Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Todd Freeborn, The University of Alabama; Memorie Gosa; Debra McCallum; Erika Steele, The University of Alabama

reach a goal. So the mindset was different. I learned a lot more in these two months than I did in my classes. It was a different kind of pressure. I wasn’t learning things to memorize them, I had to learn them to produce things on my own.”AcknowledgementsThis material is based upon work supported by the National Science Foundation, specifically theREU program of the Division of Engineering Education and Centers, under Grant No. 1852161.Any opinions, findings, conclusions, or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation.References[1] Pariyothorn, M, Autenrieth, R.L, “Strategic use of summer undergraduate research

Conference Session

Engineering Ethics Division: Approaches to Ethics Education (Part 3, Nature and Environment)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marilyn Dyrud, Oregon Institute of Technology

, starting in the1920s. Early disposal methods consisted of burying trash in the snow or shallow crevasses andsimply dropping empty oxygen canisters, reflecting an “out of sight, out of mind” mindset [62].These methods persisted for more than 60 years.Early expeditions were extravagant in both size and consumption. The British, who conducted allexpeditions in the 1920s because they claimed Everest as their own under the Raj, viewed theseas “a prodigious gentlemen’s journey” [63, p. 7] and gorged on a gourmet diet, including suchitems as quail with truffles, fine cheeses, bacon, herring, chocolates. High camps featuredspaghetti. Most items were packaged in tins, glass, waxed paper/cardboard, or cellophane [64]and disposed of by then-standard methods

Conference Session

CIT Division Technical Session #3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University; Nivedita Kumar, Florida International University; Tiana Solis, Florida International University

student participants had at least 500 dollars ofunmet financial need. Moreover, all participants received a Pell Grant for the 2021-2022 schoolyear. It is important to note that the vast majority of Pell Grant recipients’ income falls within thelowest 50th percentile of household incomes in the United States [34]. Hence, most recipients arelow-income or lower middle class. Given this information, we describe the participants in ourstudy as lower-income students.In addition to financial support, Flit-GAP offers a variety of co-curricular opportunities toparticipants, including the selection of a career pathway experience that reflects their interests.Each participant has the opportunity to explore either an internship (professional pathway

Conference Session

Chemical Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Erick Vasquez, University of Dayton; Erick Ramos

stewardship to global learning experiences at many universitiesworldwide. Broadly, these should cover four significant aspects: (a) collaborations with studentsin other countries with other backgrounds and cultures, (b) engagement through online interactionsfor assignment completion or lectures, (c) development and assessment of students’ globalperspectives and competencies, and a (d) reflective aspect of learning and education.This study reviews previous COIL implementations in the literature, emphasizing chemicalengineering and other STEM courses. To our knowledge, COIL implementations are widespreadin social sciences; however, few reports highlight these practices in engineering courses. Wereview perspectives, methodologies, challenges, and

Conference Session

CIT Division Technical Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sam Siewert, California State University, Chico; Rishab Shah, University of Colorado Boulder

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

ADVANCE grants. The fourthone has a history of programs focused on women’s success. Efforts to recruit more womenfaculty at these institutions are shown by increases at the assistant professor rank from 2008 to2018. However, the increase in the percentage of STEM women faculty in the lower ranks hasnot been consistently reflected in the higher ranks, suggesting that retention remains an issue(Figure 1). This is noted also at other ADVANCE institutions [1]. Overall, the numbers ofwomen faculty in STEM fields at the four partner institutions are significantly lower than the34.5% national average of STEM women faculty at doctorate-granting research universities,particularly at the full professor rank [2].Research indicates women and underrepresented

Conference Session

DEED Technical Session 4 Best in DEED

Collection

2022 ASEE Annual Conference & Exposition

Authors

Daria Kotys-Schwartz, University of Colorado Boulder; Lauren Cooper, California Polytechnic State University, San Luis Obispo

to incorporate service-learning, which isa model that integrates community service with course learning objectives in a way that positivelyimpacts both the community and the students. The combination of service-learning and PBL iscalled Project-Based Service-Learning (PBSL) [9]. The distinguishing feature of PBSL is theaddition of community members, who should be equal partners in the process and feel a sense ofownership of the project [10]. One main advantage of PBSL is the way it responds to engineeringstudents’ desire to engage in engineering in a way that serves humanity. This “desire to help…andthe persistence to do it” is described by Riley [11] as a fundamental engineering mindset, and it isalso reflected in the numerous engineering

