Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

DeLean Tolbert Smith, University of Michigan - Dearborn; Leroy Long, Embry-Riddle Aeronautical University - Daytona Beach; Aishwary Pawar, University of Michigan

.20.1.7Brown, S. V. (1995). Testing the doublebind hypothesis: Faculty recommendations of minority women fellowship applicants. Journal of Women and Minorities in Science and Engineering, 2(4). https://doi.org/10.1615/JWomenMinorScienEng.v2.i4.20Bruening, J. E. (2012). Gender and Racial Analysis in Sport: Are All the Women White and All the Blacks Men? [research-article]. Quest, 57(3), 330–349. https://doi.org/10.1080/00336297.2005.10491861Calabrese Barton, A., & Tan, E. (2018). A longitudinal study of equity-oriented STEM-rich making among youth from historically marginalized communities. American Education Research Journal, 56(4), 761–800. https://doi.org/10.3102/0002831218758668Carbado, D. W., Crenshaw, K. W

Conference Session

First-Year Programs Division Technical Session 10: Best of First-Year Programs Division

Collection

2022 ASEE Annual Conference & Exposition

Authors

Connor Jenkins, The Ohio State University; Krista Kecskemety, The Ohio State University

group with the UTAparticipants that completed the coding segment of this study. This study may also be expandedupon to increase the participant count and adjust the coding methodology to improve upon theobservations made here. Finally, the effectiveness of feedback will be related to the newly createdcodebook.References[1] The Ohio State University Department of Engineering Education, "EED Undergraduate Teaching Assistant Policies," The Ohio State University Department of Engineering Education, 2018. [Online]. Available: https://eed.osu.edu/sites/default/files/uploads/eed_uta_policies_au18_v2.pdf.[2] S. Last, Technical Writing Essentials, Victoria: University of Victoria, 2019.[3] S. Pneena and C. Romanowski, "A Message from Recent

Conference Session

Assessment in Mechanics Courses

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jiehong Liao, Florida Gulf Coast University; Galen Papkov, Florida Gulf Coast University; Ashraf Badir, Florida Gulf Coast University; Robert O'Neill, Florida Gulf Coast University

actual ability to perform on assessments.Overall, more work is needed to understand discrepancies between instructor assessment andstudent perception of point-losses on assessments, which may include factors such as studentconfidence. It would be informative to conduct follow-up interviews with students to comparenotes with their instructors on graded quizzes leading into exams to uncover underlying issues,which would allow for more accurate and effective interventions and support for student success.References[1] A. C. Estes, R. W. Welch and S. J. Resseler, "The ExCEEd Teaching Model," Journal of Professional Issues in Engineering Education and Practice, vol. 131, no. 4, October 2005.[2] D. J. Lura, A. Badir and R. J. O'Neill, "Homework

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

offers a re-envisioning of engineering education around entrepreneurshipbroadly defined. This ties to existing threads that have been in place for a long time. It is seekingnot to really pave new ground but to re-center entrepreneurial and business-aligned engineeringmore towards the center of the curriculum.3. The NSF Convergence FrameworkWhile EML is defined as a set of skills and mindsets, the definition of convergence is morevague, often focusing more on the pathways to solution of a problem rather than skills useful foran individual. Although definitions of convergent skills are not tabulated in the same way asthose for EML, the authors adopted Roco et al.’s five principles of convergence [11]. These aregiven as: 1. Exploiting

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cassandra Birrenkott, South Dakota School of Mines and Technology; Alycia Jensen, South Dakota School of Mines and Technology; Jon Kellar, South Dakota School of Mines and Technology; Michael West, South Dakota School of Mines and Technology; Lisa Carlson, South Dakota School of Mines and Technology; Molly Moore, South Dakota School of Mines and Technology; Jesse Herrera, South Dakota School of Mines and Technology

goals, and school, community, and other activities thatdemonstrate leadership potential, and a completed FAFSA. The program was advertised throughseveral venues: media outlets, communication with accepted first-generation students, andpromotion through local high schools. The project team also participated in two “Go To Mines”recruitment events to educate and recruit first-generation students and their families for the 2022cohort and beyond.As a result of these efforts, the SD-FIRST program had 59 applicants during the first applicationcycle. As an NSF S-STEM award, the SD-FIRST program allowed for 15 scholars in the firstcohort and awarded $5,000 per year, renewable for 4 years, per scholar. During this time, theteam was able to work with the

