Conference Session

DEED Technical Session 6 Design Pedagogy

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joan Tisdale, University of Colorado Boulder; Angela Bielefeldt, University of Colorado Boulder; Katherine Ramos, University of Colorado Boulder; Rebecca Komarek, University of Colorado Boulder

culminates in a design expo where students demonstrateand present their main projects for the term.There is a template syllabus provided to instructors, including learning objectives, recommendedlectures, and recommended assignments. However, individual instructors have control over thespecifics in their course, including selecting the type of preliminary projects and themes (or opentopic) for the main project.In the fall semester of 2021, a number of sections presented students with the project motivationsfrom Jump Into STEM (which included equal access to healthy indoor air, resilience in the wakeof disaster, and solving market adoption for emerging technologies). Other sections presented alocal institutional ‘climate change’ challenge to students

Conference Session

Community Engagement Division Technical Session 2 - Community Engagement without Frontiers

Collection

2022 ASEE Annual Conference & Exposition

Authors

George Hunt, University of Nebraska - Lincoln; Matthew Williamson, University of Nebraska - Lincoln

the design of an elevated walkway sothat park users could walk and enjoy an elevated view of the river, over the levee.In the capstone course, student teams were formed based on students’ CATME survey responses.CATME is an online survey tool developed by Purdue University. This tool optimizes studentgroups based on survey responses. The survey allowed students to identify their preferredproject, civil engineering sub-discipline of interest, and other factors. Each project was assignedto 1-2 teams, with 4-5 students per team. The teams experienced a simulated client-providerrelationship that included meeting with the project clients to hear their needs and wants for theproject, receiving feedback from the client on their midterm project

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ashkan Negahban, Pennsylvania State University, Great Valley; Omar Ashour, Pennsylvania State University, Behrend College; Mahgol Nowparvar, Pennsylvania State University, Great Valley; Daniel Knight, University of Colorado Boulder; Sabahattin Ozden; Parhum Delgoshaei, Pennsylvania State University

used ISBL modules aspart of their assignments; and a “control” group that used traditional textbook problems asassignments. All other factors including the instructor, course syllabus/structure, instructionalmode, textbook, etc. remain the same for both groups. Figure 2 summarizes the experimentprocess. Administer a Students are Collect data on outcomedemographics survey randomly assigned Control variables (motivation, (gender, race. major, to Control and experiential learning,GPA, personality type) ISBL (intervention) ISBL engineering identity, self- to establish baseline groups

Conference Session

Engineering Ethics Division: Computing, Technology, and AI

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brooke Odle, Hope College; Kate Finley, Hope College; Victoria Longfield, Hope College

Paper ID #37917A Module on Ethics and Social Implications of Computingfor Introductory Engineering Computing CoursesBrooke Odle (Assistant Professor) Dr. Brooke Odle is an Assistant Professor in the Engineering Department at Hope College. She and her team of undergraduate researchers are interested in developing interventions to reduce risk of musculoskeletal injury associated with manual patient-handling tasks. Courses she teaches include “Engineering Computing,” “Biomechanical Systems,” “Dynamic Systems Laboratory,” and “Mechanics of Materials Laboratory.” Prior to joining Hope College, Dr. Odle was a

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Monica Palomo, California State Polytechnic University, Pomona; Pauline Muljana

Junior Enrollment Status Full-time Full-time Full-time Full-time Full-time Enrolled Courses 7 or more 3 to 4 5 to 6 5 to 6 5 to 6 Type of Enrolled Units (Eng-Lec/Eng-Lab/Non-Eng) 12/2/3 12/2/0 8/1/1 9/1/0 14/2/0 Total Units Enrolled 17 14 10 10 16Note. Eng-Lec is engineering lecture course, Eng-Lab is engineering laboratory course, Non-Engis non-engineering course.Teaching Strategies or ProceduresThe syllabus of the selected course included 13 different topics. Students had a set of skeletalnotes provided for each topic. The skeletal notes included the lesson learning objectives, relevantpre

