Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Minju Kim, University of California, San Diego; Celeste Pilegard, University of California, San Diego; Huihui Qi, University of California, San Diego; Curt Schurgers, University of California, San Diego; Marko Lubarda, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Alex Phan, University of California, San Diego

smallmodel that reflects traditional grading practices where the midterm written exam score predictsthe final written exam score F inalW rittenExam∼M idtermW rittenExam + (1|Instructor) + (1|Session) (1)and (2) a bigger model where a midterm oral exam is added as another predictor along with themidterm written exam to predict students’ performance at the final written exam F inalW rittenExam∼M idtermW rittenExam + M idtermOralExam + (1|Instructor) + (1|Session) (2)If the bigger model is a better fit for student performance data compared to the smaller model, thenested model comparison will support the idea that midterm oral exam scores explain morevariance in students

Conference Session

Industrial Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Elif Gunay; Janet Van Hell, Pennsylvania State University; Zahed Siddique, University of Oklahoma; Rafal Jonczyk; Danielle Dickson

engineering students. We targeted industrial engineersbecause of the relatively high gender balance in their student population. The divergentthinking abilities of the students were measured with a two-phase test consisting of thealternate uses task (AUT) and the utopian situations task (UST), with ideational fluency(number of ideas produced) as the critical output measure. Students were asked to completeboth tasks while their electrodermal activity (EDA) was recorded, a biological measure that isthought to reflect engagement. The students’ divergent thinking abilities and electrodermallevels were then compared before and after two forms of feedback: positive and negative(stereotype threat). Results showed that the number of ideas generated was

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stu Thompson, Bucknell University; Alan Cheville, Bucknell University; Jason Forsyth, James Madison University

convergence? ● Third, what are the overall differences and similarities between the KEEN EML framework and convergence?To address the first question, the Convergence Framework of Table 3 was compared to the EMLmindsets and skillsets. A table was created with EML mindsets and skillsets as columns and ourConvergence Framework items as rows. For each row-column combination we rated the“connection” of the two items using a rating value of 0 to 2. Ratings of 0 reflected no connectionbetween column and row items. A rating of 1 indicated a weak, indirect, or supportiveconnection between the two. A rating of 2 indicates a strong connection between the two items;one is required for the other or a vital connection. Each of the three authors conducted

Conference Session

Bringing Engineering Leadership Pedagogy to Life!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Olivier de Weck, Massachusetts Institute of Technology; John Feiler, Massachusetts Institute of Technology; Kyra Tan-Tiongco, Massachusetts Institute of Technology; Reza Rahaman, Massachusetts Institute of Technology; Christian de Weck, Massachusetts Institute of Technology

Fig. 5), while viewing the scenes through one of the team leaders’ screens, without themselves intervening in the game through their own avatar (Fig. 3) ● The activity would be conducted in two rounds, with the intention that in the second round teams would be able to reflect on their mistakes in round one, and would be able to improve their planning process to reach a higher score. One of the key learnings in this exercise was the importance of the project

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Olivier de Weck, Massachusetts Institute of Technology; Reza Rahaman, Massachusetts Institute of Technology; Joel Schindall, Massachusetts Institute of Technology

givingthem active, candid feedback, coaching, and mentoring on their effectiveness.The program has three “legs:” 1. An engineering leadership lab (ELL) where the students met weekly in small teams to face leadership challenges keyed to the “Capabilities of an Effective Leader” [see later in this paper], 2. An engineering leadership class (EL), synchronized to the lab, where the students study the academic background of the leadership areas prior to the related leadership lab, and also discuss and reflect on the lessons learned once the associated lab has taken place. 3. During our brainstorming period, the consensus was clear that an effective engineering leader must have a deep grounding in the technology which s/he