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

-Director of the Bernard M. Gordon-MIT Engineering Leadership Program, and since 2021 the Apollo Program Professor of Astronautics at MIT.Reza S Rahaman (Industry Co-Director, Gordon Engineering LeadershipProgram) Reza Rahaman is the Bernard M Gordon Industry Co-Director and Senior Lecturer for the MIT Technical Leadership and Communication Programs - the Undergraduate Practice Opportunities Program (UPOP), the Bernard M. Gordon-MIT Engineering Leadership Program (GEL), the Graduate Engineering Leadership Program (GradEL), and the School of Engineering Communication Lab. Dr. Rahaman returned to MIT in 2018 after a 29 year career in the Consumer Packaged Goods, Pharmaceuticals, and Agricultural Chemical Industries

Conference Session

Student Division Technical 2: Instruction & Learning Delivery

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, Amazon; Kritin Mandala; Zoë Dailey; Lilianny Virguez, University of Florida; Kayli Battel; LISSA ERICKSON

Workplace Equity. Pew Research Center's Social & Demographic Trends Project.Retrieved February 7, 2022, from http://www.pewresearch.org/social-trends/2018/01/09/womenand-men-in-stem-often-at-odds-over-workplace-equity/[3] Komacek, S., & Adukaitis, C. (2015, March 10). Manufacturing a workforce. ASEE PEERDocument Repository. Retrieved February 7, 2022, from https://peer.asee.org/manufacturing-aworkforce[4] Report to the President - Engage to Excel: Producing One Million Additional CollegeGraduates With Degrees in Science, Technology, Engineering, and Mathematics (ExecutiveReport). Obama White House Archives. (2012). Retrieved February 7, 2022, fromhttps://obamawhitehouse.archives.gov/sites/default/files/microsites/ostp/pcast-engage-to

Conference Session

Electrical and Computer Engineering Laboratory and SoC Developments

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Spencer, Harvey Mudd College

. Henri, M. D. Johnson, and B. Nepal, “A Review of Competency-Based Learning: Tools, Assessments, and Recommendations,” J. Eng. Educ., vol. 106, no. 4, pp. 607–638, 2017, doi: 10.1002/jee.20180.[3] J. E. Froyd, P. C. Wankat, and K. A. Smith, “Five Major Shifts in 100 Years of Engineering Education,” Proc. IEEE, vol. 100, no. Special Centennial Issue, pp. 1344–1360, May 2012, doi: 10.1109/JPROC.2012.2190167.[4] S. J. Lurie, “History and practice of competency-based assessment,” Med. Educ., vol. 46, no. 1, pp. 49–57, 2012, doi: 10.1111/j.1365-2923.2011.04142.x.[5] C. Carraccio, S. D. Wolfsthal, R. Englander, K. Ferentz, and C. Martin, “Shifting Paradigms: From Flexner to Competencies,” Acad. Med., vol. 77, no. 5, pp. 361–367, May

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

, scientists, andother non-engineers. As the US National Academy of Engineering asserted in their report TheEngineer of 2020, while engineering has always engaged multiple stakeholders, it will“increasingly involve interdisciplinary teams, globally diverse team members, public officials,and a global customer base” (National Academy of Engineering U. S., 2004, p. 55; Handford,Van Maele, Matuous, & Maemura, 2019, p. 162). Our research explores whether, in addition totraditional teamwork skills, there are skills specific to working effectively on multidisciplinaryengineering teams that can better prepare students to enter the modern workforce and acceleratetheir ability to deliver meaningful impacts.For the purposes of this paper, we define

Conference Session

ECE Division Technical Session 4: Student-centered Learning and Teaching Methodologies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yuchen Huang, Portland State University; Branimir Pejcinovic, Portland State University

effective. We also think that it is generally applicable and can bereplicated elsewhere. We have also found that implementing SCTM during Covid-19 restrictionswas relatively straightforward and students still benefited from this approach.We plan to conduct student post-course surveys to all of our courses in the future. We willcontinuously monitor how these items develop over time and use them to keep improve andrefining our teaching methods.References[1] J. Michael, “Where’s the evidence that active learning works?”, Journal of Advances in Physiology Education, vol. 30, pp. 159-167, 2006.[2] S. Freeman, S.L. Eddy, M. McDonough, M.K. Smith, N. Okoroafor, H. Jordt, M. Wenderoth, “Active learning increases student performance in

