Conference Session

Construction Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rubaya Rahat, Florida International University; Piyush Pradhananga; Mohamed Elzomor, Florida International University; Claudia Calle Müller, Florida International University

University (TU). Following his graduation in 2016, he joined a leading real estate corporation in Nepal as a site engineer working on a multi-million project. He later joined a research firm based in London where he worked as an Engineering Graduate Researcher. Piyush is currently a Graduate Research Assistant and Teaching Assistant at the Moss School of Construction, Sustainability, and Infrastructure at FIU where he focuses on multidisciplinary research that harmonizes sustainability in construction. His other research interests include Sustainable Construction, Robotics, and AI-based Construction, Engineering Education, Green Buildings, Sustainable Infrastructure, Resilient and Sustainable Post-Disaster Reconstruction, and

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Barney Wei, University of Toronto; Mohammadreza Karamsoltani, University of Toronto; RUI ZENG, University of Toronto; Mingyu Zheng, University of Toronto; Hamid Timorabadi, University of Toronto

Paper ID #37127Work In Progress: Beyond Textbook: An Open EducationalResource Platform that Generates Course-Specific E-TextbooksBarney WeiMingyu ZhengMohammadreza KaramsoltaniRUI ZENGHamid S. Timorabadi Hamid Timorabadi received his BSc, MASc, and PhD degrees in Electrical Engineering from the University of Toronto. He has worked as a project, design, and test engineer as well as a consultant to industry. His research interests include the application of digital signal processing in energy systems and computer networks. He also has deep interest in engineering education and the use of technology to advance the

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Haritha Malladi, University of Delaware; Joshua Enszer, University of Delaware; Jenni Buckley, University of Delaware

interdisciplinary to appeal to students from all engineering fields but include technicaland discipline-specific content to aid students in career path decisions. Class sizes andpedagogical choices such as project-based learning are frequently constrained by the number anddisciplinary background of available faculty instructors.Prior work by our group has presented a framework for balancing competing curricular andadministrative needs [1]. Over the past six years, through stakeholder feedback and formativeevaluation, we have developed and continually refined a large-enrollment (ca. 650 students) one-semester FYE course taught by one to two faculty members. This course features a mixture ofinteractive didactic content and two multi-week, open-ended design

Conference Session

Multidisciplinary Engineering Division Technical Session - Best Diversity Paper

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marian Kennedy, Clemson University; Cora Allard-Keese, Clemson University; Joshua Alper, Clemson University; Jennie LaMonte, Clemson University; Aubrey Baldwin, Clemson University

AlperJennie LaMonte (Director)Aubrey Baldwin (Director of Student Engagement) © American Society for Engineering Education, 2022 Powered by www.slayte.com Work in Progress (WIP): Preparing Students for Undergraduate Research Online and In the Classroom - Framework, Participant Reflections, and Lessons LearnedIntroductionThe science and engineering communities have identified benefits for students who participate inundergraduate research by integrating students into research projects either for academic credit or paidparticipation [Russell et al. 2007; Espinosa 2011). However, there has been less written on how theengineering and science

Conference Session

LEES 4: Understanding and Disrupting Engineering Cultures

Collection

2022 ASEE Annual Conference & Exposition

Authors

Taiylor Rayford, University of Illinois at Urbana - Champaign; Nidia Ruedas-Gracia, University of Illinois at Urbana - Champaign; Molly Goldstein, University of Illinois at Urbana - Champaign; Corey Schimpf, University at Buffalo, The State University of New York; Lara Hebert, University of Illinois at Urbana - Champaign; Lorena Escamilla, University of Illinois at Urbana - Champaign; Jesus Zavala, University of Illinois at Urbana - Champaign

sustaining pedagogy topromote learning, identity development, and sense of belonging to STEM. It consisted of twokey components: near-peer mentors and storytelling. Near-peer mentors were the primaryfacilitators for the students. The mentors were two undergraduate engineering studentsresponsible for designing the project curriculum, testing, developing student support, andfacilitating most of the sessions throughout the summer camp, with supervision from facultymembers. The students created two machines, the Walking Jansen and the Up-and-Down Crank.Furthermore, students were encouraged to use their personal experiences and identities to tellstories through their projects.To assess the benefits of near-peer mentoring, we asked What did near-peer

