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)

.), Children's needs III: Development,prevention, and intervention (pp. 59–71), 2006. https://psycnet.apa.org/record/2006-03571-005(accessed Feb. 10, 2022).[3] D. Barni, F. Danioni, and P. Benevene, “Teachers' self-efficacy: The role of personal valuesand motivations for teaching,” Frontiers, 01-Jan-1AD. [Online]. Available:https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01645/full. [Accessed: 02-Feb-2022].[4] A. Wigfield and J. S. Eccles, “Expectancy–Value Theory of AchievementMotivation,” Contemporary Educational Psychology, vol. 25, no. 1, pp. 68–81, Jan. 2000, doi:10.1006/ceps.1999.1015.[5] J. Schuitema, T. Peetsma, and I. van der Veen, “Longitudinal relations between perceivedautonomy and social support from teachers and students’ self

Conference Session

Minorities in Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Whitney Gaskins, University of Cincinnati; Samieh Askarian, University of Cincinnati; Keri Eason

] Sandier, B., Silverberg, L., Hall, R. (1996) The chilly classroom climate: A Guide to improvethe education of -women. Washington DC: National Association of Women in Education.[5] Chang, M. J., Sharkness, J., Hurtado, S., & Newman, C. B. (2014). What matters in collegefor retaining aspiring scientists and engineers from underrepresented racial groups. Journal ofResearch in Science Teaching, 51(5), 555-580.[6] O’Connor, C., Lewis, A., & Mueller, J. (2007). Researching “Black” educational experiencesand outcomes: Theoretical and methodological considerations. Educational Researcher, 36(9),541-552.[7] Essed, P. (1991). Understanding everyday racism: An interdisciplinary theory (Vol. 2). Sage.[8] Bonilla-Silva, E. (1997). Rethinking racism

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessica Perez, California State Polytechnic University, Pomona; Faye Wachs, California State Polytechnic University, Pomona; Harmony Nguyen, California State Polytechnic University, Pomona; Deanna Miranda Barrios; Lily Gossage, California State Polytechnic University, Pomona; Brooke Jones

or finding a support system on campus inwhich they can identify with. This can eventually help with retention rates and sense ofbelonging in their field of study to feel comfortable and strive. Additionally, student facilitatorswill be given support and training from faculty who are teaching the class to give betterunderstanding to the students when asking for help. Creating a mutual network of help to betterbenefit the students. We are also looking into the impact of TASI during the COVID 19pandemic and developing a course of action for the return to face-to-face instruction.AcknowledgmentThis study is part of an institution wide NSF Hispanic Serving Institution grant number_____.WORK CITED [1] Herrera, F. A., & Hurtado, S. (2011

Conference Session

DEED Technical Session 2: Postcard Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Molly Goldstein, University of Illinois at Urbana - Champaign; Abigail Wooldridge, University of Illinois at Urbana - Champaign; Kaitlyn Hale-Lopez, University of Illinois at Urbana - Champaign; Michael Madiol, University of Illinois at Urbana - Champaign

engineering students. Future work will investigate these productivebehaviors to understand better how they counteract less productive (i.e., surface modeling)behaviors.AcknowledgmentsWe thank the University of Illinois System for providing the funding for this research, as well asthe members of the mobileSHIELD team. We wish to also acknowledge the generous support ofthe UIUC Industrial and Enterprise Systems Engineering (ISE) Research Experience forUndergraduates (REU).References[1] U. Johansson-Sköldberg, J. Woodilla, and M. Çetinkaya, “Design thinking: past, present and possible futures,” Creativity and innovation management, pp. 121-146, 2013. https://doi.org/10.1111/caim.12023[2] D. P. Crismond, and R. S. Adams, “The Informed

Conference Session

CIT Division Technical Session #9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tamara Nelson-Fromm, University of Michigan; Wade Fagen-Ulmschneider, University of Illinois at Urbana - Champaign