Conference Session

First-Year Programs Division Technical Session 6: Admissions, Transfer Pathways, and Major Selection

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michael Elmore, State University of New York at Binghamton; Koenraad Gieskes, State University of New York at Binghamton; Nicole Alfarano, State University of New York at Binghamton

[1] M. Elmore and K. Gieskes, “Work in progress: 1st-year engineering students and factors in their selection of a major, Proc. 128th ASEE Annual Conf. & Exposition, July 26 – 29, 2021, Virtual.[2] C. J. Rowe and A. Mahadevan-Jansen, “Getting to know your engineering major,” Proc. 110th ASEE Annual Conf. & Exposition, June 22 – 25, 2003, Nashville, TN, 8.597.1 – 8.597.8.[3] S. Zahorian, M. Elmore, and K. J. Temkin, “Factors that influence engineering freshman in choosing their major,” Proc. 120th ASEE Annual Conf. & Exposition, June 23 – 26, 2013, Atlanta, GA.[4] A. Theiss, J. E. Robertson, R. L. Kajfez, K. M. Kecskemety, and K. Meyers, “Engineering major selection: an examination of initial choice and

Conference Session

CIT Division Technical Session #3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Margaret Ellis; Godmar Back, Virginia Polytechnic Institute and State University; Walter Lee, Virginia Polytechnic Institute and State University; Kirk Cameron, Virginia Polytechnic Institute and State University; Crystal Pee

how their acquisition of knowledge was facilitated (i.e. training material, peer teams,peer mentors, faculty, and peer discussions). The intentionality of the experiences of thestudents helped create a culture of learning. From the assessment of our practices within thegroup, we were able to understand how students perceive the design of the ComputerSystems Genome research group in relation to their experience within computer systems.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantNos. CNS 1565314 and CNS 1939076. Any opinions, findings or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the viewsof the National Science

Conference Session

Pedagogy in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Deesha Chadha, Imperial College London, London; Daryl Williams; Colin Hale; Paul Luckham

by percentages (Likert scale) for the statement ‘I feel the project is beingdelivered in a way that supports my learning, given restrictions’Open-text comments for remote-learning model: ➢ While I highly enjoyed this course, the way information is provided to us could be clearer and easier to follow, because I was not sure if my group has all the information needed for the problem, and sometimes the TA-s weren't sure either.8 ➢ There should have been more emphasis on how we are graded and the importance of different features. It is also unfair to mark students upon uses of different technology such as which software to use to record as this was not specified, and things like microphones as these are not

Conference Session

ERM: Find Out More About Faculty!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kaitlyn Thomas, University of Nevada, Reno; Derrick Satterfield, University of Nevada, Reno; Jeanne Sanders, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Kelly Cross, University of Nevada, Reno

literature review, we used multiple exclusion criteria. First, anyliterature focusing on undergraduate, graduate, or postdoctoral students was omitted. Also,literature published before the year 2000 was also excluded as much has changed in the field ofDEI since the 1990’s. Lastly, any guest editorials or conference proceedings which did notinclude a paper were excluded from the literature review. Figure 1 plots the papers used in theliterature review according to their publication year, and Figure 2 plots them by publicationsources for the literature in this review. 4.5 4 3.5 3 # of Papers 2.5 2 1.5 1

Conference Session

PCEE Session 11: Engineering Outreach / Summer Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Maya Denton, University of Texas at Austin; Bryant Chambers; Indu Venu Sabaraya; Navid Saleh, University of Texas at Austin; Mary Kirisits, University of Texas at Austin

Foundation. The authors thank AsherKeithley, Bruk Berhanu, and Gustavo Ochoa for assisting with the development of materials andinstruction for the engineering modules. The authors also thank the following people for helpingwith the outreach program: Amy Gao, Chloe Wooldridge, Johnny Sullivan, Taegyu Kim, SarahWilliams, Zeynep Basaran-Bundur, Jeseth Delgado Vela, Lexi Sheehan, Sarah Fakhreddine,Sarah Seraj, and Stephanie Castillo. The authors are grateful to the staff and students at the highschool for participating in the outreach program.References[1] National Research Council, Next generation science standards: For states, by states. Washington DC: The National Academies Press, 2013.[2] S. Purzer and J. P. Quintana-Cifuentes