Conference Session

Mechanical Engineering: Demos and Interactives

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brendan Smith, Loyola Marymount University

enjoyment, understanding, andfrustration suggests that this approach achieved an appropriate difficulty level that bothchallenged students and empowered their learning.Given the already intensive workload of a lecture-based control systems course with outside-of-class laboratory and project work, I have stopped recommending that students purchase atextbook for this course. Instead of relying on a textbook to provide a secondary perspective onthe material, the written instructions for the labs guide students through an experiential learningenvironment where they can practice applying methods from the course lectures. Survey resultsindicate that few students would have preferred to have a course textbook, while the vastmajority were glad that there

Conference Session

First-Year Programs Division Technical Session 2: Peer Mentoring/Learning, Teaching Assistants, and Career Mentorship

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jill Davishahl, Western Washington University; Audrey Boklage, University of Texas at Austin; Madison Andrews, University of Texas at Austin

-12students to continue their engagement in these spaces during distance learning [6]. Responding inthis way was only possible in makerspaces that were well staffed, properly funded, andadequately supported by their institution. Many smaller, student supported makerspaces wereforced to close their doors thereby limiting student access to hands-on projects, technologicalsupport, and peer interaction. In addition, many instructors shifted to digitally centered methodsof making such as CAD simulations and finite element analysis techniques and/or moved to“making at a home” by shipping project boxes directly to students, both of which limit peer topeer interaction and limit ability for students build community [7, 8].Sense of Belonging & Student

Conference Session

Faculty Development Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Victoria Matthew, VentureWell; Surbhi Lipkin-Moore; Pedro Arce, Tennessee Technological University; Andrea Arce-Trigatti, Tallahassee Community College; Nathalie Lavoine, North Carolina State University at Raleigh; Lucian Lucia, North Carolina State University at Raleigh; Emre Selvi, Jacksonville University; Marjan Eggermont, University of Calgary; Murat Tiryakioglu, Jacksonville University; Justin Hall, Jacksonville University; Ron Edelen, Jacksonville University; Jeffery Plumblee, VentureWell

conducted studies by using the facilities of institutions such as Argonne National Laboratory, Brookhaven National Laboratory, and Carnegie Institution of Washington. Before joining JU, he also worked as a Design and Production Engineer for the defense company Aselsan Inc. (1999-2004) and as a faculty at Muskingum University (2009-2015). Dr. Selvi currently focuses his activities on Engineering Education field as it relates to our new design-based curriculum contents such as design thinking, project based learning, sustainable design, and service learning.Ron EdelenMarjan Eggermont (Teaching Professor)Murat Tiryakioglu (Professor)Justin R. Hall © American Society for Engineering Education, 2022

Conference Session

Civil Engineering Division - Mechanics Applied and the Best in Five... Get Ready!

Collection

2022 ASEE Annual Conference & Exposition

Authors

J Carroll, Saint Louis University; John Aidoo, Rose-Hulman Institute of Technology; Alec Derks, Saint Louis University; Matthew Lovell, Rose-Hulman Institute of Technology; Kyle Kershaw, Rose-Hulman Institute of Technology

unbraced length.The purpose of the module is for students to visualize the differences in column buckling modes.The third module focuses on the failure mechanisms of steel beams that are braced and unbracedfor sidesway buckling, which is also difficult to visualize in class with simple photos. The beamspans a length of 16 ft 6 in. and is unbraced along its entire length for the first test (elasticfailure), but braced at mid-span for the second test (inelastic failure). The purpose of the moduleis to illustrate the impact of lateral bracing. The following sections provide some background about the overall project along with thedesign and implementation of the experiential learning modules. There is also a brief discussionabout assessment