Conference Session

Systems Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Siddhant Joshi, Purdue University at West Lafayette (COE); Kirsten Davis, Purdue University at West Lafayette (COE); Lori Czerwionka, Purdue University at West Lafayette (PPI); Elisa Camps Troncoso, Purdue University at West Lafayette (PPI); Francisco Montalvo

thinking to solve problems, it is important to measure systems thinking abilities.Various measurement and assessment strategies have been proposed to understand thedevelopment of systems thinking skills in engineering graduates and students. A few of theseinclude course-based systems thinking instruction followed by assessment using surveys, fieldreports, reflections, open-ended examinations, quizzes, etc. [4]–[6], [20], [21]. Other strategiesinclude cognitive mapping and concept mapping to explore how visualization techniques can aidthe consideration of multiple dimensions of systems thinking [3], [22]. Another approach, whichwill be the focus of this paper, uses scenario-based assessments of systems thinking skills [1],[2], [19], [23]. Some

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 2: Instructional/Learning Resources and Pedagogies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yevgeniy Yesilevskiy; Annika Thomas, Columbia University in the City of New York; Jessica Oehrlein, Fitchburg State University; Melissa Wright, Barnard College of Columbia University; Michael Tarnow, Columbia University in the City of New York

Columbia University and assess its impact. An existingjunior mechanical engineering lab course was modified from a set of four pre-defined experimentsto a set of three experiments that provided increasing independence. In the third and finalexperiment, students conducted their own background research, proposed experiments, builtapparatuses, and tested their hypotheses.In general, the changes reflected a transition in the course from passive learning to active learning[2, 9]. Rather than having students passively absorb knowledge and reproduce it by following astep-by-step procedure, the course redesign had them actively pursue experimental knowledge. Inthe first nine weeks of the course, students were gradually trained to become

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

.* Correspondence: MiguelAndrés Guerra, MAGuerra@usfq.edu.ec.AbstractTraditional exams are widely used to assess students’ acquired knowledge inengineering courses, and although traditional exams have a purpose and a role, it is alsoknown that they bring different levels of stress and anxiety to students, which can resultin an inaccurate reflection of students’ knowledge or even poor performance. Althoughresearch shows this type of exam may not be adequate for all types of students, little isknown about how to improve traditional exam assessment experiences. This pilot studyaims to design an intervention—a coffee break during an exam—to help reducestudents’ stress and anxiety levels and improve their exam performance. To assess theintervention, the authors

Conference Session

Construction Engineering Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brayan Díaz, North Carolina State University at Raleigh; Cesar Delgado, North Carolina State University (NCSU), Raleigh, NC; Kevin Han, North Carolina State University at Raleigh

progressive activity design was that at the endof the course, the students had a sense of belonging in the company and that they could proposeimprovements for the work of the companies.MethodologyThe first section of this paper offered a rationale for applying WIL in a graduate engineeringcourse. To understand the impact of this learning experience on the students, data from studentsurveys were collected at the end of the course. Data from three semesters were analyzed fromthe BIM in Construction course. The instrument mostly has open questions around the axes ofexperience with On-site Visits, Company interaction, Site-course alignment, and Reflection onthe course. Additionally, there were 2 closed questions, which were dedication and if they hadhad

Conference Session

Mechanical Engineering: Fluids, Heat Transfer

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jack Elliott, Utah State University; Angela Minichiello, Utah State University; Kevin Roberts

users are more likely to get useful results from theirPIV analysis based on their understanding of PIV algorithms and digital imaging parameters.Usually, this understanding is gained through several years of education and practice using PIV.For example, image background noise (i.e., leaving objects which appear in the imagebackground, allowing reflected light into the images, etc.) frequently leads to poor PIV images,and potentially inaccurate or even physically meaningless vector fields. An experienced PIV userunderstands this as the fact that substantial image background noise reduces the likelihood of thePIV algorithms finding a valid correlation peak. Lacking this knowledge, novice PIV users mayachieve poor PIV results due to the allowance

Conference Session

International Division Technical Session 5: COVID-19 Pandemic Lessons and Best Practices