, “Curriculum visualization in 3D,” in Proceedings of the twelfth international conference on 3D web technology, New York, NY, USA, Apr. 2007, pp. 177–180. doi: 10/cwn2wh.[2] S. Kriglstein, “Analysis of Ontology Visualization Techniques for Modular Curricula,” in HCI and Usability for Education and Work, Berlin, Heidelberg, 2008, pp. 299–312. doi: 10/dmvmx7.[3] R. Zucker, “ViCurriAS: A Curriculum Visualization Tool for Faculty, Advisors, and Students,” J. Comput. Sci. Coll., vol. 25, no. 2, pp. 138–145, Dec. 2009.[4] S. M. MacNeil, M. M. Dorodchi, E. Al-Hossami, A. Benedict, D. Desai, and M. J. Mahzoon, “Curri: A Curriculum Visualization System that Unifies Curricular Dependencies with Temporal Student Data,” presented at the 2020 ASEE

Conference Session

Engineering Libraries Division Technical Session 3: Technology

Collection

2022 ASEE Annual Conference & Exposition

Authors

Paul McMonigle, Pennsylvania State University

Paradigm of Instructional Theory, C. Reigeluth, ed., Evanston, IL,USA: Routledge, 1999, pp. 91-114.[5] S. Land, M. Hannafin, and K. Oliver, "Student centered learning environments," inTheoretical Foundations of Learning Environments, D. Jonassen and S. Land, eds., Evanston, IL,USA: Routledge, 2012.[6] J. Lu, S. Bridges, and C.E. Hmelo-Silver, "Problem-based learning," in The CambridgeHandbook of the Learning Sciences, 2nd ed., R.K. Sawyer, ed., Cambridge, UK: CambridgeUniversity Press, 2014, 298-318.[7] G. Siemens, "Connectivism: A learning theory for the digital age," Int. J. of InstructionalTechnol. & Distance Learn., Jan. 2005, http://www.itdl.org/Journal/Jan_05/article01.htm(accessed Dec. 12, 2021).[8] M. Ito, K. Gutiérrez, S. Livingstone

Conference Session

Software Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Britton Wolfe, Grove City College; Eli Lowry, Grove City College

experience to beamong the most significant predictors. Students’ programming self-efficacy was consistentlynoted as being a good predictor of success in the course [6], [9], [12].As noted above, the last three studies mentioned here ( [2], [6], [7]) constitute the recent researchthat validated results on a separate data set, used a large sample size, and were able to predictstudent success with high accuracy while still early in a CS1 course. Our work adds to this list ofstudies, while requiring less extensive data collection. Specifically, Ahadi et al.’s method [2]requires an instrumented development environment, Liao et al’s [7] requires “clicker” data fromstudent responses to in-class questions, and Quille and Bergin’s [6] requires exit scores

Conference Session

CIT Division Technical Session #6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Abdulmalek Al-Gahmi, Weber State University; Kyle Feuz; Yong Zhang, Weber State University

as the seasonality of these time series, which will also haveenough history to apply these forecasting methods.In summary, this paper explores the use of LMS data related to assignments and other gradedactivities in gaining insights into how students advance through courses. It describes atime-based approach to using this data to predict student performance outcomes at the end of thecourse from any given time point during the course. The ultimate goal is to be able to use suchpredictions to implement early intervention measures and improve student retention.Bibliography[1] R. Umer, A. Mathrani, T. Susnjak and S. Lim, "Mining Activity Log Data to Predict Student's Outcome in a Course," in Proceedings of the 2019 International Conference on

Conference Session

PCEE Technical Session 5: STEM Teacher Instructional Moves

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shaffiq Welji, University of Georgia; James Drimalla, University of Georgia; Aida Alibek, University of Georgia; AnnaMarie Conner; Lorraine Franco; Jenna Menke, University of Georgia; Tim Foutz, University of Georgia; Barbara Crawford

argumentation asone of its core practices in science and engineering education that should be developedthroughout primary and secondary school education. The National Research Council (NRC)wrote that “In engineering, reasoning and argument are essential to finding the best possiblesolution to a problem…. [S]tudents should argue for the explanations they construct, defend theirinterpretations of the associated data, and advocate for the designs they propose” [10, pp. 72-73].The NGSS specifically included engaging in argument and constructing explanations supportedby evidence in its middle and high school engineering design standards [1]. Argumentationfocuses students on the need for quality evidence, and the process helps students to buildconnections

Conference Session

CIT Division Technical Session #5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jose Cabrera, University of Florida; Ashish Aggarwal, University of Florida