Conference Session

CPDD Technical Session 1 - Design of Professional Development Curricula

Collection

2022 ASEE Annual Conference & Exposition

Authors

Wei Lu, Texas A&M University; Scott Tingey, Texas A&M University; Denise Preusser; Behbood Zoghi, Texas A&M University

rate the organization of this course. 3.60 4 90.00% Based on what the instructor(s) communicated, and the information7 provided in the course syllabus, I understood what was expected of me. 2.82 3 94.08% Begin this course evaluation by reflecting on your own level of engagement and participation in the course. What portion of the class preparation activities (e.g., readings, online modules, videos) and8 assignments did you complete? 3.89 4 97.19% Future Plans and ConclusionThis paper could shed some lights to engineering programs or institutions who are interested inoffering a similar

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jean Larson, Arizona State University; Claudia Zapata, Center for Bio-mediated and Bio-inspired Geotechnics; Edward Kavazanjian, Arizona State University

were then assigned todevelop 2-3 modules on each of the topics.Course FormatThe 1-credit, 5-week course was offered online or in-person, live and instructor-led, with twosynchronous modules and one asynchronous module including assessments per week. The coursewas designed to be taught in person at each of the institutions and synchronously with the partneruniversities. Since all four institutions used the same Learning Management System (LMS), eachcampus created their own course for the Fall 2020 semester and then added the shared materials.To reduce confusion, only one LMS course was created (through ASU) for the Fall 2021semester and students at the other institutions were given courtesy accounts to access the postedinformation.Each campus

Conference Session

Instrumentation Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Abhijit Nagchaudhuri, University of Maryland Eastern Shore; Jesu Raj Pandya, University of Maryland Eastern Shore; Isaac Omodia, University of Maryland Eastern Shore; Charles Raleigh, University of Maryland Eastern Shore; Kenny Fotouhi, University of Maryland Eastern Shore

at UMES which provides specialization options to the students in thetraditional areas of electrical, mechanical, aerospace, and computer engineering. The course isoffered to engineering juniors and draws upon pre-requisite knowledge of computer programming,electrical, and mechanical engineering fundamentals of a spirally bound curriculum [7] with abroad emphasis. Interested readers can visit the URL Instrumentation Course Syllabus Fall 2021to peruse the course outline. The course provides an overview of sensors and instrumentation andthe critical role it plays in characterizing physical phenomena and process monitoring as well asfeedback control. Fundamentals of electricity (DC and AC) and electronics as well as engineeringmechanics and

Conference Session

Civil Engineering Division - Changing How We Teach: Flipping, Project-Based Learning, and More!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jes Barron, United States Military Academy; Brock Barry, United States Military Academy; James Klosky, United States Military Academy

undergraduate seniors, the students were primarily familiar with traditional pedagogies –receiving new material in class and working on a homework out of class. To set conditions forimplementing the three pedagogies examined in this study, students were made aware of thecourse design via a two-page description in the syllabus, a question on the first homeworkassignment asking the students to describe the course in their own words, and through repeatedverbal reminders by the instructor throughout the semester.Problem-Based LearningTwo versions of problem-based learning were implemented in the course – daily homeworkproblems, and large real-world problems.Homework ProblemsHomework problems are not typically thought of as problem-based learning; however

Conference Session

ERM: Instruction and Engagement

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gibrán Sayeg-SÁNchez, Tecnologico de Monterrey (ITESM); Miguel X. Rodriguez-Paz, Tecnologico de Monterrey (ITESM); Cecilia Nuñez, Tecnologico de Monterrey (ITESM)

presentationsimpacts student’s engagement within an online class context, to gain insight for developingan efficient methodology which may enhance learning outcomes within our digital flexibleeducation model.MethodologyDuring this research, a quasi – experimental study was performed within 51 first – yearengineering students sampled by convenience. The students where enrolled in aMathematics course at Fall 2021, which included differential and integral calculus. Theywere segmented in two groups: an experimental group and a control group. Due to ourUniversity’s enrollment process, researchers had no control on the selection of students forthe experimental and control groups, however, the characteristics of all students weresimilar, in terms of academic