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yanjun Yan, Western Carolina University; Ivo Draganov; Hugh Jack (duplicate), Western Carolina University; Tasho Tashev; Mary Anna Lafratta

PBL development may bedaunting. Upon reflections from the students’ point of view, Colin Dixon and Lee MichaelMartin found out that the moments of uncertainty were the pivot points when the learners couldre-position themselves and others to express their opinions to direct their problem-solving planstoward features, resources, and practices that served their interests [2]. From the instructor’spoint of view, Yoshiki Sato, Atsuo Hazeyama, Shoichi Nakamura, and Youzou Miyadera did athorough analysis of the PBL Body of Knowledge (PBLBOK) framework [3], which outlines thePBL phases (Initializing, Planning, Executing, Monitoring, and Evaluating) and knowledge areas(Quality, Cost, Schedule, Risk, Communication, and Integration). Within this

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Audra Morse, Michigan Technological University; Patricia Clayton, Wake Forest University; Carolyn Rodak, State University of New York, Polytechnic Institute; Jacob Henschen, University of Illinois at Urbana - Champaign; Pinar Omur-Ozbek, Colorado State University; Charles Riley, Oregon Institute of Technology; David Saftner, University of Minnesota Duluth; Anthony Cioffi, American Society of Civil Engineers

improve accessibility and todemonstrate best practices in remote teaching [18]. The two-week format, as discussed in the SeminarSchedule Section, brings about the concern for participants to potentially forget information presentedduring the seminars on earlier days of the workshop. However, the increased length of the workshop mayallow for greater reflection on the seminar contents, which may improve long-term retention of theExCEEd Teaching Model and the skills and tips presented at the ETW. Lastly, the Task Committeebelieved ETW personnel should recap the seminar content with their teams at the end of workshop daysynchronously to ensure the participants stay on track. At a face-to-face workshop, these conversationshappen in the commute to and

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Malle Schilling, Virginia Polytechnic Institute and State University; Jacob Grohs, Virginia Polytechnic Institute and State University

]. Research Questions The purpose of this single case study is to explain how university affiliates explain theprocess of collaboration after the end of the second year of a partnership between a university,local industry partners, and educators in Southwest, Appalachian Virginia. The goals of thispartnership are to deliver hands-on engineering activities to rural middle school students throughintegrating engineering into the existing curriculum and standards of learning. Using a theory ofmultidimensional collaboration from Thomson and Perry [13], this study seeks to understandmore about the structures of collaboration, the role of each partner, the benefits of collaboration,and the overall goals and reflections about the partnership. This

Conference Session

CIT Division Technical Session #8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mercy Jaiyeola; Sarah Lee, Mississippi State University; Allen Parrish

employment after a wait period of over one year is not as successful. 3. The rating of their company or employer: The higher a person’s employer’s rating is, the more successful their employment is assumed to be. For example, having work experience at a Fortune 500 company is usually perceived as a sign of success16. A computing employment at a Fortune500 company is seen as more successful than one at a Non-Fortune500 company. 4. Their salary level: An employee’s salary level is usually reflective of the type of position they are employed in13,14,17. Within this research, a person with a low annual income (less than 50,000 USD) and a person with a medium annual income (between 50,000 and 100,000 USD) are

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Philip Harvey, University of Oklahoma; Chase Hibbard, University of Oklahoma

successful on exam questions about frequency response.7. What are the top three skills that the 3D3 Challenge helped you develop or improve? [Options:Conducting analysis, Communicating my ideas to others, Creative thinking, Critical thinking,Demonstrating leadership, Exploring self and belonging, Listening/reflecting, Problem-solving,Research experience, Understanding other perspectives.]8. What are the top three skills that you still feel challenged the most? [Options: Conductinganalysis, Communicating my ideas to others, Creative thinking, Critical thinking, Demonstratingleadership, Exploring self and belonging, Listening/reflecting, Problem-solving, Researchexperience, Understanding other perspectives.]9. Which elements of the 3D3 Challenge had