. Arnold and M. C. Fonseca, “Multiple intelligence theory and foreign language learning: A brain-based perspective,” International journal of English studies, vol. 4, no. 1, pp. 119–136, 2004. [4] M. Van den Noort, E. Struys, P. Bosch, L. Jaswetz, B. Perriard, S. Yeo, P. Barisch, K. Ver- meire, S.-H. Lee, and S. Lim, “Does the bilingual advantage in cognitive control exist and if so, what are its modulating factors? a systematic review,” Behavioral Sciences, vol. 9, no. 3, p. 27, 2019. [5] P. Auer, Code-switching in conversation: Language, interaction and identity. Routledge, 2013. [6] S. Pinker, “Formal models of language learning,” Cognition, vol. 7, no. 3, pp. 217–283, 1979. [7] M

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Juan Torres, University of Illinois at Urbana - Champaign; Jacob Henschen, University of Illinois at Urbana - Champaign; Ann Sychterz, University of Illinois at Urbana - Champaign

. Chen, and C. S. Teh, “Incorporating kansei engineering in instructional design: Designing virtual reality based learning environments from a novel perspective,” THEMES IN SCIENCE AND TECHNOLOGY EDUCATION, vol. 1, no. 1, pp. 37–48, 2008. [2] S. Alizadehsalehi, A. Hadavi, and J. C. Huang, “Virtual reality for design and construction education environment,” Integrated Building Solutions - The National Agenda - Proceedings of the Architectural Engineering National Conference, pp. 193–203, 2019. [3] F. M. Dinis, A. S. Guimaraes, B. R. Carvalho, and J. P. P. Martins, “Virtual and augmented reality game-based applications to civil engineering education,” 2017 IEEE Global Engineering Education Conference, pp. 1195–1202, 2017

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Todd Freeborn, The University of Alabama

is also the coordinator for an NSF S-STEM program to prepare students for gateway courses across different disciplines of engineering to support and retain students in these disciplines. His research focuses on techniques to collect and analyze the electrical impedance of biological tissues and their potential applications. © American Society for Engineering Education, 2022 Powered by www.slayte.comStudent Progress after a Learning in Advance Course to Prepare Engineering Students for Circuit Analysis in Electrical EngineeringIntroductionThe University of Alabama (UA) is exploring Learning in Advance (LIA) courses to introduceengineering students to core

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cory Brozina, Youngstown State University - Rayen School of Engineering

. Department of Education, National Center for Education Statistics. 3. Berkner, L., Horn, L., and Clune, M. (2000). Descriptive Summary of 1995–96 Beginning Postsecondary Students: Three Years Later (NCES 2000–154). U.S. Department of Education, NCES. Washington, DC: U.S. 4. Ross-Gordon, J. M. (2011). Research on adult learners: Supporting the needs of a student population that is no longer traditional. Peer Review, 13 (1), 26 – 29. 5. Choy, S. (2002). Nontraditional Undergraduates (NCES 2002-012). National Center for Education Statistics, U.S. Department of Education. Washington, DC. 6. Goncalves, S. A., & Trunk, D. (2014). Obstacles to success for the nontraditional student in higher education. Psi Chi Journal

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cedrick Kwuimy, University of Cincinnati; So Yoon Yoon, University of Cincinnati; Sheryl Sorby, University of Cincinnati; Stephanie Farrell, Rowan University

Group.Komarraju, M., Karau, S. J., Schmeck, R. R., & Avdic, A. (2011). The big five personality traits, learning styles, and academic achievement. Personality and Individual Differences, 51(4), 472-477.Mapp, S. C. (2012). Effect of short-term study abroad programs on students' cultural adaptability. Journal of Social Work Education, 48(4), 727-737.Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.National Academy of Engineering of the National Academies [NAENA] (2020). The engineer of 2020: Visions of engineering in the new century. Retrieved from http://www.nae.edu/Programs/Education/Activities10374/Engineers of2020.aspx (01/12/2020)National Academics of Science, Engineering and

Conference Session

ERM: Systematic Reviews!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ethan Geheb, University of Maine; Asli Sezen-Barrie, University of Maine; Karissa Tilbury

search criteria. The phrase “engineer” was used as the primary searchcriteria because the results would return articles containing “engineering” as well. The secondsearch criteria was to search “by Title”, under the assumption that title words are specificallychosen to indicate key topics and ideas within an article. Whereas a search of abstracts wouldreturn articles with engineering as an axillary topic (e.g. if the article references STEMdisciplines). The third search criteria was to look from 2009 to 2019, in order to get a sense ofcurrent issues or topics of interest. The following information of each article was recorded into aspreadsheet: journal name, author(s), article title, publication year, & abstract. Journals thatreturned zero