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eduardo Santillan-Jimenez, University of Kentucky; Carissa Schutzman, University of Cincinnati; Keren Mabisi

Management – Project, Budget & Personnel Management; ReportingMar. 25 Written Communication – Peer reviewMar. 30 Research Proposal Workday: Peer ReviewApr. 1 Oral Communication – Oral presentationsApr. 6 Oral Communication – Poster presentationsApr. 15 Research Proposal Workday: Class PresentationsApr. 20 Research Proposal Workday: Class PresentationsApr. 22 ResearchApr. 27 EthicsApr. 29 MentoringMay 4 Final exam2.2. Interdisciplinary research proposal and projectAs is mentioned in the syllabus included in the preceding section, students taking the transferableskills course form several multi-departmental and interdisciplinary teams. These teams arecharged with preparing

Conference Session

CPDD Technical Session 1 - Design of Professional Development Curricula

Collection

2022 ASEE Annual Conference & Exposition

Authors

Navid Yaghoubisharif, Oregon State University; Shane Brown, Oregon State University; Amy Brooks, Oregon State University

do not motivate adult learners. However, they have anessential role in the coursework. They will show a degree of audience participation, engagement,and involvement. During the interview, the instructor stated that using visualization technologiescan help learners become more engaged, particularly in online courses. The results showed thatusing visualization technologies contributed to effective assimilation of knowledge awareness ofthe relationships between different components of the course. It will help the learners make arational transition from the coursework subjects to their applications in their work.Visualization technologies in active learning"Workforce development courses are through the use of video examples. And so thecourses

Conference Session

Aerospace Division Technical Session: Pedagogy and Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Emily Palmer, California Institute of Technology; Jacqueline Tawney, California Institute of Technology; Jennifer Weaver

development with the faculty we instead chose to only havelectures from experts. The faculty emphasized their desire to provide programming viaindividuals or organizations with the relevant expertise in performing research in and teachingthe material they would present to the students. As this would involve inviting faculty membersat our institution or others, this lessened the burden on the graduate students developing anextensive curriculum update. While the department was initially hesitant to devote an entiresemester to this new format, they eventually approved a proposed syllabus of seven speakers forthe semester. Finally, given the heavy course-load associated with the first-year graduate studentcurriculum in our department, it was decided that

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

Asad Azemi, University of Wisconsin - Platteville; Xiaoguang Ma, University of Wisconsin - Platteville; Fang Yang, University of Wisconsin - Plattevile; John Goomey, University of Wisconsin - Platteville; David Andersen, University of Wisconsin - Platteville

communication model. Educators and students across the world, for the most part, havebeen working to accommodate socially distanced and virtual schools while addressing theassociated fears and concerns. For educational institutions, online synchronous meetings usingZoom or similar software platforms have replaced face-to-face teachings. The approach tohandle the teaching disruptions caused by the pandemic is somewhat similar among educationalinstitutions. The disturbance seems to be more manageable for the lecture-based courses thanthe laboratory classes. This paper is based on our experience in teaching electrical engineeringcourses. We observed several sudden changes that we contributed to this disturbance, amongthem a drop in student satisfaction

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nikunja Swain, South Carolina State University

competitions.Goals and ObjectivesThe goals and objectives of this project are the following:Goal 1: Formulate a project advisory team.Objective 1.1: Assemble a diverse team consisting of at least 5 leaders from academia and industry with experience and expertise in various aspects of Cybersecurity education.Goal 2: Develop Cybersecurity educational material for all undergraduate majors at the University.Objective 2.1: Develop an introductory cybersecurity course for all non-majors.Objective 2.2: Develop course syllabus and instructional material for this course.Objective 2.3: Get the course officially approved by the University and offer course.Objective 2.4 Perform periodical course evaluations and use the result of the

