Conference Session

ERM: Self-Efficacy, Motivation, and MORE!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Virginia Polytechnic Institute and State University; Holly Matusovich, Virginia Polytechnic Institute and State University

Leadership in 2020. Dr. Matusovich has been a PI/Co-PI on 19 funded research projects including the NSF CAREER Award, with her share of funding being nearly $3 million. She has co-authored 2 book chapters, 34 journal publications, and more than 80 conference papers. She is recognized for her research and teaching, including Dean’s Awards for Outstanding New Faculty, Outstanding Teacher Award, and a Faculty Fellow. Dr. Matusovich has served the Educational Research and Methods (ERM) division of ASEE in many capacities over the past 10+ years including serving as Chair from 2017-2019. Dr. Matusovich is currently the Editor-in-Chief of the journal, Advances in Engineering Education and she serves on the ASEE committee for

Conference Session

ERM: Systematic Reviews!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Muhammad Asghar, Utah State University; Angela Minichiello, Utah State University

and distance education; metacognition and self-regulation, and contemporary engineering practice on engineering student learning and professional identity development. Angie graduated from the United State Military Academy at West Point with a bachelor's degree in mechanical engineering. She later earned a master's degree in mechanical engineering at the Georgia Institute of Technology, and a Ph.D. in engineering education at Utah State University. In 2021, Angie's research earned her a National Science Foundation CAREER Award to critically examine the professional formation of undergraduate student veterans and service members in engineering. © American Society for Engineering Education, 2022

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stephanie Lunn, Georgia Institute of Technology; Cristi Bell-Huff, Georgia Institute of Technology

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alyssa Taylor, University of Washington

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jakob Bruhl, United States Military Academy; Joseph Hanus, United States Military Academy; Kevin McMullen, United States Military Academy; Brett Rocha, United States Military Academy

Conference Session

ERM: New Research Methods and Tools

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nadia Kellam, Arizona State University; Madeleine Jennings, Arizona State University, Polytechnic Campus

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hans Tritico, University of Mount Union; Okechukwu Ugweje, University of Mount Union; Chad Korach, University of Mount Union; Ethan Shirley, University of Michigan

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Meagan Ita, The Ohio State University; Laine Rumreich, The Ohio State University; Krista Kecskemety, The Ohio State University; Rachel Kajfez, The Ohio State University

- room and, more broadly, in your professional career Training Content • Written description of EM • Video and written script: What is EM? • Video (optional): case study of an engineering student • Video and written script: What is OSU doing with EM? demonstrating an EM • Video and written script: How might you interface with • Video: Curiosity EM in the College of Engineering? • Video: Connections • Video: Creating Value

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Justin Meyer; Laura Weiss; Meris Longmeier; Sathya Gopalakrishnan, The Ohio State University; Donnelley Hayde; Mingqi Cai, The Ohio State University

, 2019.[19] J. Dorsen, B. Carlson, and L. Goodyear, “Connecting informal STEM experiences to careerchoices: Identifying the pathway,” Innovative Technology Experiences for Students andTeachers (ITEST) Learning Resource Center at Education Development Center. Washington,DC. Feb. 2006. Accessed: May 13, 2022. [Online]. Available:https://stelar.edc.org/publications/connecting-informal-stem-experiences-career-choices-identifying-pathway[20] M. J. Simis, H. Madden, M. A. Cacciatore, and S. K. Yeo, “The lure of rationality: Whydoes the deficit model persist in science communication?” Public understanding of science, vol.25, no. 4, pp. 400-414, 2016.Appendix A: Descriptive statistics of full Qualtrics SampleDemographics for all respondents Age (n=2938