Conference Session

ERM: Lessons Learned from COVID (COVID Part 2)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ona Egbue, University of South Carolina, Upstate; Rania Al-Hammoud, University of Waterloo; Arshia Khan, University of Minnesota Duluth

the format they taught in prior to the pandemic. Therefore, buy-in from faculty as wellas the provision of necessary training and resources is critical to achieve positive teaching andlearning experiences for faculty and students, respectively. Further studies are needed toinvestigate innovative and effective hybrid modes of delivery that result in high levels of studentengagement, satisfaction, and performance.References[1] S. M. Kissler, C. Tedijanto, E. Goldstein, Y. H. Grad, and M. Lipsitch, "Projecting the transmission dynamics of SARS-CoV-2 through the postpandemic period," Science, vol. 368, no. 6493, pp. 860-868, 2020.[2] R. Watermeyer, T. Crick, C. Knight, and J. Goodall, "COVID-19 and digital disruption in UK

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

Kristen Sanford, Lafayette College; Philip Parker, University of Wisconsin - Platteville; Frederick Paige, Virginia Polytechnic Institute and State University; Rodolfo Valdes-Vasquez, Colorado State University; Elizabeth Diacik, Lafayette College; Timothy Larsen, Lafayette College; Peter Canevari, Lafayette College

, “Transformation in the U.S. Higher Education System: Implications for Racial Equity,” presented at the Symposium on Imagining the Future of Undergraduate STEM Education, Oct. 2020.[17] K. DeGood, A. Cassady, K. Walter, and R. Frederick, “Building Progressive Infrastructure,” Center for American Progress. https://www.americanprogress.org/issues/economy/reports/2019/01/31/465687/building-pro gressive-infrastructure/ (accessed Jan. 23, 2021).[18] D. S. Hurwitz, K. L. Sanford Bernhardt, R. E. Turochy, and R. K. Young, “Transportation Engineering Curriculum: Analytic Review of the Literature,” Journal of Professional Issues in Engineering Education & Practice, vol. 142, no. 3, pp. 1–10, Jul. 2016, doi

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

Postdoctoral Fellow in the Department of Biomedical Engineering at Case Western Reserve University, working in the Motion Study Laboratory at the Advanced Platform Technology Center (Louis Stokes Cleveland Veterans Affairs Medical Center). There, she developed and evaluated control systems to restore standing balance after paralysis, explored experimental biomechanical and computational modeling techniques to investigate interactions between the upper extremities and walkers during static and quasi-static standing postures, and investigated the feasibility of neural stimulation to facilitate assisted transfers after paralysis. She received her Ph. D. and M. S. in Biomedical Engineering from New Jersey Institute of Technology

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

John Park, Pennsylvania State University; Dena Lang, Pennsylvania State University; Meg Handley, Pennsylvania State University; Mihee Park, Pennsylvania State University

engineering problems but also how to lead others in the organizations. In sum,the potential to advance knowledge from this research is evident in the applicability ofengineering leadership development for both men and women engineering students.References[1] Block, K., Gonzalez, A. M., Schmader, T., & Baron, A. S. (2018). Early gender differencesin core values predict anticipated family versus career orientation. Psychological Science, 29(9),1540-1547.[2] Hill, C., Miller, K., Benson, K., & Handley, G. (2016). Barriers and Bias: The Status ofWomen in Leadership. American Association of University Women.[3] Skervin, A. E. (2015). Success factors for women of color information technology leaders incorporate America (Doctoral dissertation

Conference Session

Engineering Physics and Physics Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bala Maheswaran, Northeastern University; Andrew Bard, Northeastern University; Andrew Sozio, Northeastern University; Samuel Haggans, Northeastern University; Nicholas Tarallo, Northeastern University; Timothy Bennett, Northeastern University

table. Table 3: A small excerpt of the data collected from Trial 2.After we recorded the data for each trial, we plotted the total energy generated over time for Trial1 and Trial 2 shown in Figures 13a and 13b, respectively. The first trial generated 7.23 mJ over aflow time of 60 seconds, while the second trial generated 7.29 mJ over the same amount of time,resulting in an overall average energy generation of 7.26 mJ between the two trials. Figure 13a: Graph of Total Energy (mJ) vs. Time (s) for first sink trial Figure 13b: Graph of Total Energy (mJ) vs. Time (s) for second sink trialWe also created plots of the voltage, current, and power over time for each of the two trials. It isimportant to