Conference Session

Biomedical Engineering Division: Integrating Design Across the BioE/BME Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mostafa Elsaadany, University of Arkansas; Raj Rao, University of Arkansas; Loren Hedgecock; Kaitlin Hall

group's entrepreneurial mindsetcompared to the control group. Furthermore, the responses to the open-ended qualitativequestions further validated results from the Likert-scale survey questions. This study guided thedecision to offer the EML version of the project in the following course offerings and develop asimilar project in the other Biomedical Engineering courses currently offered. However, with therelatively small sample size (a total of 46 students divided into two groups (n=23), it isrecommended to take the conclusions of this study with caution and to continue to test thenewly-developed EML curriculum with a much larger sample size.References[1] J. M. Bekki, M. Huerta, J. S. London, D. Melton, M. Vigeant, and J. M. Williams

Conference Session

Labs and Demonstrations in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacqueline Mohalley-Snedeker, Georgia Institute of Technology; Benjamin Galfond, Georgia Institute of Technology

methods of quantifying student growth and the instructionaleffectiveness of our teaching approaches. References[1] C. Nicometo, K. Anderson, T. Nathans-Kelly, S. Courter, T. McGlamery, “More Than Just Engineers’: How Practicing Engineers Define and Value Communication on the Job.” Proceedings of the 117th ASEE Annual Conference and Exposition, Louisville, Kentucky, June 2010. Paper ID# 2010-062.,[2] “About ABET,” https://www.abet.org/about-abet/history/ (accessed February 2, 2020).[3] J. Campbell. and D. Chadha, “Can We Bolt It On? Developing Students' Transferable Skills in Chemical Engineering.” Proceedings of the 126th ASEE Annual Conference & Exposition, Tampa, Florida. June

Conference Session

International Division Technical Session 6: Monitoring, Evaluating and Research

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines

. Among the barriers identified in my group’s previous work [13] were “Incorporatingsociotechnical content which is not commonly considered a part of the engineering canon putsextra demands on faculty, including time and energy” ([13], p. 9) and concerns that students whohave been taught to prioritize the technical may not see the sociotechnical assignment as “true”engineering and may therefore object. However, we also observed a number of opportunities,including “the possibility to shift students’ views of engineering to include sociotechnical work”([13], p. 9) and “Instructor optimism and excitement to create meaningful new assignment(s) forimpact their students’ views of engineering and abilities to engineer sociotechnically” ([13], p.9

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

, S. Colmar, and G. A. D. Liem, “Adaptability: Conceptual and empirical perspectives on responses to change, novelty and uncertainty,” Australian Journal of Guidance and Counselling, vol. 22, no. 1, pp. 58-81, 2012, doi: 10.1017/jgc.2012.8.[2] C. Hodges, S. Moore, B. Lockee, T. Trust, and A. Bond, “The difference between emergency remote teaching and online learning,” Educause Review, vol. 27, 2020, [Online]. Available: https://er.educause.edu/articles/2020/3/the-difference-betweenemergency- remote-teaching-and-online-learning.[3] K. Fox, G. Bryant, N. Lin, and N. Srinivasan, “Time for class-COVID Edition Part 1: A national survey of faculty during COVID-19,” Tyton Partners and Every Learner Everywhere

Conference Session

EMD Technical Session 1: Captstone, Ethics, and Statistical Methods

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cole Shannon, South Dakota State University; Patrick Lovrien, South Dakota State University; Bret Barnett, South Dakota State University; Carrie Steinlicht, South Dakota State University; Ekaterina Koromyslova, South Dakota State University

, conclusions, orrecommendations expressed in this publication are those of the authors and do not necessarilyreflect the view of the U.S. Department of Agriculture. References[1] S. M. Drake, and J. L. Reid, “Integrated curriculum as an effective way to teach 21st century capabilities,” Asia Pacific Journal of Educational Research, vol. 1, no. 1, pp. 31-50, May, 2018, doi: 10.30777/APJER.2018.1.1.03.[2] A. Qattawi, A. Alafaghani, M. A. Ablat, and M. S. Jaman, “A multidisciplinary engineering capstone design course: A case study for design-based approach,” International Journal of Mechanical Engineering Education, vol. 49, no. 3, pp. 223-241, 2019, doi: 10.1177/0306419019882622.[3] National

