faculty mentors guided newparticipating students through an online drone course, which covers

Conference Session

First-Year Programs Division Technical Session 5: Design and Robotics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lakshmy Mohandas, Purdue University at West Lafayette (COE); Wonki Lee, Purdue University at West Lafayette (COE); Nathan Mentzer, Purdue University at West Lafayette (COE)

is an associate professor in the Purdue Polytechnic College jointly and College of Education. Strategically hired for the P12 STEM initiative, Dr. Mentzer prepares Technology and Engineering candidates for teacher licensure, conducts research and mentors graduate students. Nathan has taken an active role in guiding the evolution of the undergraduate teacher education program, an Integrated STEM education concentration and a minor in design and innovation at Purdue informed by his National Science Foundation funded research on Design Thinking. Nathan is strategic in connecting theory, practice and research. He engages P16 educators in research efforts to develop innovative pedagogical strategies situated in STEM

Conference Session

Assessment in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Araoluwa Adaramola, Purdue University at West Lafayette (PPI); Allison Godwin, Purdue University at West Lafayette (COE)

Transformation of Alkane Resources, a National Science Foundation Engineering Research Center. Her research focuses on how identity, among other affective factors, influences diverse students to choose engineering and persist in engineering. She also studies how different experiences within the practice and culture of engineering foster or hinder belonging and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning to understand engineering students

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacques Richard, Texas A&M University; Janie Moore, Texas A&M University

, family matters, other illnesses, etc.) and some were concerned aboutincreasing COVID case numbers among reasons to temporarily stop attending class in-person.The technology helped students continue to attend class virtually if attending in-person was notpossible. The technology also helped class participation by showing student names by the smallwindow for the student in the virtual meeting software, alleviating the difficulty in rememberingnames in large classes. However, some students took advantage of the instructor relaxing the rulesof ”online etiquette” to accommodate students with internet issues and mostly kept video off. Afew students did find the virtual option helpful for the typical pre-pandemic reasons, whenrunning late for example

Conference Session

Civil Engineering Division - Innovative Changes to the Typical Civil Engineering Coursework.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacob Henschen, University of Illinois at Urbana - Champaign; Arthur Schmidt, University of Illinois at Urbana - Champaign; Jeffery Roesler, University of Illinois at Urbana - Champaign; Jordan Ouellet, University of Illinois at Urbana - Champaign

© American Society for Engineering Education, 2022 Powered by www.slayte.com Work in Progress: Development of a Project-Based Civil & Environmental Introductory CourseIntroductionTeaching “soft” skills to engineering students presents a unique set of challenges compared totechnical skills. Topics like technical writing and oral presentation are not commonly perceivedby students to be in the domain of engineering while most practicing engineers would disagree[1]. Communication skills are just one example of a range of professional skills outside ofdiscipline-specific skills that can aid new engineering graduates. Our civil and environmentalengineering (CEE) curriculum committee developed

Conference Session

Community Engagement Division Technical Session 4- COVID and Virtual Learning

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shaoping Qiu, Texas A&M University; Malini Natarajarathinam, Texas A&M University

AppliedStatistics from The University of Alabama. She has experience working with many industriessuch as automotive, chemical distribution etc. on transportation and operations managementprojects. She works extensively with food banks and food pantries on supply chain managementand logistics focused initiatives. Her graduate and undergraduate students are integral part of herservice-learning based logistics classes. She teaches courses in strategic relationships amongindustrial distributors and distribution logistics. Her recent research focuses on engineeringeducation and learning sciences with a focus on how to engage students better to prepare theirminds for the future. Her other research interests include empirical studies to assess impact ofgood

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

Cecilé Sadler, Massachusetts Institute of Technology; Shaundra Daily, Duke University; Alicia Washington, Duke University

-PI of the Alliance for Identity- Inclusive Computing, Education and Workforce Director for the Athena AI Institute, and Faculty Director of the Duke Technology Scholars Program. Prior to joining Duke, she was an associate professor at the University of Florida in the Department of Computer & Information Science & Engineering. Having garnered over $40M in funding from public and private sources to support her collaborative research activities, Daily’s work has been featured in USA Today, Forbes, National Public Radio, the Chicago Tribune, and recognized by Governor Roy Cooper of North Carolina. Daily earned her B.S. and M.S. in Electrical Engineering from the Florida Agricultural and Mechanical University

Conference Session

Civil Engineering Division - Innovative Changes to the Typical Civil Engineering Coursework.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ellen Zerbe, Pennsylvania State University; Adjo Amekudzi-Kennedy, Georgia Institute of Technology; Kevin Haas, Georgia Institute of Technology; Susan Burns, Georgia Institute of Technology; Armistead Russell, Georgia Institute of Technology; Iris Tien, Georgia Institute of Technology; Kari Watkins, Georgia Institute of Technology; John Koon, Georgia Institute of Technology; Robert Simon, Georgia Institute of Technology; John Taylor, Georgia Institute of Technology; Donald Webster, Georgia Institute of Technology; Emily Grubert, Georgia Institute of Technology; Lisa Rosenstein, Georgia Institute of Technology

lines, the National Academies 2019 report: Environmental Engineering forthe 21st Century urges environmental engineers to respond to the grand challenges and provide theleadership required to address them, noting that this vision will require a new model forenvironmental engineering (EnvE) practice, education and research. The report calls for EnvEs to:(1) move away from a focus on addressing single problems toward systems-based solutions thataddress a broad set of issues; (2) become proactive in anticipating problems rather than reactingto them; and (3) cultivate diversity and engage collaboratively with stakeholders and otherdisciplines (National Academies of Sciences Engineering and Medicine, 2019). This call to educate and graduate

Conference Session

Architectural Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ryan Solnosky, Pennsylvania State University; Robert Leicht, Pennsylvania State University; Ziyi Wang, Pennsylvania State University

deliver projects. Collaboration represents a key component in interdisciplinarycourse delivery for successful interdisciplinary student experiences in team-based learning (TBL)strategies. The goal of TBL strategies is to help students understand the advantages of interdisciplinarycollaboration skills [15]. TBL strategies are suitable for interdisciplinary education to cultivate a culture ofcollaboration among students [16]. In TBL, cooperative learning groups of students working in teams isone of the most common forms of collaboration that interdisciplinary course design adopts. Here, studentsengage with a learning attitude that promotes learning reflection and improves their performance [17].Bailey et al. [15] identified that members of the same

Conference Session

DEED Technical Session 1: Adapting to COVID and other Design Challenges

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Orser, University of Minnesota - Twin Cities; Lorraine Francis, University of Minnesota - Twin Cities; John Sartori; Kyle Dukart, University of Minnesota - Twin Cities; Brody Hultman, University of Minnesota - Twin Cities; Lauren Linderman, University of Minnesota - Twin Cities; Aaron Massari, University of Minnesota - Twin Cities; R Penn, University of Minnesota - Twin Cities

students/year) and are enrolled by a wide variety of science,engineering, and design majors at the University of Minnesota (a large public research university.)Three key adaptations from these two courses show potentially lasting promise. The first isutilizing individual projects where students collaboratively support each other’s projects (fromideation to implementation). The second is the use of static, responsive, and teleconference- basedvideo submissions for project check-ins, reports, and design reviews. The final is using onlinecommunications tools, including Learning Management Systems (LMSs) and particularly theDiscord service.Student ratings of teaching, comments, usage reports, and self-reflections are analyzed. While thedata are far