Conference Session

First-Year Programs Division Technical Session 1: Student Success Boot Camps, Summer Bridge Programs, and Living Learning Communities

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, The University of Texas Rio Grande Valley; Noe Vargas Hernandez, The University of Texas Rio Grande Valley; Arturo Fuentes, The University of Texas Rio Grande Valley

Department and CECS. Students were asked to reflect on the aspects of the program whichthey enjoyed the most. One student stated that the piloted program served as a medium to establishnew acquaintances, particularly the new cohort, before the start of the semester. The followingstatements illustrate students’ overall appreciation of the onboarding program: “Meeting with new people and teams” “Student engagement and discussion” “Working with different people and new projects every day” “The rotation of activities was perfect since we could learn a little bit of everything and motivated us to learn more about the mechanical engineering field”As disclosed by the feedback, it was evident that the incoming class enjoyed

Conference Session

ERM: Lessons Learned from COVID (COVID Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gary Timko; Natalie Shaheen; Wade Goodridge, Utah State University; Theresa Green, Utah State University - Engineering Education; Daniel Kane, Utah State University

paper-folded model and drawing. Participants were then askedto reflect upon their attempts at creating these models and bring their thoughts to the nextsynchronous session.Last, “Extend” activities were intended to be completed after the synchronous sessions onFridays. Participants were encouraged to use what they learned throughout the entire week tocomplete a new activity related to paper folding, drawing, or spatial ability. For example, oneweek, students were required to follow instructions about creating their own pop-up book usingmaterials provided in their kits. Another week, they folded a new origami model that was notcovered in the guided instructions.Participants and data collectionParticipants in the EQ program included BLV youth in

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nikhith Kalkunte, University of Texas at Austin; Maura Borrego, University of Texas at Austin; Lindsey McGowen, North Carolina State University at Raleigh; Madiha Qasim, North Carolina State University at Raleigh

Engineering Research Center’s culture of inclusion scale as the mostrobust of scales that met our parameters [12].The CELL-MET COI Scale was based on a review of relevant literature within multidisciplinaryscholarship, including community psychology, organizational psychology, STEM educationevaluation, and workforce diversity and inclusion [13]–[20]. This review helped identifyrelevant constructs and existing surveys, including psychological sense of community, groupdynamics, and workforce diversity engagement. The COI scale items were then selected fromexisting scales measuring the targeted constructs and adapted for the CELL-MET context. Thescale consisted of 14 items reflecting the core components of an inclusive climate within anengineering

Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Malinda Zarske, University of Colorado Boulder; Evan Wetzel, University of Colorado Boulder; Christina Lacerenza, University of Colorado Boulder

outcomes to better prepare our engineering graduates to enter the professionalengineering workforce post graduation, including “an ability to function effectively on a teamwhose members together provide leadership, create a collaborative and inclusive environment,establish goals, plan tasks, and meet objectives” [8]. Representation of women in STEM shouldnot only be reflective of the larger population but should also include representation acrossleadership levels to best improve progress towards global competitiveness.With the increased focus on relevant teamwork experiences in engineering undergraduateprograms comes a focus on how to navigate team dynamics and students’ roles on project teams.Specifically, faculty are curious on how to evaluate

Conference Session

Curricular Developments in Electrical and Computer Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; Matthew Lamparter, Bucknell University

students consistently had difficulty defining andmeasuring performance of hardware and software systems as well as being able to rapidlyprototype and iteratively develop such systems. As the team met over the summer reflecting onareas the existing second year design course was seeing successes, areas where it could beimproved, and thinking through how to make the overall design thread more coherent forstudents five course learning objectives were developed: 1) learn to create electronic devices that perform functions, 2) learn system design and problem abstraction, 3) learn to debug and test electronic devices in hardware and software, 4) acquire, analyze, and professionally present data, and 5) independently acquire information