Conference Session

Thinking Outside the STEM Box: Equity, Culture & Social Justice in Education Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Roxanne Moore, Georgia Institute of Technology; Chalece Delacoudray, Georgia Institute of Technology; Sunni Newton, Georgia Institute of Technology; Justina Jackson; Meltem Alemdar, Georgia Institute of Technology; Stephen Garrett, Georgia Institute of Technology; Hilah Barbot, Amazon Web Services; Jason Freeman; Joycelyn Wilson, Georgia Institute of Technology; Sabrina Grossman

education research and program evaluation projects related to K-12 STEM education.Justina JacksonMeltem AlemdarStephen GarrettHilah Barbot (Sr. Product Engineer)Jason FreemanJoycelyn WilsonSabrina Grossman© American Society for Engineering Education, 2022 Powered by www.slayte.com Your Voice is Power: Integrating Computing, Music, Entrepreneurship, and Social Justice LearningAbstract:Computational thinking has become pervasive across many technical and creative disciplines.Creating a computationally literate workforce capable of recognizing and eliminating algorithmicdiscrimination requires diverse perspectives and lived experiences. Your Voice is Power is a 5-class period curriculum targeted for K-12 audiences

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Elizabeth Volpe; Madeline Polmear, University of Florida; Denise Simmons, University of Florida; Danielle Weisenfeld, University of Florida; Jackson Carcaba, University of Florida

involvement in out-of-class activities. Research Questions The research question guiding this study was ‘How does a civilengineering student’s undergraduate experience facilitate the development of leadershipcompetencies?’MethodsThis exploratory research is part of a broader project that examines leadership development andworkforce preparation in engineering. The larger project involves a survey distributed to 16STEM majors at eight institutions in the United States, with a diverse range of academicstanding. At the end of the survey, students were asked to provide their email if they were willingto participate in a follow-up interview. Data CollectionThe process for selecting interview participants from the survey respondents was guided

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

through a survey distributed to a CEPD institution.Recruitment and case selectionThe instructor was recruited from an institute offering CEPD courses. The research teamcontacted the institute's education activities division and asked them to email a recruitmentdocument to the potential participants. From the responses, we chose the case study participantbased on the courses they were offering and the course's potential for implementing engaginginstructional strategies. Once the participant was identified, we contacted them directly,described the research project, and obtained informed consent for their participation. In addition,the instructor was offered a $25 gift card for their participation.Interview protocol and implementationThis

Conference Session

Computers in Education 3 - Modulus I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Deorio, University of Michigan; Christina Keefer, University of Michigan

Paper ID #36460When is Automated Feedback a Barrier to Timely Feedback?Andrew Deorio (Lecturer) Andrew DeOrio is a teaching faculty member at the University of Michigan and a consultant for web and machine learning projects. His research interests are in engineering education and interdisciplinary computing. His teaching has been recognized with the Provost's Teaching Innovation Prize, and he has twice been named Professor of the Year by the students in his department. Andrew is trying to visit every U.S. National Park.Christina Keefer (University of Michigan) © American Society for

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

40 32.0 80.0% (Questions 3, 6-7, P4) E G Project 1: storm sewer 200 174.5 87.3% system design A B C G H Project 2 - stormwater wetland integration & econ 70 64.5 92.1% analysis B C D E F G H Final Exam Parts 1 & 2 B C D E F G H 80 57.8 72.3% ABET Key Word Supported A B C D E F G H Total 2 6 3 3 3 2 6 5 515 432.8 84.0% 4.20 Course #2: Environmental Engineering Design Project Conceptual Design