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

students in Europe gathered data on students’ learning experiences anddefined educational methods that drive these experiences. A series of surveys were given tostudents to determine best practices related to teaching. Instructors listed as outstanding teachersby the students were surveyed to gather additional data about their particularly good teachingpractices. One of the key findings was that enough time is needed for thinking and reflecting onideas with peers and the teacher. Rushing through material was viewed as a negative by both theteachers and students [20]. In essence, providing time to stop and think about the material whilenot focusing on new material was viewed positively by all involved.What all these methods have in common is the

Conference Session

Joint Session: Entrepreneurially-Minded Learning in the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Timo Bunk, Stanford University; Sheri Sheppard, Stanford University; Helen Chen, Stanford University

Conference Session

Industrial Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sanaz Motamedi, University of Florida; Mckenzie Landrum, University of Florida; Tara Ippolito, University of Florida; Austin Hayes

they could watch the lectures when they feltmotivated to learn, thus being more likely to enjoy learning the material and finding more interestin the content. However, students felt more confident in their ability to apply the theory withModified Instructor-Guided. This finding agrees with the Computational Assessment and previousstudies that state more traditional methods help solidify theoretical concepts. When looking atRStudio self-efficacy, students reported feeling most confident with the PBL method, howeverthese results are not reflected in the Computational Assessment. Students performed significantlyworse with the PBL method compared to Flipped Classroom and Modified Instructor-Guided

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

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kevin Kaufman-Ortiz, Purdue University at West Lafayette (COE); Hector Rodriguez-Simmonds, Purdue Engineering Education

was soscarce that they could not be reviewed in a typical systematic literature review. When we met in 2021, we felt it would be good to combine our work to produce a morethorough systematized literature review to understand what cultural attributes were documentedin STEM and their effect on engineering practitioners. We were, in part, driven by our mutualgoal to find research that reflected our identities. We sought to take on this work from anintersectional identity perspective. However, papers were so scarce that we broadened ourcriteria.Héctor’s Positionality Héctor identifies as a MexiColombian-American, cisgender, gay, male, computerengineer. Héctor’s viewpoint on who can be an engineer is to refuse to let anyone elect

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

Mariah Arral, Carnegie Mellon University

disability at a Canadian university. http://dx.doi.org/10.1080/09687599.2012.752127 28, 147–160 (2013).33. Solis, S. I’m “Coming Out” as Disabled, but I’m “Staying in” to Rest: Reflecting on Elected and Imposed Segregation. http://dx.doi.org/10.1080/10665680500534007 39, 146–153 (2007).34. Bottema-Beutel, K., Kapp, S. K., Lester, J. N., Sasson, N. J. & Hand, B. N. Avoiding Ableist Language: Suggestions for Autism Researchers. https://home.liebertpub.com/aut 3, 18–29 (2021).35. Disability Language Style Guide | National Center on Disability and Journalism. Available at: https://ncdj.org/style-guide/. (Accessed: 17th February 2022)36. ‘Nothing About Us Without Us’: 16 Moments in the Fight for Disability

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Karl Schubert, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Leslie Massey, University of Arkansas; Carol Gattis, University of Arkansas; Jennie Popp; Chunhua Cao, The University of Alabama; Thomas Carter, University of Arkansas; Divya Muralidhara, University of Arkansas

data collected showed that 96% of participants felt that the class was valuable in developingtheir understanding of innovation and appreciating the importance of innovation; 88% felt it helpedthem develop their thinking to be more creative and innovative in the future. Based on thefeedback, evaluation, and analyses, iterative improvements will be incorporated into the nextcohort’s intersession.AcknowledgementThis material is based upon work supported by the National Science Foundation’s Division ofUndergraduate Education (EHR/DUE) under S-STEM Grant No. 2030297. Any opinions,findings, and conclusions or recommendations expressed in this material are those of the author(s)and do not necessarily reflect the views of the National Science

