Conference Session

Computers in Education 2 - Programming 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Frank Vahid, University of California, Riverside; David May, University of California, Riverside

not write large chunks of code without running that codealong the way. If all a student's runs obey the rule (addedLOC <= 20), then IncDev = 1, but ifany run violates the rule, IncDev = 0.The rule is weak in being all or nothing: either IncDev = 1, or = 0. Instead, preferably the rulewould yield values between 0 and 1, representing the egregiousness of the rule violation(s).For example, a student who has just one violation with addedLOC = 21 should not be penalizedas heavily as a student with one violation with addecLOC = 50. Thus, we want the penalty to beproportional to the size of the addecLOC violation.Likewise, a student who has just one addedLOC = 30 should not be penalized as heavily as astudent who has three addedLOCs of 30 (a

Conference Session

PCEE Technical Session 6: Engineering Design in High School

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rachel Figard, North Carolina State University at Raleigh; Medha Dalal, Arizona State University; Jacob Roarty; Samantha Nieto, Arizona State University, Polytechnic Campus; Adam Carberry, Arizona State University

Award Number EEC-1849430. Any opinions, findings andconclusions, or recommendations expressed in this material are those of the author(s), and do notnecessarily reflect those of the NSF. The authors acknowledge the support of the entire e4usaproject team.References[1] National Research Council [NRC]. (2009). Engineering in K–12 education: Understanding the status and improving the prospects, National Academies Press.[2] Miaoulis, I. (2014). K–12 Engineering: The Missing Core Discipline. Engineering in Pre-College Settings: Synthesizing Research, Policy, and Practices, 21-34. https://doi.org/10.2307/j.ctt6wq7bh.6[3] Aikenhead, G. S., & Jegede, O. J. (1999). Cross-cultural science education: A cognitive explanation of a cultural

Conference Session

Civil Engineering Division - Huh? What Did You Say? What Does That Mean?

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lynn Mayo, RePIcture; Katie Wheaton

an AISC award which provided the winning studentan opportunity to list an industry award on their resume. A similar assignment can be used forany STEM course.The majority of students recommended the assignment be used again next year, showing thatengineering and writing are perfect together!References[1] K. Levine, S. Allard, and C. Tenopir, “The Changing Communication Patterns of Engineers,” School of Information Sciences – Faculty Publications and Other Works, 2011. [Online]. Available: https://trace.tennessee.edu/utk_infosciepubs/84 [Accessed Jan. 16, 2022].[2] A. Peck, J. E. Nydahl, and C. K. Keeney, “Effective Strategies to Motivate Engineering Students to Develop Their Technical Writing Skills,” American Society for Engineering

Conference Session

Instrumentation Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Byul Hur, Texas A&M University; Carter Wheat, Texas A&M University; Zachary Stokes; Keith Fritz; Hunter Street; Xuan Dang; Kevin Myles; Zach Adelman

MedicalBranch/ Western Gulf Center for Excellence in Vector-Borne Diseases. Moreover, this work wassupported by Dr. B. Hur’s Texas A&M research fund and resources.References[1] T. G. Floore, “Mosquito larval control practices: past and present." Journal of the American Mosquito ControlAssociation,” vol. 22, no. 3, pp. 527-533, 2006.[2] L. Zou, S. N. Miller, and E. T. Schmidtmann, “Mosquito larval habitat mapping using remote sensing and GIS:implications of coalbed methane development and West Nile virus,” Journal of medical entomology, vol. 43, no. 5,pp. 1034-1041, 2006.[3] B. Hur, K. Myles, Z. N. Adelman, M. Erraguntla, M. A. Lawley, E. J. Kim, J. L. Burgi, K. Price, K. Fritz, D. H.Stalcup, Z. Pan, Z. Stokes, B. W. Harris, F. Aguado, C. B. Wheat

Conference Session

ERM: ERM Medley Session!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yashin Brijmohan, University of Nebraska - Lincoln; Grace Panther, University of Nebraska - Lincoln; Heidi Diefes-Dux, University of Nebraska - Lincoln