Conference Session

Faculty Development Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Dorian Bobbett, University of Nebraska - Lincoln; Grace Panther, University of Nebraska - Lincoln; Heidi Diefes-Dux, University of Nebraska - Lincoln

Department of Agricultural and Biological Engineering at Purdue University. She was an inaugural faculty member of the School of Engineering Education at Purdue University and now leads the Discipline-Based Education Research Initiative in the College of Engineering at UNL. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts. She also focuses on the implementation of learning objective-based grading and reflection. © American Society for Engineering Education, 2022 Powered by www.slayte.com Engineering Instructor Experience During Emergency Remote

Conference Session

Computers in Education 8 - Video Technology

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jianyu Dong, California State University, Los Angeles; Jim Kuo; Pearl Chen, California State University, Los Angeles; John Bachman, California State University, Los Angeles

theirattention, as reflected in the two quotes below:“You're constantly thinking and not just forgetting everything you're learning until the end, likeevery…like every section is like a little preview in the end…”“I did kind of think it through and just make sure I was understanding the whole concept of it.”In addition, students reported becoming more interested in the content. They described the videocontent as a preview of what they can accomplish beyond the course on student projects. It madethem want to “dig deeper” and find more information related to the content, as reflected in thefollowing quotes:“I searched things up after because they became interesting to me after the quizzes. It kind of puta light bulb on my head as I moved on. Yeah kind of

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Natalie Van Tyne, Virginia Polytechnic Institute and State University

Paper ID #37492Before and After: Team Development in Virtual and In-Person Transfer Student Engineering Design TeamsNatalie C.t. Van Tyne (Associate Professor of Practice) Natalie Van Tyne is an Associate Professor of Practice in the Department of Engineering Education at Virginia Tech, having joined in 2015. Her research interests include guided practice in the use of reflection to improve student learning, the relationship between reflection and critical thinking, pedagogies for engineering ethics education, and guided practice in effective teamwork. She has a background in chemical engineering, environmental

Conference Session

WIED: Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sylvia Mendez, University of Colorado at Colorado Springs; Kathryn Watson, University of Colorado at Colorado Springs; Valerie Conley, University of Colorado at Colorado Springs

forward?The protocol allowed for rich data collection through the pre-developed questions, but theinterviews were unstructured and included embedded opportunities to seek clarification andmeaning (Patton, 2015). All participants were given pseudonyms, and only de-identifiedparticipant interview transcripts were stored on a secured server accessible only to the researchteam.Reflexivity and Positionality. Throughout the study, the research team engaged in bothindividual and collective reflexivity (Patton, 2015) by reflecting upon, bracketing out, anddialoguing about experiences, values, and beliefs pertaining to the messages women receiveabout balancing career and family in and out of academia. In qualitative research, reflexivity is acrucial

Conference Session

Statics and Dynamics Topics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Carmen Muller-Karger, Florida International University

% on-campus, 94% commuters• Online Course Enrollment: 15% fully online, 54% partially online, 31% no online enrollment• Birthplace: 59% US born, 41% immigrant or international students.As shown by the data the Admit Type indicates that about half of students transferred fromanother school, and 41% are immigrants or international students. These two indicators reflect areality within the classroom where there is a great difference in the background of the students,independently of gender or race. For many transferred students, statics represents one of thecourses taken during their very first term at Florida International University, many of them comeafter a gap time and their base knowledge is not as solid as is needed for this class

Conference Session

Remote and Flipped Instruction in Mechanics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud, University of Waterloo; Kylie Chan, University of Waterloo

motivation which has generally beenlower during the pandemic. The activities provide students with opportunities to engage with andfind enjoyment in their learning despite the lack of interaction that comes with studyingremotely.Though many studies describe the benefits of flipped learning and its suited application duringCovid-19, there are few that document the continual evolution of a flipped classroom as it isbeing delivered. Starting fully online in the Fall 2020 term and transitioning to a hybrid term inFall 2021, this paper discusses the process behind the development of a first-year engineeringSolid Mechanics I course. Changes between both years reflected the feedback collected fromstudents in an end-of-term survey where they were free to