Conference Session

Engineering Libraries Technical Session 1: Library Services

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brianna Buljung, Colorado School of Mines; Lisa Dunn, Colorado School of Mines; Seth Vuletich, Colorado School of Mines; Emily Bongiovanni, Carnegie Mellon University

Conference Session

Engineering Physics and Physics Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eswara Venugopal, University of Detroit Mercy

. 168-177, 2019.[6] A. R. Daane, S. R. Decker, and V. Sawtelle, “Teaching about Racial Equity in Introductory Physics Courses,” The Physics Teacher, vol. 55(6), pp. 328-333, 2017.[7] H. Calder, R-J. Sung and J. M. Liu, “Integrating Antiracism, Social Justice, and Equity Themes in a Biochemistry Class,” J. Chem. Educ., vol. 99(1), pp. 202–210, 2022.[8] S. E. Walden, Chair, ASEE Commission on Diversity, Equity, & Inclusion, “CDEI Leadership’s Call To ASEE Members To Join The Work Of Disrupting Racism.” [Online]. Available: https://diversity.asee.org/deicommittee/2020/06/09/cdei-leaderships-call-to- asee-members-to-join-the-work-of-disrupting-racism/. [Accessed February 5, 2022].[9] P. H. Bucksbaum, S

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Manuel Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Nayda Santiago, University of Puerto Rico, Mayaguez Campus; Aidsa Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Oscar Suarez, University of Puerto Rico, Mayaguez Campus; Pedro Quintero; Sonia Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Nelson Cardona, University of Puerto Rico, Mayaguez Campus; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Anidza Valentin, University of Puerto Rico, Mayaguez Campus; Manuel Rodriguez Martinez, University of Puerto Rico, Mayaguez Campus

designed interventions played a role in the observed performanceimprovements of a small pilot group. Moreover, the SES gap perceived among the generalpopulation in the targeted school is significantly reduced within the study group. The analysisalso identifies areas that can be improved in the program as well as challenges to be dealt withfor a scaled model implementation. AcknowledgmentThis research was supported by the National Science Foundation under Award No. 1833869.Any opinions, findings, conclusions or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the views of the National Science Foundation. References[1] J. S. Coleman, et al. Equality of educational opportunity survey (A

Conference Session

WIED: Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Canan Bilen-Green, North Dakota State University; Cinzia Cervato, Iowa State University of Science and Technology; Adrienne Minerick, Michigan Technological University; Ann Burnett, North Dakota State University; Roger Green, North Dakota State University; Carla Koretsky; David Wahl, Iowa State University of Science and Technology; Lori Wingate, Western Michigan University; D. Raj Raman, Iowa State University of Science and Technology; Sonia Goltz; Patricia Sotirin

Conference Session

Civil Engineering Division - Innovating New Ways to Teach

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Swenty, Virginia Military Institute; Benjamin Dymond, University of Minnesota Duluth; Camilla Saviz, University of the Pacific; David Saftner, University of Minnesota Duluth; Jeffrey Shafer, University of the Pacific; Kacie D'Alessandro, Virginia Military Institute; Tanya Kunberger, Florida Gulf Coast University; Christopher Shearer

Paper ID #36737I Think We Should Break Up...Class, That IsMatthew Swenty (Dr.) Dr. Swenty obtained his bachelor's and master's degrees in Civil Engineering from Missouri S&T and then worked as a bridge designer at the Missouri Department of Transportation. He returned to school to obtain his Ph.D. in Civil Engineering at Virginia Tech followed by re-search work at the Turner-Fairbank Highway Research Center on concrete bridges. He is currently a professor of civil engineering and the Jackson-Hope Chair in Engineering at the Virginia Military Institute. He teaches engineering mechanics and structural