Conference Session

International Division Technical Session 3 - Humanitarian Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Awatef Ergai, Kennesaw State University; Shane Peterson; Ginny Zhan, Kennesaw State University; Sabine Smith

investigation.2 Method2.1 Participants and SettingOur institution is a comprehensive R2 university in the U.S. Southeast. The demographics of ourundergraduate student body in the College of Engineering render the logistics of conventional,cross-cultural communication skill building initiatives highly challenging if not impossible:internationalization initiatives (e.g., study abroad or international education) and project-basedteamwork in content-heavy courses frequently exceed learners’ time and monetary budgets orlack integration in the engineering curriculum and a focus on communication skills development.Like many of our peer institutions, we serve a diverse and multi-tasking community ofundergraduate engineering students: approximately 85% commute

Conference Session

Aerospace Division Technical Session: Pedogogy and Training

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Olewnik, University at Buffalo, The State University of New York; Scott Ferguson, North Carolina State University at Raleigh; Nadeem Sheikh, North Carolina State University at Raleigh; Amrith Mariappan, University at Buffalo, The State University of New York; Laine Schrewe, The State University of New York, College at Buffalo

proposed approach.IntroductionThe work presented in this paper is motivated by the idea that the best way to learn is throughsolving problems yet recognizes that engineering students are generally provided insufficientopportunities to solve the types of problems that they will encounter in practice [1], [2]. Despitea wide variety of pedagogical innovations, engineering curricula still largely rely on well-structured problems as the primary mode of learning [2]. Attempts to incorporate more open-ended, ill-structured experiences through problem- and project-based learning (and other activelearning measures) have increased but are often met with resistance by students and arechallenging for faculty to implement [3], [4]. We contend that overcoming

Conference Session

PCEE Session 12: STEM, Technology, and Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Emily Dare, Florida International University; Joshua Ellis, Florida International University; Mark Rouleau; Gillian Roehrig, University of Minnesota - Twin Cities; Elizabeth Ring-Whalen

teaching culturally diverse students. She recently secured and acts as a PI on an NSF grant whose project outcomes aim to develop a K-12 STEM observation protocol that can be used in a variety of educational contexts through an online platform. © American Society for Engineering Education, 2022 Powered by www.slayte.com Current Practices in K-12 Integrated STEM Education: A Comparison Across Science Content Areas and Grade-Levels (Fundamental)AbstractDespite the popularization of integrated approaches to teaching science, technology, engineering,and mathematics (STEM) in policy documents, standards, and classrooms over the past severalyears, research related

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

then compared theassessment results from each instrument by examining average scores for each of the systemsthinking dimensions and also individual total scores on each assessment. Lastly, we comparedthe experience of scoring the assessments from the perspective of the instructor or researcherusing the assessment. Based on our findings, we make recommendations about when aninstructor might choose to use one assessment or the other. Our results can inform futureresearch and assessment projects that aim to assess students’ systems thinking skills bycomparing both student outcomes and instructor experience for these scenario-basedassessments. IntroductionAs the world has become a more connected and

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

Engineering Education and Future Professoriate. (i) ENGINEERING EXPERIENCE: Miguel Andrés was Project Manager of PREINGESA where he has directed construction projects in the development of urban infrastructure for urbanizations such as earthworks, drinking water works, sewerage, underground electrical cables and fiber optics, roads, aqueducts, water reservoirs, housing construction, among others. He was also a Project Management Associate for a Habitat For Humanity housing project in the USA. (ii) RESEARCH: Miguel Andrés' research focuses on (1) decision-making for the design and construction of infrastructure projects, (2) the planning of sustainable, smart and resilient cities, and (3) the development of engineers who

Conference Session

Multidisciplinary Engineering Division Technical Session - Best Paper

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

projects that integrate or requireskill sets, knowledge, or both from different disciplines.Undergraduate engineering programs have long recognized the importance of preparing studentswith teamwork skills (Adair & Jaeger, 2014; Chang, 2006; Gilbert, Held, Ellzey, Bailey, &Young, 2015; Lundy & Aceros, 2016; Nugent & Kulkarni, 2013). More recently, many schoolshave begun offering courses and programs to engage engineering students in interdisciplinaryand multidisciplinary teamwork experiences to meet the demands of industry, research, andaccreditation. The Accreditation Board for Engineering and Technology (ABET), EuropeanNetwork for Accreditation of Engineering Education (ENAEE), and Federation of EngineeringInstitutions in Asia and