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 3: Best of ELOS

Collection

2022 ASEE Annual Conference & Exposition

Authors

Dave Kim, Washington State University-Vancouver; John Lynch, Washington State University; Pavel Pisarchuk, Washington State University; Allegra Bryant; Danielle Gedlick, Washington State University; Terry Sjolander, Washington State University

studied how the lab reports were evaluated. We collected the instructional materials,such as course syllabus, lab handouts, or lab report assessments, given to the students from seveninstructors in nine lab courses from both electrical and mechanical engineering programs.The study results may contribute to engineering educators to visualize a school’s engineering labreport writing education. Also, this study presents engineering lab instructors’ writingpedagogies and preparedness for lab report assignments and assessment from the program level.It also suggests room for improvement in engineering lab report writing education.2. Methods of Approach2.1 Study AreaThis study took place in the engineering programs (Electrical and Mechanical) at

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

workplacesuccess.Pre-Research ActivitiesThe research team conducted a comprehensive literature review in the areas of advancedmanufacturing education, employment, entrepreneurship, and intrapreneurship. This literaturereview will be used to refine the research questions and ground the study findings. The researchteam has also compiled relevant national, state, and professional AM competency standards aswell as prevailing industry certifications.Data Collection and Analysis MethodsTo answer the RQs, the research team completed several data collection and analysis activitiesincluding:1. We used content analysis of AM course syllabi to develop lists of skills gained by students who successfully completed AM coursework. The unit of analysis was a syllabus from

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Karl Schubert, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Leslie Massey, University of Arkansas; Carol Gattis, University of Arkansas; Jennie Popp; Chunhua Cao, The University of Alabama; Thomas Carter, University of Arkansas; Divya Muralidhara, University of Arkansas

it seriously and to take self-care action in their own lives. The course syllabus, bridgeprogram activities, participant surveys, lessons learned, and additional assessment data will beprovided.Background and LiteratureTraditional coursework can benefit from borrowing ideas related to innovation, leadership, andentrepreneurship [1]. Several organizations have on-going efforts to incorporate innovation intocoursework including National Collegiate Inventors and Innovators Alliance (NCIIA), The KernEntrepreneurial Engineering Network (KEEN) and the Kauffmann Foundation. Raviv [1] suggeststhat innovative coursework necessitates a “student-centered” environment and a focus onincorporating problem-solving, “big picture”, personal and social skills

Conference Session

Manufacturing Workforce Development

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jenifer Blacklock, University of Colorado Boulder; Greg Vanderbeek, University of Colorado Boulder

classroom. (Waldorf, 2016)At UNIVERSITY, the incorporation of GD&T into the classroom began with a recommendationfrom the UNIVERSITY’s industrial advisory board in addition to interviews with severalcompanies both locally and nationally. The recommendations stemmed from students not havingadequate GD&T and machine shop skills for both designing and manufacturing products upongraduation. Based on these recommendations, UNIVERSITY redesigned a traditional fieldsession course into a successful 1) online and 2) ‘hands-on’ scaffolded approach to teachingGD&T and machine shop skills to engineering students with the goal of translating theseteaching modules into modules for the current workforce development.Throughout the past year, over 23

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sotiria Koloutsou-Vakakis, University of Illinois at Urbana - Champaign; Christopher Tessum; Eleftheria Kontou; Hadi Meidani; Lei Zhao

) interface, poorly explained assignments, continuous switching ofICT (information and communication technology) tools, long pre-recorded lectures, inadequateonline teaching methods, unnecessary distractions (e.g., provision of superfluous information ordiverting attention to check something online) [4].Combating extraneous cognitive overload in courses that use computational tools (on physical orcloud platforms) is connected to usability of these tools. With reference to software systems, theterm ‘usability’ has been broadly used to include execution time, performance, user satisfactionand ease of learning [5]. While older literature focused on software attributes, recent literatureincludes student and teacher user interaction, perceived usefulness