/download/447/297.[3] O. B. Adedoyin and E. Soykan, “Covid-19 pandemic and online learning: the challenges and opportunities,” Interact. Learn. Environ., pp. 1–13, 2020, doi:10.1080/10494820.2020.1813180.[4] C. B. Hodges, S. Moore, B. B. Lockee, T. Trust, and M. A. Bond, “The difference between emergency remote teaching and online learning,” 2020, http://hdl.handle.net/10919/104648[5] A. Bozkurt et al., “A global outlook to the interruption of education due to Covid-19 pandemic: Navigating in a time of uncertainty and crisis,” Asian J. Distance Educ., vol. 15, no. 1, pp. 1–126, 2020, http://asianjde.com/ojs/index.php/AsianJDE/article/download/447/2.[6] J. Whalen, “Should teachers be trained in emergency remote teaching? Lessons

Conference Session

Multidisciplinary Engineering Division Technical Session - Empathy, Metacognitive Skills, and Perceptions of Success

Collection

2022 ASEE Annual Conference & Exposition

Authors

Simon Ghanat, The Citadel; Dena Garner; Todd Wittman, The Citadel; M. Kristen Hefner, The Citadel; Deirdre Ragan, The Citadel; Thad Le-Vasicek, The Citadel; Emily Bierman, The Citadel; Blakely Adair-Hudson, The Citadel

student(s)receives a stipend of $1,000.The SURE Program strives to improve student skills integral to performing research. Studentsand their research mentors are expected to work together for eight hours per week for one-on-oneinstruction and research skill development. Each discipline required specific skills be developed,and the skills developed evolved over the course of the summer. In general students wereinitially taught how to perform several experiments. Once the students could collect data, thementors assisted the students in evaluating their data. By the end of the summer mentorsstrengthened student capabilities in finding/assessing relevant literature related to their work. Aweekly group meeting served as a structured event that

Conference Session

Technological and Engineering Literacy - Philosophy of Engineering Division Technical Session 3

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; Dan Ewert

: achievements of the ELLI project at the TU Dortmund University." Procedia manufacturing 26 (2018): 1349-1360.16. S. Das, D. K. Kleinke, and D. Pistrui, "Reimagining engineering education: does industry 4.0 need education 4.0?." 2020 ASEE Virtual Annual Conference Content Access. 2020.17. C. Terkowsky and T. Haertel. "Fostering the creative attitude with remote lab learning environments–an essay on the spirit of research in engineering education." Engineering Education 4.0. Springer, Cham, 2016. 197-212.18. K. Schuster, K. Groß, R. Vossen, A. Richert, and S. Jeschke. "Preparing for industry 4.0– collaborative virtual learning environments in engineering education." In Engineering Education 4.0, pp. 477-487. Springer

Conference Session

Civil Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shinae Jang, University of Connecticut; Pablo Aguero-Barrantes, University of Connecticut; Richard Christenson, University of Connecticut

trend studieshow immersive technologies enhance user performance through, for example, learning andteaching effectiveness, task performance, and pain management. The authors identified the flowtheory as the most popular theoretical foundation employed in existing immersive technologystudies. Other theoretical perspectives used were situated cognition theory, media richnesstheory, the Stimulus–Organism–Response (S-O-R) model, and the technology acceptance model.The experimental method and the survey method were the most implemented research methods.Suh and Prophet [10] provided a four-component (stimuli, organism, response, and individualdifferences) classification framework for immersive technology use. The authors conclude thatmore empirical

Conference Session

Multidisciplinary Engineering Division Technical Session - Empathy, Metacognitive Skills, and Perceptions of Success

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

responses for “Did your team rotate team roles?” (Q8),revealed an inaccuracy in either the team size or role rotation for at least two participants. Eitherthey made mistakes in reporting answers or participants from the same team differed in theirdefinition of role rotation. The ambiguity in defining role rotation is more likely whenconsidering their statements on what led them to assume the role(s) they have had. For example,the following quotes are from (a) a participant who reported that their team rotated roles, and (b)a participant that reported their team did not rotate roles. a) “The way our team currently works is we all contribute wherever needed a sort of hands all hands on deck type approach during this type of approach or I am

Conference Session

Issues Facing STEM Programs at Rural Two-Year Colleges

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cody Mann, Minnesota State University, Mankato; Andrew Hanegmon; Anthony Venditto; Katherine Ulseth, Itasca Community College; Frankie Wood-Black; Liz Cox; Michelle Soledad, Minnesota State University, Mankato