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Roxanne Moore, Georgia Institute of Technology; Leslie Flynn, The University of Iowa; W. Ethan Eagle; Joanna Garner, Old Dominion University; Adam Maltese, Indiana University-Bloomington; Adam Talamantes; Stephanie Couch, Massachusetts Institute of Technology; Erica Matheny; Nisha Detchprohm, Georgia Institute of Technology; Leigh Estabrooks

noted thatwe advocate for inventiveness irrespective of patenting outcomes or the development of world-changing technology; we believe that cultivating inventiveness early, often, and across diversepopulations will result in these distal outcomes and a more diverse set of future leaders, but thesewill still be a small subset of the inventions and inventiveness that is cultivated through theseefforts.The inventiveness of Student WorkWe define inventiveness of products as a combination of novelty, unpredictability, creativity, anduniqueness to the individual(s) who created it.Novelty: A novel product is one that does not significantly resemble existing solutions and/or onethat is not inherently obvious upon examining the problem formulation

Conference Session

LEES Session 8: Care and Commitments

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lauren Kuryloski, University at Buffalo, The State University of New York; Amy Baird, University at Buffalo, The State University of New York

work is essential in order to move towards contextual listening practices and ethicalintercultural communication practices. This approach also supports Handford et al.’s [20] notionof “small cultures” and resisting the idea that culture is only an attribute of “foreign people.” Byreflecting on the various cultures they are a part of, students can begin to understand how theirown worldviews influences their approach to engineering (p. 172).In addition, the Design Justice Network offers a series of principles to reframe the way designersthink about how they work with those who are affected by what they create. As we noted earlier,artifacts of engineering culture do not focus on the affected community or, for that matter, theoppressive systems

Conference Session

First-Year Programs Division Technical Session 5: Design and Robotics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Megan Hammond, University of Indianapolis; Joan Martinez, University of Indianapolis; Elizabeth Ziff

/social dualism. Social concerns cannot be presented as secondary to engineeringeducation or as an addition to squeeze in when there is a second of free time. In a review editorial,Berdanier [10] acknowledges that there is precedent to integrate the humanities and social sciencesinto engineering education and was called for by founders like Charles Mann (1918) and WilliamWickenden (1920’s). Despite 100 years of various calls to do so, the integration has not gone wellas engineering is perceived as a hard/applied discipline versus a soft/pure field such ascommunication or sociology [10]. Sticking to this distinction allows for the lessons that pertain to“dealing with people” to sit at the margins of the engineering curriculum. Arguably, these need

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kevin McMullen, United States Military Academy; David Carlson, United States Military Academy; Brad Davis, United States Military Academy; Jes Barron, United States Military Academy; Brock Barry, United States Military Academy; Jakob Bruhl, United States Military Academy

significantlyhigher than the effect of each specific class (𝜎𝜎𝐴𝐴 ), or the data itself (σ). Posterior distributions ofthe model parameters with 95% credible intervals are shown in Figure 7.Overall, the model indicates that the treatment of flipping the classroom had minimal effect onstudent end of term exam performance from previous years and that on average, the flippedclassroom had a slightly negative effect on this student sample. Figure 7: Posterior means of model parameters with 95% credible intervals. Variation in treatment effects is significantly higher than other parameters.Time Spent Preparing for ClassThe Civil and Mechanical Engineering Department at the U. S. Military Academy requires allstudents to track their time spent

Conference Session

NEE Technical Session - the Best of NEE

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hongye Liu, University of Illinois at Urbana - Champaign; Lawrence Angrave, University of Illinois at Urbana - Champaign; David Dalpiaz, University of Illinois at Urbana - Champaign; Chrysafis Vogiatzis, University of Illinois at Urbana - Champaign; Zhiyuan Xiao, University of Illinois at Urbana - Champaign; Sujit Varadhan, University of Illinois at Urbana - Champaign; Jeremy Louie, University of Illinois at Urbana - Champaign; Deepak Moparthi, University of Illinois at Urbana - Champaign; Jennifer Amos, University of Illinois at Urbana - Champaign

survey to identify which textbook features students and faculty desired for thepurpose of digital book creation from lecture videos. There were 6 relevant factors listed below,from a validated national survey, the College Student Assessment of Textbooks (CSAT), tomeasure in our study [10]. 1. Practical application to student’s lives and convenience (P). 2. Accessibility (A). 3. Graphs and tables (G). 4. Study aid use (S). 5. Instructor use of the textbook (I). 6. Ease of use (E).Table 1 shows the corresponding multiple questions for each of these factors.The survey consisted of Likert scale questions that measured the above factors, and questions onstudent demographics. The Likert scale questions were organized into two groups. The