Conference Session

DEED Technical Session 8 - Design Methodologies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michaela Grover, University of Minnesota - Twin Cities; Natasha Wright, University of Minnesota - Twin Cities; Jennifer Hoody, University of Minnesota - Twin Cities; Carlye Lauff, University of Minnesota - Twin Cities

interests centered on sustainable and global development with the goal to pursue a career centered at the intersection of environmental, climate, and social justice from an engineering mindset. Her past research focused on topics such as renewable energy, energy access, water desalination, human-centered design, and medical device development. She gained a passion for this field of work through her undergraduate research investigating energy reduction programs for underserved communities and through her research experience on solar brine management as a participant in a National Science Foundation research experience for undergraduates program. She earned her Bachelor's in Mechanical Engineering with a minor in

Conference Session

LEES 1: Critical Humanities and Serious Play

Collection

2022 ASEE Annual Conference & Exposition

Authors

Benjamin Laugelli, University of Virginia

an engineer during my career. Beingcognizant of the biases and intended uses of my projects and designs is something that Idid not think I’d need to consider, but after taking this class it has made me aware ofthese especially in something as innocuous as LEGOs. I found the readings and class-wide discussions to be very helpful in reinforcing the ideas we were learning and lookingat case studies within the LEGO group allowed me to see how these concepts were usedin real-world applications, and how I can apply them myself.I found it especially interesting to learn about LEGO’s growth and development as acompany over many years. This was especially impactful because I have played with andpurchased toys my entire life and gaining deeper incite

Conference Session

Biological and Agricultural Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Heidi Diefes-Dux, University of Nebraska - Lincoln; Anu Singh, University of Nebraska Lincoln

. Although it is not a LO, I was also told that my assumptions were not clearly applicable to solving problem. I did much better this week at clearly identifying all components of the problem and making sure all of the mass balances matched my process flow diagram. My assumption also were clearly used to identify my problem solving process as a real engineer would do. You could clearly see all steps of my process and my technical presentation looked professional. All of these skills can translate to my engineering career in the real world.”In first and third statements of this text (in red), the student described their experience andstatus with topics associated with problem solving and mass balances

Conference Session

Student Division Technical 1: Diversity, Equity, Inclusivity (DEI)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yagmur Onder, Purdue University at West Lafayette (COE)

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joseph Valle, University of Michigan - Ann Arbor; Amy Slaton, Drexel University; Donna Riley, Purdue University at West Lafayette (COE)

to change. Curry [7] makes clear that critique can in fact foreclose action, by preserving the institutions (and intellectual traditions) that reward the critical project; this project of critique, and the career-building it facilities, we think, are precisely the second- university’s manifestations of engineering education research. When I imagine that as a doubter I somehow stand outside the second university, outside of the STEM establishment in its educational and workforce expressions, I mistake the nature of my life circumstances, my day-to-day security. There are few “outsides” for the tenured academic, and in particular, wherever I, the cis-gendered, abled, white, U.S.-born tenured

Conference Session

First-Year Programs Division Technical Session 11: Program Descriptions and Learning Analytics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jasmine Batten, Florida International University; Alexandra Strong, Florida International University; Monique Ross, Florida International University; Elodie Billionniere, Miami Dade Community College; Myrian Herlle, Florida International University

School of Computer and Information Sciences KFSCIS) at Florida International University (FIU) since 2014. She is a doctoral student in Adult Education and Human Resource Development (AE/HRD)at FIU. Her research interest is in underrepresented students' access, persistence, and success, including transfer students in STEM and Computer Science education. In addition, she serves as the director of the Academic Success Initiative (ASI), a tutoring service program for computer science students, which also functions as a platform for tutors' professional development and career readiness. © American Society for Engineering Education, 2022 Powered by www.slayte.com

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

DEED Technical Session 11 Empathy and Human-Centered Design 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kelley Dugan, University of Michigan; Shanna Daly, University of Michigan; Charlie Michaels, University of Michigan; Steve Skerlos, University of Michigan; Ann Verhey-Henke, University of Michigan

Conference Session

LEES 4: Understanding and Disrupting Engineering Cultures

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chandra Turpen, University of Maryland College Park; Jennifer Radoff, University of Maryland College Park; Keeron Rahman, University of Maryland College Park; Paul Adkins, University of Maryland College Park; Harkirat Sangha; Samshritha Bikki