STEM Education Landscape, Washington, DC: The National Academies Press, 2012, pp. 23–28.[10] R. M. Ryan and E. L. Deci, “Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.,” Am. Psychol., vol. 55, no. 1, p. 68, 2000.[11] B. D. Jones, “Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation.,” Int. J. Teach. Learn. High. Educ., vol. 21, no. 2, pp. 272–285, 2009.[12] P. M. King and K. S. Kitchener, Developing reflective judgment: understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass Publishers, 1994.[13] D. A. Schön, Educating the Reflective Practitioner

Conference Session

Investigations Using Calculus Courses

Collection

2022 ASEE Annual Conference & Exposition

Authors

Emre Tokgoz, Quinnipiac University; Elif Tekalp; Berrak Tekalp; Hasan Tekalp; Samantha Scarpinella, Quinnipiac University; Michael Giannone, Quinnipiac University

Paper ID #36783Analysis of STEM Students Accumulating CalculusKnowledge to Graph a FunctionEmre Tokgoz (Associate Professor)Samantha Scarpinella Pennsylvania State University Industrial Engineering PhD Student © American Society for Engineering Education, 2022 Powered by www.slayte.comAnalysis of STEM Students Accumulating Calculus Knowledge to Graph aFunction1 Emre Tokgöz, 1Elif. N. Tekalp, 1Berrak S. Tekalp, 2Hasan A. Tekalp, 3Samantha Scarpinella,3 Michael Giannone1 Emre.Tokgoz@qu.edu, 1Elif.Tekalp@qu.edu, 1Berrak.Tekalp@qu.edu, 2Hasan.Tekalp@qu.edu3 ses6506@psu.edu

Conference Session

Mechanical Engineering: Design and Labs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Diane Peters, Kettering University; Austin Nash, Kettering University

the creation of the single-document labs and thecollection of survey data for this work.References [1] S. Wentworth, D. Silage, and M. Baginski, “Individualized Matlab projects in undergraduate electromagnetics,” in 2010 Annual Conference & Exposition, no. 10.18260/1-2–15655. Louisville, Kentucky: ASEE Conferences, June 2010, https://peer.asee.org/15655. [2] R. Hensel and Y. Sun, “Application of object scaffolding to develop a hands on, problem centered, and project based freshman Matlab® course,” in 2006 Annual Conference & Exposition, no. 10.18260/1-2–1307. Chicago, Illinois: ASEE Conferences, June 2006, https://peer.asee.org/1307. [3] R. J. Sassenfeld and J. R. Tapia, “Teaching a college-wide introductory

Conference Session

Incorporating Technology in the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Emre Tokgoz, Quinnipiac University; Elif Tekalp; Berrak Tekalp; Hasan Tekalp; Samantha Scarpinella, Quinnipiac University; Michael Giannone, Quinnipiac University

Paper ID #36784STEM Students’ Technology Choice Differences for Solving aGraphing Question - Two Different Institution Students’Preferences for Solving a Graphing QuestionEmre Tokgoz (Associate Professor)Samantha Scarpinella Pennsylvania State University Industrial Engineering PhD Student © American Society for Engineering Education, 2022 Powered by www.slayte.comSTEM Students’ Technology Choice Differences for Solving a GraphingQuestion - Two Different Institution Students’ Preferences for Solving aGraphing Question1 Emre Tokgöz, 1Elif. N. Tekalp, 1Berrak S. Tekalp, 2Hasan A. Tekalp

Conference Session

ETD - STEM Issues in ET II

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yooneun Lee, University of Dayton; Khalid Zouhri, University of Dayton; Alexander Watson, University of Dayton

strongly that checking for assignments and exams on platforms for academic assistance would mitigate cheating, potentially indicating a discrepancy in how often these tools are relied upon.Based on this piloting effort on addressing academic dishonesty in the university, differencesbetween undergraduate students and faculty are identified. The next phase will be to develop aninnovative method and application to reduce the gap between students and faculty in academicdishonesty.References[1] A. Amigud and T. Lancaster, “I will pay someone to do my assignment: an analysis of marketdemand for contract cheating services on twitter,” Assessment & Evaluation in higher education,vol. 45, no. 4, pp. 541–553, 2020.[2] S. B. Bayaa Martin