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kang Xia; Mohammad Yunus Naseri, Virginia Polytechnic Institute and State University; Gautam Biswas, Vanderbilt University; Manoj Jha, North Carolina Agricultural and Technical State University (CoE); Erin Henrick, Vanderbilt University; Emily Kern; Caitlin Snyder; Landon Marston, Virginia Polytechnic Institute and State University; Abhishek Dubey; Christopher Vanags; Niroj Aryal; Steven Jiang, North Carolina Agricultural and Technical State University (CoE); Erin Hotchkiss; Vinod Lohani, Virginia Polytechnic Institute and State University; Brendan McLoughlin, Virginia Polytechnic Institute and State University; Sambridhi Bhandari

the assessment prompts from each of themodules. This approach to the extraction of data science topics might oversimplify the topicalcontext of each module to the wide variability between individual modules developed through abottom-up approach in which different instructors developed their own teaching modulesindependent of each other. This variety is reflected in how instructors have chosen to assessstudent learning outcomes in different modules. Therefore

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

H. Ronald Clements III, Purdue University at West Lafayette (COE); Brianna McIntyre, Purdue University at West Lafayette (PPI); Jacqueline Rohde, Purdue University at West Lafayette (COE); Heather Perkins, Purdue University at West Lafayette (PPI); Sherry Chen; Andrea Castillo, University of California, Irvine; Joana Marques Melo, Purdue University at West Lafayette (COE); Allison Godwin, Purdue University at West Lafayette (COE)

’ narratives toprovide resources for both students and faculty (https://engineering.purdue.edu/STORIES/).AcknowledgmentsThis work was supported through funding by the National Science Foundation CAREER GrantNo. 1554057. Any opinions, findings, conclusions, or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. The authors wish to thank Dina Verdín and the members of the STRIDEteam for all the current and previous work they have done to make this paper a possibility. Theauthors would also like to thank John and the other interview participants for sharing their storieswith us over the previous 4 years.References[1] N. M. Carter and H. M. Wagner, “The bottom

Conference Session

Electrical and Computer Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chelsea Lyles, Virginia Polytechnic Institute and State University; Lisa McNair, Virginia Polytechnic Institute and State University; Thomas Koonce, Virginia Polytechnic Institute and State University; Emily Burns, Virginia Polytechnic Institute and State University; Annie Patrick, Virginia Polytechnic Institute and State University

Conference Session

International Division Technical Session 3 - Humanitarian Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Noah Bezanson; Dhinesh Radhakrishnan, Purdue University at West Lafayette (COE); Jennifer Deboer, Purdue University at West Lafayette (COE); Nafissa Maïga

Conference Session

Curricular Developments in Electrical and Computer Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Wei-Jer Han, Virginia Polytechnic Institute and State University

the figure 21. It reflects on thefull adder (FULL_ADDER) in figure 21 to be added with either one or the sign-extendedoffset. For the program counter, it can load an address when encountering a jumpinstruction. The multiplexer on the right side of the figure 21 can select whether a newaddress should replace the existing content of the program counter or take the result ofthe full adder.Figure 21. PC implementation with reset, jump to address, add with offset, and increment The full adder also connects the D flip flop with a feedback wire which means the present content of the program counter is fed back to be the addend so the result of the full adder is always added with the present content. It is challenging to see all of these

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 3: Best of ELOS

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hans Mayer, California Polytechnic State University, San Luis Obispo; Andres Elzaurdia; Christian Clephan, California Polytechnic State University, San Luis Obispo; Arturo Flores

depress the buoy (e.g., tap down on the buoy) and record the motion. The only things tohighlight here are that:• The camera cannot move during the course of filming so that only the buoy motion is captured.• The background, i.e., the region behind the spherical marker, should be as plain as possible and provide good contrast. A dark background is best to contrast with the light color the marker (see Figure 2(a) as an example). Students have frequently achieved this by using a towel in the background. The main concern are objects in the background, or even reflections, that the code may detect as a circular objects, although there are features in the code to help with this.• The marker cannot be fully blocked or go out of the field of view of