Conference Session

Computers in Education 7 - Modulus 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eman Hammad, Texas A&M University - Commerce; James Nelson, Texas A&M University; John Romero, Texas A&M University

, etc.• Understand basic cryptography algorithms and mechanisms The syllabus/schedule are subjectto change.• Learn and understand key concepts in threat & vulnerability management• Learn concepts related to privacy & incidence response• Understand basic cybersecurity issues related to emerging technologies (AI/ML, IoT, ICS/OT,5G). Figure 1. CSCI 310 Course OutlineGiven the above learning objectives, we next examine the desired composition of courseactivities and learning modalities that take into consideration the following factors: 1) Diverse students’ backgrounds: students from three different programs (Cyber, CS, CIS) can enroll in the course. While the three programs have significant overlap in

Conference Session

Mechanical Engineering: Assorted Topics

Collection

2022 ASEE Annual Conference & Exposition

Authors

James Mynderse, Lawrence Technological University

development started from a set of course-wide learning objectives, provided below.A more detailed list of section-by-section learning objectives with associated Bloom’s taxonomylevels are provided to students with the course syllabus. The section-by-section learningobjectives were previously reported [5]. At the end of this course, students should be able to: • Conduct uncertainty analysis • Perform basic statistical treatment of experimental data • Distinguish between signals and systems • Analyze signals in time and frequency domains • Describe the effects of noise and filters on measured signals • Apply digital computational tools to solve measurement problems • Design

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yen-Lin Han, Seattle University; Kathleen Cook, Seattle University; Gregory Mason, Seattle University; Teodora Shuman, Seattle University; Jennifer Turns, University of Washington

industry partners regarding future industry immersionopportunities.b. Faculty training. Faculty have been attending training courses hosted by various organizationson different subjects since the beginning of the project. For example, over the past years, theCenter of Faculty Development and the College of Science and Engineering Project Center atSeattle University have led training sessions on topics related to inclusive pedagogy, buildingrelationship-rich classroom experiences, and combating implicit bias. During the pandemic, theCenter for Digital Leaning and Innovation at Seattle University provided training for faculty toeffectively move our courses online. Some faculty also attended workshops and seminars hostedby professional societies such

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nebojsa Jaksic, Colorado State University - Pueblo

course and to the students. Alarger number of students purchased and used 3D printers for their senior projects because of theuncertainties due to the pandemic. Also, a larger number of students self-funded their projects(faster part delivery times straight to their homes). The survival stage for this semester was shortsince the university required concurrent f2f and online teaching methods. This resulted in somesmall changes to the course syllabus. Pedagogical changes balancing f2f and synchronous onlinemodes were implemented delineating the adaption stage. It didn’t take long to take the fulladvantage of students’ technological freedom, almost 24-7 availability of the instructor, and quickpurchasing options of self-funding. Again, as in the

Conference Session

Biomedical Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Constanza Miranda, Johns Hopkins University, Laurel; Elizabeth Logsdon, The Johns Hopkins University; Amadea Smith, The Johns Hopkins University

, cornerstone design experiences, or senior capstones. Some professional skills thatare acquired through these ABET accredited courses are: the abilities to design a technology-based product orservice, to address a real-world problem, and to communicate effectively. The forced transition to online educationdue to the COVID-19 pandemic exacerbated the fact that higher education students need more self-regulatedlearning (SRL) skills to engage in effective time management, prioritize their tasks, watch lectures, and completeassignments. Most literature concerning self-regulated learning has not acknowledged the underpinnings of howdesign pedagogy and the studio culture can play significant roles in achieving these important skills in engineeringdesign. As