Conference Session

DEED Technical Session 5 Design Teams

Collection

2022 ASEE Annual Conference & Exposition

Authors

Scott Eaton, University of Southern Maine; Asheesh Lanba, University of Southern Maine; Jeremy Qualls; Warren Ziegler, University of Southern Maine; Daniel Fransiscus, University of Southern Maine; Tyler Werner, University of Southern Maine

Paper ID #36862CubeSat Design Competition to Foster K-12 STEMParticipation in MaineScott Joseph Eaton (Assistant Professor)Warren H Ziegler (Space Technologist)Daniel FransiscusTyler D Werner © American Society for Engineering Education, 2022 Powered by www.slayte.com CubeSat Design Competition to Foster K-12 STEM Participation in Maine Scott J. Eatona,*, Asheesh R. Lanbaa, Jeremy S. Quallsb, Warren H. Zieglera, Tyler D. Wernera, Caleb Baileyc,d, Hung Nguyena and Daniel Fransiscusa,d a Department of Engineering, University

Conference Session

Multidisciplinary Engineering Division Technical Session - PBL with Control Theory, Writing, ABET, and Shaping Ethical Worldviews

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Brown, Montana State University - Bozeman; Ellen Lauchnor, Montana State University - Bozeman; Michelle Miley; Corey Pew, Montana State University - Bozeman; Beth Shirley, Montana State University - Bozeman; Stephanie Wettstein, Montana State University - Bozeman; Adrienne Phillips, Montana State University - Bozeman

mentorship through research or intern experiences. Inaddition, while the engineering faculty teaching these courses may have developed effectivetechnical communication skills through practice, they have typically not undergone pedagogicaltraining in technical communication or technical writing. Recognizing the institution’s need given the lack of an official WAC program, inAY2020 the Writing Center Director initially launched an “Integrating Writing into STEM”faculty grant program. The program was based off the model described by S. Wilhout, “WACwithout a WAC Program, (p. 79 in Sustainable WAC)”[8]. Knowing that students needmeaningful writing experiences integrated into their college curriculums and that faculty do notalways intentionally

Conference Session

Student Division Technical 3: Mixed - Research, Engineering Design, Design Thinking, and Curriculum Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Abigail Clark, Miami University; Rachel Kajfez, The Ohio State University

domain by sharing ourexperiences. Through this autoethnographic approach, we were able to share our livedexperiences while systematically analyzing them.To examine our experiences, we collectively developed a set of reflection questions, listedbelow. We then each answered them independently about our work in our specific informallearning context. We each reflected on the following prompts: • Describe the setting in which you have conducted research and assessments in informal STEM settings. • What questions were you investigating, and what methods were used? • What population(s) were you focused on? • How did you recruit participants? What went well? What were the challenges? • How did you collect data? What went well? What

Conference Session

Architectural Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud, University of Waterloo; Andrea Jonahs, University of Waterloo; Vaishnavi Pasalkar, University of Waterloo

8: What did you like and/or dislike about this project?Question 9: Would you recommend something be done differently for this project?Question 10: Do you have any other comments or questions about this project?References[1] "2020 National Membership Information," Engineers Canada, [Online]. Available: https://engineerscanada.ca/2020-national-membership-information. [Accessed 28 January 2022].[2] "Enrolment and Degrees Awarded Report," Engineers Canada, [Online]. Available: https://engineerscanada.ca/reports/enrolment-and-degrees-awarded-report. [Accessed 28 January 2022].[3] S. C. 2. Census, Data on Visibile Minority Labour Force Status in STEM, Statistics Canada, 2016.[4] "Indigenous Engineering in Canada," Engineers Canada

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Renee Clark, University of Pittsburgh; Autar Kaw, University of South Florida; Rasim Guldiken, University of South Florida

Planning 0.51 approach my problem-solving on this topic? How am I clarifying the confusions I am having about my solution via resources or2 Monitoring 0.90 opportunities available to me before submitting the final solution? Based on your work and experience with this week’s in-class exercises (week 3),3 evaluate your performance as either good or in need of improvement, and state what Evaluation 0.73 you should do to either maintain your good performance or improve it if necessary. How can I do a better job on this week’s (week 4’s) in-class problem-solving based on4

Conference Session

Bringing Engineering Leadership Pedagogy to Life!