Conference Session

Computers in Education 3 - Modulus I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brendan O'Handley, University of Notre Dame; Yuheng Wu; Chaoli Wang, University of Notre Dame

score was the vague nature of this question. While the radial tree and its collapsible versioninarguably display the path across layers, the sunburst and pack layout also reflect the hierarchy and implicitly implythe path. The result of these two questions suggests that, while TreeVisual helps students learn the concepts andfeatures of tree visualization, more instructions are needed for learning to extract information from a given tree layoutand understanding the nature of different layouts. Question Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Avg Score 0.96 0.92 0.88 0.96 1.00 0.92 1.00 0.96 1.00 0.96

Conference Session

EMD Technical Session 2: Diversity, Equity, and Inclusion

Collection

2022 ASEE Annual Conference & Exposition

Authors

Laramie Potts, New Jersey Institute of Technology; Huiran Jin

, theteacher will facilitate and organize by invoking dialogical processes (i.e., identification,coordination, reflection and transformation) and pedagogical activities (i.e., asking students tosolve a relevant authentic ill-defined problem in multiple creative ways) to facilitate boundarycrossing between the STEM domains. Taken together, STEM pedagogy is posited as boundarycrossings within the STEM enterprise [35].STEM-critical pedagogy involves designing dialogical processes and pedagogical activities thatalign with the affective elements, particularly curiosity, and can serve as a necessary catalyst forthe cognitive element of learning that facilitates boundary crossing between the STEM domainsto solve ill-defined problem in multiple creative ways

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

James Kaklamanos, Merrimack College; Simon Ghanat, The Citadel; Craig Shillaber, Northeastern University; Tanya Kunberger, Florida Gulf Coast University; Brock Barry, United States Military Academy; Shawn Griffiths, University of Wyoming; Corrie Walton-Macaulay, Saint Martin's University; Suresh Immanuel, University of Evansville; David Saftner, University of Minnesota Duluth; Chris Swan, Tufts University

that zero shear stress acts on the principal planes. Alternatively, the low scores onQuestion 2 could perhaps indicate confusion with the wording of Question 2, and/or reflect thelack of partial credit available on this question. Although the post-test scores on Question 2 werelower than anticipated, students’ scores did increase on all three questions from the pre-test to thepost-test; the mean pre-test score for all participants was 15% and the mean post-test score for allparticipants was 64%, as shown in Figure 4. Post-test scores for Questions 1 and 3, which weremore calculation-oriented, rose to 65–78%. These results show that the majority of students inthis study entered and exited the course with a poor understanding of some of the

Conference Session

Civil Engineering Division - Innovating New Ways to Teach

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ryan Solnosky, Pennsylvania State University; M Parfitt

Strategies for Industry Interactions by Other Educators In reflecting back, industry provided several enhancements and advantages to the overall courseexperience. That said, establishing an industry presence with active engagement requires careful pre-planning. The authors have grouped recommendations into three categories for consideration. While thestudy focus was PT, these strategies can work equally well for many design related courses:Finding Industry Members:  Start with your alumni base then expand to those firms who hire your students for full time employment.  University employees within the facilities or physical plant design departments of your school often have practical experience prior to joining your

Conference Session

DEED Technical Session 2: Postcard Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Nagel, James Madison University; Kelly Sadel; Melissa Aleman, James Madison University

in Student Accounts of Online Learning (Research Question 2)Students highlighted many reoccurring themes in their experience with online learning, includingadapting to the change in course delivery, feeling a knowledge gap, professor adaptability,reflecting on personal experiences, and recounting the impact of their experiences at home.Overall, participants noted quick adjustments in all of these areas but often linked themestogether, displaying the complexity of student adaptations and perceptions.5.2.1 Change in Content DeliveryAn overarching theme across the cohorts was the idea that synchronous lectures were moreengaging; but for one participant, their preferred method of content delivery would be dependentupon their interest in the