Conference Session

Disability, Neurodivergence, and Sense of Belonging in STEM: Equity, Culture & Social Justice in Education Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

D. C. Beardmore, University of Colorado Boulder; Robyn Sandekian, University of Colorado Boulder; Angela Bielefeldt, University of Colorado Boulder

focuses on developingand supporting an inclusive academic environment for faculty and students across a spectrum ofidentities. Her primary research projects have included qualitative studies on the experiences ofnon-majority members of academia (students and faculty).Author 3 (she/her/hers) is a faculty member at University of Colorado Boulder. She has limitedbackground in dis/ability studies or UDL. In her 25-year teaching career she has had numerousstudents in undergraduate and graduate courses who have university-assigned accommodations.While her primary experience in engineering education research has focused on undergraduatestudents and quantitative studies, she also has experience conducting qualitative studies that haveincluded

Conference Session

First-Year Programs Division Technical Session 14: Introductory Programming Assessment, Plagiarism, Motivation, Engagement, and Textbooks

Collection

2022 ASEE Annual Conference & Exposition

Authors

P.K. Imbrie, University of Cincinnati; Jeff Kastner, University of Cincinnati; Dylan Ryman, University of Cincinnati

Powered by www.slayte.com Sensitivity Preservation and Precision of Plagiarism Detection Engines for Modified Short ProgramsAbstractSource code plagiarism presents a continual threat to the integrity and effectiveness ofengineering education, as habitual cheating often has devastating impacts on students’ academicand professional careers. As programming becomes an increasingly central component offirst-year engineering curricula, it is essential that instructors are able to uphold academicintegrity by identifying students who engage in misconduct, either through direct plagiarism orexcessive peer collaboration. Instructors have an arsenal of plagiarism detection tools at theirdisposal, and students are keenly

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

Conference Session

Engineering Physics and Physics Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Harold Evensen, University of Wisconsin - Platteville

energy on an“exciting” class that aligns well with their career goals, while deciding to “just get by” in arequired course. (It can be argued that this is typical of all people, who put the most time andenergy into actions that are most rewarding for them.) In specs grading, the overall grade isoften linked to the number of learning outcomes that are mastered. This means that for a studentwhose goal is a “C,” they might opt not to take a reassessment, or to meet a lower bar for a termproject. Alternatively, it can inspire students to master one or two more learning outcomes inorder to move up to the desired grade level. The key is that it is the student’s decision, and it is amore clear-eyed decision in the specs grading environment. It should

Conference Session

First-Year Programs Division Technical Session 14: Introductory Programming Assessment, Plagiarism, Motivation, Engagement, and Textbooks

Collection

2022 ASEE Annual Conference & Exposition

Authors

Laura Alford, University of Michigan; Heather Rypkema, University of Michigan; Ryien Hosseini, University of Michigan; Megan Beemer, University of Michigan; Harsh Jhaveri, University of Michigan

Conference Session

Biomedical Engineering Division: Developing Lab and Research Skills for BioE/BME Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eileen Haase, The Johns Hopkins University; Natsuki Furukawa, The Johns Hopkins University; Brooke Hardesty, The Johns Hopkins University; Akash Patil, The Johns Hopkins University; Amanda Ruci, The Johns Hopkins University

immediatelycontribute to a laboratory setting and prepare them for further research opportunities later in theiracademic career. As one student noted, “The labs were a good way to build basic lab skills andexposure for students who were previously unable to work in a college lab”. By the end of thecourse, 87% agreed or strongly agreed with the survey comment, “Gaining hands-on lab skills isan important part of this course. I believe it should be continued, possibly with more labs, infuture years.”Figure 2: Comparison of students’ confidence in their lab skills before and after completing each of thethree labs. While most students (63%) felt confident with their pipetting skills prior to Lab 1, almost all thestudents (90%) felt confident post-lab. The increase