Conference Session

ERM: ERM Medley Session!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Reagan Curtis, West Virginia University; Jason Gross, West Virginia University; Evana Nusrat Dooty, West Virginia University; Sumaia Ali Raisa, West Virginia University; Yu Gu, West Virginia University

science of learning and development. Applied Developmental Science, 24(2), 97-140.[3] Nasir, N. S., Lee, C. D., Pea, R., & Royston, M. M. (2021). Rethinking Learning: What the Interdisciplinary Science Tells Us. Educational Researcher, 50(8), 557-565.[4] Bean, J. C. (2011). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom. John Wiley & Sons.[5] Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Reports. ERIC Clearinghouse on Higher Education, The George Washington University, Washington, DC.[6] Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson,W. E

Conference Session

Environmental Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Pfluger, United States Military Academy; Michael Butkus, United States Military Academy; Benjamin Michael Wallen P.E., United States Military Academy

the purpose of obtaining a high-quality solution under the given circumstances. For illustrative purposes only, examples of possible constraints include accessibility, aesthetics, codes, constructability, cost, ergonomics, extensibility, functionality, interoperability, legal considerations, maintainability, manufacturability, marketability, policy, regulations, schedule, standards, sustainability, or usability [7]. • Produce (student action). Make something using creative or mental skills. Perhaps also, make or manufacture from components or raw materials [8]. • Solution(s) (concept). Means of addressing or solving a problem [8]. Or action or process of solving a problem [9]. Note, the

Conference Session

First-Year Programs Division Technical Session 8: Academic Progress, Retention, and Mathematics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jody Zhong, University of Louisville; Patricia Ralston, University of Louisville; Campbell Bego, University of Louisville; Thomas Tretter

studentswith grades in the C or C+ range persisted to graduate in STEM. Wilkins et al.’s [18] modeldemonstrated that when controlling for students’ first mathematics course, on average, the gradein their first course is a statistically significant predictor of persistence to graduation inengineering. Krause et al. [1] also found that students who made an A or B in their firstmathematics course had odds 6.5 times higher to persist than someone who received a D, F or W.Further, students receiving C grades in their first course did not differ statistically in terms ofpersistence from those making a D, F or W.Tyson [17] considered high school and college physics and calculus course-taking andachievement to predict engineering degree attainment for

Conference Session

Pre-College Engineering Education Technical Session 7: Cybersecurity and Computing

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anni Reinking; Monica McGill, CSEdResearch.org

(Evaluation) Anni Reinking1 and Monica M. McGill2 1,2 CSEdResearch.org 1 anni@csedresearch.org, 2 monica@csedresearch.org Abstract According to the U.S. Department of Labor, cybersecurity jobs will grow 28% over the next few years, with 1.8 million of these jobs unfilled in 2022. These reports indicate a great need for individuals to be trained and employed in cybersecurity for the U.S.’s safety and security. Recognizing this, the Air Force Junior Reserve Officer Training Corps (AF JROTC) and partner organizations implemented a Cyber

Conference Session

Architectural Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacoba Ubidia, Universidad San Francisco de Quito; Miguel Andrés Guerra, Universidad San Francisco de Quito; Víctor Viteri, Universidad San Francisco de Quito; Homero Murzi, Virginia Polytechnic Institute and State University

, throughout their career architectsseek approval of their designs during critiques, while civil engineers have concrete indicatorsthat let them know if a design works or not with no personal involvement. Additionally, thisfinding may also suggest that architecture students value hierarchies more because theyseek to rank themselves higher, since their work I s more explicit to the public eye.This acceptance and disapproval of hierarchies may lead to communication-related barriers. Inpractice, architects are at the top of the project hierarchy due to being the design creators. So, itmay be difficult for them to accept criticism from civil engineers who are revising the structuraland system-related components of the infrastructure. At the same time

Conference Session

Systems Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Karlin, Minnesota State University, Mankato; L. James, Minnesota State University, Mankato; Lauren Singelmann, North Dakota State University