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Novick, University of Texas at El Paso; Meagan Kendall, University of Texas at El Paso; Sebastian Palacios; Melanie Realyvasquez, University of Texas at El Paso

% 100%Figure 3. Recall of concepts, listed in the survey, measured by students’ primary descriptions,ordered from highest to lowest recall. References1. Duderstadt, J. J. (2010). Engineering for a changing world. In Holistic engineering education (pp. 17-35). Springer, New York, NY.2. Crawley, E., Malmqvist, J., Ostlund, S., Brodeur, D., & Edstrom, K. (2007). Rethinking engineering education. The CDIO Approach, 302, 60-62.3. Kouzes, J. M., & Posner, B. Z. (2007). The five practices of exemplary leadership. The Jossey-Bass reader on educational leadership, 63-74.4. Partlow, P. J., Medeiros, K. E., & Mumford, M. D. (2015). Leader cognition in vision

Conference Session

Experiential Learning in Mechanics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anthony Battistini, Angelo State University; Mohammad Shafinul Haque, Angelo State University; Steve Guzman; Matt Sims, Angelo State University

rate (percentage of total students receiving a gradeof D or F or withdrawing from a course), particularly in foundational courses typically taken inthe students’ first two years of the program. Table 1 summarizes the results for both Statics andDynamics.Following the completion of Statics and Dynamics, most students go on to successfully completethe Bachelor of Science degree requirements for the engineering program(s). Therefore, it isimperative for the continued success of the program(s) to increase retention amongst studentstaking these courses, forming the impetus for the proposed changes documented within thispaper.Table 1: DFW Rates for Engineering Mechanics Courses at Angelo State University

Conference Session

Intersections of Identity and Student Experiences: Equity, Culture & Social Justice Technical Session 10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jerry Yang, Stanford University; Crystal Nattoo

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Deborah Besser, University of St. Thomas; Anna Roiger, University of St. Thomas; Nick Pawlak; Emma Sullivan, University of St. Thomas

appear opposing one another, these attributes are mutuallysupportive. Social contexts and communication styles which are autonomy-supportive, versuscontrolling styles, are key for well-being. In turn, positive well-being increases learning,socialization, and prosocial behaviors [2].SDT metrics continue to evolve. The Center for Self- Determination Theory website includesseveral psychological needs satisfaction scales which are tailored for specific contexts such aslearning and sports [9]. Johnson and Finney have laid the foundation for development work on abasic needs satisfaction scale. Johnson and Finney caution against inappropriate application andlimitations of versions including the Basic Needs Satisfaction in General Scale (BNSG-S

Conference Session

Intersections of Identity and Student Experiences: Equity, Culture & Social Justice Technical Session 10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rachael Cate, Oregon State University; Aiden Nelson

also asked toevaluate the success of community coordination efforts in a survey given at the end of eachterm. 2.2. Survey Tool & Data CollectionWe developed our primary survey tool for this study, for which we have approval through ourinstitutional review board for research with human subjects, by adapting questions to addressMezirow’ s phases of transformative education [3]. We delivered the survey to all students in ourECE/CS Senior Design Capstone course at the end of the spring term. This allowed us tocapture responses across multiple years one time per student and to determine whether theyparticipated in a CoP at any point during their junior or senior years. Initially, we asked foridentifying and demographic information

Conference Session

PCEE Technical Session 6: Engineering Design in High School

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stacy Klein-Gardner, Vanderbilt University; Leigh Abts, The Johns Hopkins University; Gail Goldberg

Paper ID #37404The Engineering Design Process Portfolio Scoring Rubric(EDPPSR) – Initial Validity and Reliability (Fundamental)Stacy S Klein-Gardner (Adjunct Professor) Stacy Klein-Gardner's career in P-12 STEM education focuses on increasing interest in and participation by females and URMs and teacher professional development. She is an Adjunct Professor of Biomedical Engineering at Vanderbilt University where she serves as the co-PI and co-Director of the NSF-funded Engineering For US All (e4usa) project. She also serves as the co-PI, Lead Engineer, and Director of Partnerships for Youth Engineering Solutions