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chris Ferekides, University of South Florida; Carol Haden, Northern Arizona University; Gokhan MuMcu, University of South Florida; Ismail Uysal, University of South Florida; Joel Howell; Chung Seop Jeong, University of South Florida; Wilfrido Moreno, University of South Florida; Arash Takshi; Kevin Yee; Paul Spector, University of South Florida

Process: The goal under this RED task is to create anovel teaching evaluation process that engages all stakeholders (including industry & students).The new process will be based on developing training materials to prepare students on how toeffectively evaluate teaching and teaching portfolios, and it is intended to become an integralpart of the faculty promotion process. The training will include the fundamental elements ofdesigning a course and delivering content; the initial plans call for the students to observeinstructors in the classroom, review the course syllabus, and other course materials, and preparea report. A similar approach will be developed for TFAB industry members who will also beinvited to evaluate faculty teaching

Conference Session

Pedagogy in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stuart Adler, University of Washington

courses (based on a lecture-homework format) offer fewopportunities to provide individual students with descriptive feedback. This paper describes ourdepartment’s recent experiences using flipped classroom instruction to improve feedback andattainment in our introductory thermodynamics course in Chemical Engineering at the Universityof Washington. In our implementation of a flipped class, traditional lectures are replaced with20~40 minute instructional videos that incorporate course content, laboratory demonstrations,and how-to tutorials. Students view and take notes on these materials outside of class, and takean online “Prep Quiz” that provides feedback on their basic understanding before coming toclass. Once in class, students spend most of

Conference Session

Civil Engineering Division - Changing How We Teach: Flipping, Project-Based Learning, and More!

Collection

2022 ASEE Annual Conference & Exposition

Authors

M. Karim, Kennesaw State University; Sanjeev Adhikari, Kennesaw State University

-578-4221AbstractActive learning in any field of study is a time-demanding approach to engaging students inproblem-solving and other activities in face-to-face class settings and online environments. Theorigin of learning is rooted in the activity, which is doing something to find out about specifictopics. Active learning constitutes a natural pair in any education, especially in engineering andmanagement. Engineering and management students are trained to design and construct solutionsto problems in the real world. This paper presents the perceptions and attitudes of students whoparticipated in active learning activities of civil/environmental engineering and constructionmanagement courses in fall 2021. One course from the Civil and

Conference Session

Energy Conversion and Conservation Technical Session 2: Enhancing Energy-Related Education with Student Design Projects

Collection

2022 ASEE Annual Conference & Exposition

Authors

Leon Liebenberg, University of Illinois at Urbana - Champaign; Taylor Tucker, University of Illinois at Urbana - Champaign

requisite components of self-efficacy, reflection, and critical thinking.Effective support must also address the challenge of balancing theoretical understanding andrelevant, authentic practical application.Mini-projectsPer mini-project structure, course material is divided into “bite-size” chunks, with each chunkrepresenting a core aspect of the syllabus. These chunks are then crafted into a series of mini-projects, usually between four and eight, that are offered as team-based or solo assignments. It isimportant to note that a series of mini-projects is not simply a collection of discrete learningunits, but rather a scaffolded learning platform that is flexible enough to accommodate theindividual needs and desires of students. The use of such a

Conference Session

CIT Division Technical Session #5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mandy Korpusik, Loyola Marymount University; Jordan Freitas, Loyola Marymount University; John David Dionisio, Loyola Marymount University

rotations, and so all students had a turn with eachvariation. First, the policy was implemented as a course-wide, syllabus-level policy—it was doneindependent of the research that was taking place. Students were then asked to opt in to whethertheir submission behavior may be included in this study. Late policy groupings were made so thatevery policy was represented in every lab assignment. The variations were as follows: • No policy—Lab will be accepted for credit after the deadline. • Early incentive—One extra credit point for each day early lab is submitted, up to 3 days. Lab will be accepted for credit after the deadline. • Late penalty—Lab will be accepted for partial credit after the deadline up to 3 days late. Late