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Edward Sippel, University of Wisconsin - Madison; Hannah Blum, University of Wisconsin - Madison

visualize how the components of a steel framed-building interact and additional details and nuances not typically covered in the first structural steeldesign course. However, such a field trip is not always practical due to time limitations, financialconsiderations, or local availability among many logistical issues [2], [3]. While virtual reality(VR) is not a new technology [4], recent improvements have made it possible to readily implementVR field trips into the classroom allowing the instructor to bring the desired site visit to thestudents. For the field of structural engineering, a building site or other construction project wouldbe a possibility. However, the possibilities are not limited to a single specialty and opportunitiesexist, for

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Susan Gallagher, Montana State University - Bozeman; Craig Woolard, Montana State University - Bozeman

Paper ID #36643Professional Development Outcomes for Rural Teachersparticipating in a Research Experience for Teachers Programin Innovative Transportation Systems (Evaluation)Susan Gallagher Susan Gallagher is the Education and Workforce Program Manager at the Western Transportation Institute at Montana State University. She currently serves as co-PI on the NSF-funded Research Experience for Teachers in Innovative Transportation Systems site grant and Project Coordinator for the Sustainable Transformation of Environmental Engineering Education for Modern Society grant, funded by the NSF Revolutionizing Engineering

Conference Session

Faculty Development Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Paul Nissenson, California State Polytechnic University, Pomona; Faye Wachs, California State Polytechnic University, Pomona; Juliana Fuqua; Cecilia Nguyen, California State Polytechnic University, Pomona; Deanna Miranda Barrios, California State University, Fullerton; Natalia Perez, California State Polytechnic University, Pomona

“cohort” based [10],[11], and the project’s organizers (theauthors) chose the topic of creating shared departmental video libraries. Videos have been a keyfeature in other FLCs as a supplement for participants [20], as a tool for self-evaluation ofteaching [21], for communicating in online communities [22], and as a component of courseredesign efforts which often primarily help individual faculty members. This FLC was unique inthat the creation of shared departmental video libraries was the central goal.Fundamentally, the quality of participant engagement is essential to the success of a FLC [23],and the recruitment process was designed to identify participants who would be highly engagedthroughout the project. A call for proposals was issued to

Conference Session

Civil Engineering Division ASCE Liaison Committee - Accreditation and Curriculums - What Changes Are Occurring?

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Swenty, Virginia Military Institute; Brian Swenty, University of Evansville

the Virginia Military Institute. He teaches engineering mechanics and structural engineering courses and enjoys working with his students on bridge related research projects and the ASCE student chapter.Brian J. Swenty (Professor) Brian J. Swenty, Ph.D., P.E. is a professor of Mechanical and Civil Engineering at the University of Evansville. He earned his B.S. and Ph.D. degrees in civil engineering from the University of Missouri-Rolla (Missouri S&T) and his M.S. degree in civil engineering from the University of Florida. He is a licensed professional engineer in California, Florida, Missouri, Indiana, and Illinois. He has held positions as an active duty Army officer, a senior civil engineer with a consulting

Conference Session

Mechanical Engineering: Online Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amir Karimi, The University of Texas at San Antonio; Randall Manteufel, The University of Texas at San Antonio

navigation duringan exam [14]. After the exam, the instructor had the ability of reviewing the recordings. However,in large classes, it took a long time to review the recordings for each student who took the exam.The use of Proctorio discouraged some students from cheating, but students quickly learned howto cheat on exams with Proctorio. Despite the faculty efforts, cheating in online course continue sto be a significant problem, as the authors can find their exam problems posted on Chegg that onlycould have happened while students were taking the exam. Unfortunately, only a few instructorsin the university chose to employ Proctorio to monitor their on-line exams. Others, replaced examswith projects, or gave exams, allowing somewhere between 24