Conference Session

ERM: Problem Solving and Conceptual Understanding

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessica Swenson, University at Buffalo, The State University of New York; Aaron Johnson, University of Michigan; Max Magee; Melissa Caserto, University at Buffalo, The State University of New York

. Olds, Eds. New York: Cambridge University Press, 2014.[2] J. E. S. Swenson, “Developing Knowledge in Engineering Science Courses: Sense-Making and Epistemologies in Undergraduate Mechanical Engineering Homework Sessions,” Ph.D., Tufts University, United States -- Massachusetts, 2018. Accessed: Nov. 02, 2021. [Online]. Available: https://www.proquest.com/docview/2055441211/abstract/6ACDF8D09D6B4668PQ/1[3] J. Gainsburg, “The Mathematical Disposition of Structural Engineers,” J. Res. Math. Educ., vol. 38, no. 5, pp. 477–506, Nov. 2007, doi: 10.2307/30034962.[4] S. G. Vick, Degrees of Belief: Subjective Probability and Engineering Judgment. ASCE Publications, 2002.[5] A. F. McKenna, “Adaptive

Conference Session

Graduate Studies Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jutshi Agarwal, University of Cincinnati; Samieh Askarian, University of Cincinnati; Gregory Bucks, University of Cincinnati; Teri Murphy, University of Cincinnati

. Categorizing the outcomevariables (and the relationships among them) provides for well-structured guidance topractitioners and researchers in designing TPD programs. In this respect, this frameworkappeared more relevant to our context of understanding academic leaders’ opinion of TPDevaluations. The Kirkpatrick framework comparatively is broader and more generalized in itsevaluation model of PD programs. For its specificity and structure, Reeves et al.’s frameworkwas chosen as the underlying theoretical model for this study.Figure 1: Conceptual Framework for GTA TPD by Reeves et al. [24]Framework for the relationships among GTA TPD outcome variables (blue), GTA TPD contextual variables (yellow),and GTA TPD moderating variables (green). The framework

Conference Session

PCEE Session 13: Equity in P-12 Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

James Holly, Jr., University of Michigan; Madison Buford

Qualitative Studies in Education, 31(8), 769- 783.Broderick, A., & Lalvani, P. (2017). Dysconscious ableism: Toward a liberatory praxis in teacher education. International Journal of Inclusive Education, 21(9), 894-905.Bullock, E. C. (2017). Only STEM can save us? Examining race, place, and STEM education as property. Educational Studies, 53(6), 628-641.Carlone, H. B., Mercier, A. K., & Metzger, S. R. (2021). The production of epistemic culture and agency during a first-grade engineering design unit in an urban emergent school. Journal of Pre-College Engineering Education Research (J-PEER), 11(1), 172-191. https://doi.org/10.7771/2157-9288.1295Carter, D. F., Dueñas, J. E. R., Mendoza, R. (2019

Conference Session

ECE Division Technical Session 2: Long-Term Institutional Outcome Evaluations and Capstone Innovations

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alexander Mackay, University of Toronto; Hamid Timorabadi, University of Toronto

Paper ID #36648Improving Capstone Outcomes: Changes to Deliverables andAccommodating Remote LearningAlexander James Mackay Alexander Mackay received a B.Eng degree in electrical engineering from Memorial University of Newfoundland and Labrador in 2017. He is currently pursuing a Ph.D. degree in electrical engineering at the University of Toronto, where he received a M.A.Sc. degree in 2020. His research interests include engineering design projects and their implementation, phased array feed structures, leaky-wave antennas and radar imaging systems.Hamid S Timorabadi (Assistant Professor, Teaching Stream) Hamid

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

decisions. Since the instructors used a range of projects with varying levels ofstructure and autonomy, future research will explore whether these differences resulted insignificant differences in student motivation. Also, in future we will explore the motivationalaspect informed by the Self-determination theory.Reference[1] M. J. Prince and R. M. Felder, “Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases,” J. Eng. Educ., vol. 95, no. 2, pp. 123–138, Apr. 2006.[2] H. S. Barrows, “Problem-based learning in medicine and beyond: A brief overview,” New Dir. Teach. Learn., vol. 1996, no. 68, pp. 3–12, Dec. 1996.[3] W. T. Wang and Y. L. Lin, “Evaluating Factors Influencing Knowledge-Sharing