Conference Session

Centering Black Experiences in STEM: Equity, Culture & Social Justice in Education Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Fantasi Nicole, Arizona State University, Polytechnic Campus

of Black womxn’s intersecting oppressions ofrace, class, gender, sexuality, and more shape our experiences and how these experiences shapeconsciousness as Black womxn. Exploring it in the research design, I use the notion of Blackfeminist standpoint epistemology and everyday knowledge [29], [30] as centering Blackwomxn’s ways of knowing within their engineering doctoral programs and how theyconceptualize, experience, and reflect on the construct, spirit-murdering. The research designaligns with the tenets of Black feminist thought demonstrated through the Black womxn chosento focus on, the ways of knowing chosen to center, the critical methods chosen to employ, andthe purpose of social justice chosen to pursue. In alignment with this theory

Conference Session

Aerospace Division Technical Session: Pedogogy and Training

Collection

2022 ASEE Annual Conference & Exposition

Authors

Srikanth Gururajan, Saint Louis University; Samantha Carlowicz; Justin Fantroy, Saint Louis University; haochen rong, Saint Louis University; Claire Schuessler, Saint Louis University

: Takeaways from Saint Louis University’s Aerospace Engineering Capstone ExperienceAbstractAerospace engineering requires a broad foundation of skills students are to develop throughouttheir educational careers. Beyond the physics and mathematics fundamentals, it can be beneficialfor students to explore more specialized topics or platforms that interest them. For some studentsat Saint Louis University, this specialization can appear as late as their final capstone projectswhere they are to design (and in some cases, build) a system such as an aircraft, rocket, orspacecraft. This paper offers a reflection from alumni of an aerospace engineering undergraduateprogram on the impacts of the required course track (fundamentals) for

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Saharnaz Baghdadchi, University of California, San Diego; Alex Phan, University of California, San Diego; Carolyn Sandoval, University of California, San Diego; Huihui Qi, University of California, San Diego; Marko Lubarda, University of California, San Diego; Nathan Delson, University of California, San Diego

, 20-22].Various assessment approaches have been proposed and applied, in concert or individually, topromote more effective and equitable learning, such as portfolio assessment, peer review andself-assessment, appraisal of research and design work, evaluation of oral presentations,reflective essays and videos, and interviews [12, 22, 23]; yet multiple choice and traditionalwritten exams persist as the dominant mode of assessment in undergraduate STEM [24-26].Occupying a distinct position among alternatives to traditional assessment are oral exams.Although strictly speaking traditional themselves, with a history spanning centuries [21, 27], ifnot millennia [28-30], oral exams have fallen out of favor in the technical subjects, especially inthe

Conference Session

Materials Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yang Dan, University of Illinois at Urbana - Champaign; Andre Schleife; Dallas Trinkle, University of Illinois at Urbana - Champaign; Pinshane Huang, University of Illinois at Urbana - Champaign; Cecilia Leal

in the MSE 182 course in Questions 13, 14 and 19, which reflecttheir change of perception regarding the course content (instructions and exercises) from 2020 to2021. Answers are scaled from 1 to 5. he total valid responses in 2019, 2020 and 2021 are 82, 47and 58, respectively.the quality and effectiveness of the computational modules and the students’ satisfaction,regardless of online or in-person teaching. While there is no significant increase in the percentageof rating 5 in Question 2, it stays steady at a high level around 50%.Figure 2: Positive answers from students in the MSE 182 course in Questions 1, 2, 4 and 6,which reflect general attitude towards computational modules. Answers are scaled from 1 (mostnegative, such as most