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

,Maryland, where students engage in STEM-related activities and projects and interact withfellow BLV peers. This program was adapted for online facilitation during the summer of 2021as a result of the COVID-19 pandemic. Findings from this study provide considerations for theNFB’s future offerings of the EQ program. By more deeply understanding the challenges andbenefits associated with different modes of delivering STEM content to BLV students, educatorscan be more informed about developing STEM programming for BLV students that mayeventually encourage them to develop interest in STEM fields in the future.MethodsEngineering program overviewThis study explored data that was collected during synchronous Zoom sessions of the EQprogram, the NFB’s

Conference Session

Architectural Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ryan Solnosky, Pennsylvania State University; Moses Ling, Pennsylvania State University

year. Once in the AE major, 2nd and 3rd year students continue to study math, physics, and engineeringmechanics concurrent with a series of introductory in-major courses prior committing to a specific AEoption area. Both the 2nd and 3rd years were developed for exploration of the specific disciplines whilebuilding foundational building related knowledge. Through these two years, students gain knowledge andconfidence to participate in and lead integrative design projects. Before entering the 4th year, studentschoose a sub-discipline. The 4th and 5th years are devoted to discipline-specific AE coursework and an 8-credit year-long capstone project tying everything together. Table 1: Breakdown of in-major and out-of-major courses

Conference Session

Social Identities and STEM Experiences: Equity, Culture & Social Justice in Education Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michelle Ausman; Atsushi Akera, Rensselaer Polytechnic Institute; Alan Cheville, Bucknell University; Sarah Appelhans, University at Albany-SUNY; Melissa Shuey, Virginia Polytechnic Institute & State University

resident social scientist in the Electrical Engineering Department at Bucknell, exploring how to teach convergent (deeply interdisciplinary) problems to undergraduate engineers. Past research projects include studies of governance in engineering education and the influence of educational technology on engineering education.Melissa Shuey © American Society for Engineering Education, 2022 Powered by www.slayte.com Asian Identity in the Online ClassroomAbstractDuring the coronavirus (COVID-19) pandemic, Asian American students in higher educationwere faced not only with the move to online learning but the nuances that came with anti-Asianrhetoric

Conference Session

International Division Technical Session 6: Monitoring, Evaluating and Research

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nicholas Dang, Purdue Engineering Education; Kirsten Davis, Purdue University at West Lafayette (COE); Brent Jesiek, Purdue University at West Lafayette (COE)

supportingengineering students in developing global competency, some universities have sought to makeglobal experiences more accessible for engineering students by offering courses on globalengineering topics.Global engineering courses can take several different forms and cover many different topics. Onecourse format that has grown in popularity during the COVID-19 pandemic involves globalvirtual teams, where engineering students work on design projects together with students atuniversities abroad. Several studies have found positive learning outcomes of this type of course[7]-[10], although such courses require a lot of effort to implement and run the risk of allowingthe technical content to overshadow intercultural learning [9], [11]. Other approaches

Conference Session

Faculty Development Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Saralyn McKinnon-Crowley, Georgia Institute of Technology; Todd Fernandez, Georgia Institute of Technology; Sara Schley

? 2 Our study utilizes the methodology of focused ethnography (Wall, 2015), following thelead of previous ethnographic work in engineering education (e.g., Stevens et al., 2013). Focusedethnography uses multiple modes of data collection—such as interviews, targeted observations,and images—to perform a thorough investigation of a context familiar to the researcher(Knoblauch, 2005). As part of the larger, ongoing project, in this study we interviewed 21 self-selectedengineering faculty members (including non-tenure track faculty as well as tenured and tenure-track professors) at a large research-intensive institution in the American Southeast about theireducational background and career trajectory, their teaching philosophy, their