." New directions for adult and continuing education 94 (2002): 3-11. 8. J. L. David, "Collaborative Inquiry." Educational Leadership 66.4 (2009): 87-88.9. B. Thorsten, D. Urhahne, S. Schanze, and R. Ploetzner, “Collaborative Inquiry Learning: Models, Tools, and Challenges.” International Journal of Science Education, 2010, 32 (03), pp.349-377.10. K. J. Dooley, "A complex adaptive systems model of organization change." Nonlinear dynamics, psychology, and life sciences 1.1 (1997): 69-97.11. S. Chan, "Complex adaptive systems." ESD. 83 research seminar in engineering systems. Vol. 31. Cambridge, MA, USA: MIT, 2001.12. D. J. Snowden and M. E. Boone, "A leader's framework for decision making." Harvard business review 85.11

Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathleen Colbry, Michigan State University; Dirk Colbry, Michigan State University; Marta Dark, Spelman College; Vincent Melfi, Michigan State University; Tiffany Oliver, Spelman College

about thespeaker’s education and career pathways, and their experiences in data science.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.2123260. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation. This project has received funding from the Alfred P. Sloan Foundation under grantnumber G-2021-16976.References[1] K. Domdouzis, P. Lake, and P. Crowther, “Big Data,” in Concise Guide to Databases: A Practical Introduction, K. Domdouzis, P. Lake, and P. Crowther, Eds. Cham: Springer International Publishing, 2021, pp. 141–163. doi: 10.1007/978-3-030

Conference Session

Engineering Ethics Division: Perspectives on Engineering Ethics Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Madeline Polmear, University of Florida; Angela Bielefeldt, University of Colorado Boulder

emeritusprofessor (n=2). Participants were not asked to identify their race/ethnicity during the interview.The participants were assigned a pseudonym using a random name generator to maintainconfidentiality.Table 1: Participant information Pseudonym Gender Course(s) Taught that Included Ethics/Societal Impacts Beth Woman Intro to engineering Brody Man Intro to engineering Deb Woman Intro to computer engineering Kim Woman Senior design (chemical engineering) Bill Man Senior design (electrical engineering) Elizabeth Woman Senior design (environmental engineering) Aaron Man Senior design (chemical engineering) Dan Man

Conference Session

Computers in Education 4 - Online and Distributed Learning I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chelsea Gordon, zyBooks, A Wiley Brand; Frank Vahid, University of California, Riverside; Roman Lysecky, The University of Arizona

tertiary teaching," Higher education research and development, 8(1), 7-25. 1989. 7. N. Entwistle and S. Waterston. "Approaches to studying and levels of processing in university students," British journal of educational psychology, 58(3), 258-265. 1989. 8. M. Prosser and R. Millar. "The “how” and “what” of learning physics," European journal of Psychology of Education, 4(4), 513-528. 1989. 9. P. Ramsden. Learning to teach in higher education. Routledge. 2003. 10. E. J. van Rossum, and S. M. Schenk. "The relationship between learning conception, study strategy and learning outcome," British Journal of Educational Psychology, 54(1), 73-83. 1984. 11. T. F. Nelson Laird, R. Shoup, and G. D. Kuh. "Measuring deep

Conference Session

Research Frameworks for Identity and Equity: Equity, Culture & Social Justice in Education Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Umair Shakir, Virginia Polytechnic Institute and State University; Sarah Ovink, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University

–369, 2014.[3] S. Goldrick-Rab, Paying the Price: College Costs, Financial Aid, and the Betrayal of the American Dream. Chicago, IL, UNITED STATES: University of Chicago Press, 2016. Accessed: Mar. 25, 2020. [Online]. Available: http://ebookcentral.proquest.com/lib/vt/detail.action?docID=4519377[4] G. T. Henry, R. Rubenstein, and D. T. Bugler, “Is HOPE Enough? Impacts of Receiving and Losing Merit-Based Financial Aid,” Educ. Policy, vol. 18, no. 5, pp. 686–709, Nov. 2004, doi: 10.1177/0895904804269098.[5] B. L. Castleman, B. T. Long, and Z. A. Mabel, Financial Barriers to STEM Study in College: Causal Effect Estimates of Need-Based Grants on the Pursuit and Completion of Courses and Degrees in STEM Fields. Society for