Conference Session

ERM: New Research Methods and Tools

Collection

2022 ASEE Annual Conference & Exposition

Authors

Qin Liu, University of Toronto; Joanna Li, University of Toronto; Jenifer Hossain, University of Toronto

discussion inclusive of all types of studentdevelopment in the context of engineering education.Methodology: A Targeted Literature Review The data that informed the discussion in this paper were 121 carefully selected articlespublished by the Journal of Engineering Education (JEE) from 2011 to 2021. We chose to focuson JEE as it is a flagship journal on EER with a high impact in the field. We included thevolumes published in the past 11 years to capture the most recent research. We acknowledge thatour targeted review of papers in one journal will not allow us to make our claims conclusive.However, the high quality JEE articles do offer us an opportunity to make analytical claims thatcould, to some extent, reflect the state-of-art of research on

Conference Session

Aerospace Division Technical Session: Pedogogy and Training

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gita Andhika Swastanto, Purdue Polytechnic Graduate Programs; Fiodesy Putri, Arizona State University, Polytechnic campus; Julius Keller, Purdue University at West Lafayette (COE); Edward Faith, Arizona State University, Polytechnic campus

accurately reflect the answers on each barrier number.Under the permission of instructors and program directors as institution representatives, students(respondents) who had experienced virtual training were invited to fill out questionnaires abouttheir virtual learning experience. The questionnaires were sent to students online viaGoogleForm web-based survey. On the first page of the online questionnaire, respondents wereshown information related to this research. They were allowed to read the consent statement toparticipate in this study and then ticked the ‘agree to’ box if they agreed. Moreover, thequestionnaire was initially targeted at 240 students (20 students from each instructor), 83students from four schools completed the survey. Three

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Allen Estes, California Polytechnic State University, San Luis Obispo; Kelly Salyards, Bucknell University; Camilla Saviz, University of the Pacific; Patricia Clayton, Wake Forest University; Julian Davis, University of Southern Indiana; Corinna Fleischmann, United States Coast Guard Academy; Tonya Nilsson, Santa Clara University; Pinar Omur-Ozbek, Colorado State University; Fethiye Ozis, Carnegie Mellon University; Monica Palomo, California State Polytechnic University, Pomona; Carolyn Rodak, State University of New York, Polytechnic Institute; Cassandra Rutherford; Cristina Torres-Machi; Dion Coward; Leslie Nolen, American Society of Civil Engineers

/activities, 2) rehearsal of all seminars prior to the workshop, and 3) sufficient lead timefor ASCE staff to upload to the LMS system. Coordination by the ASCE CFD of both contentand templates for the seminar slides eased preparation for all.However, preparation of the five asynchronous seminars shown in Figure 3, required substantialcontent streamlining and creation of activities to keep participants engaged and thinkingcritically about the seminar’s lessons. Some seminars required modification from an hour-longpresentation to a 15-minute video presentation to meet shorter time suggestions andaccommodate shorter attention spans in a remote environment. All asynchronous seminarsincluded at least one activity to promote reflection about the topics or

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nathalie Duval-Couetil, Purdue University at West Lafayette (COE); Alanna Epstein, University of Michigan; Aileen Huang-Saad, Northeastern University

(e.g., deep technology versus broad entrepreneurial community involvement) andwhether teams received grant funding for participating in the program. Thesedifferences were reflected in the desired outcomes for participants, and difficulty inobtaining standardized evaluation data. RESULTSTypes of data collectedWe asked interviewees: What data about participants in your Node programs does yourinstitution track? Interviewees were asked to specify if they use pre-course surveys,post-course surveys, and if they obtained follow-up or outcome data from any source(Table 2). Out of the nine Nodes, two did not use any program surveys. We also askedwhether they would be willing to share these surveys with us. Out of the

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

wereallowed to take the randomized quizzes an unlimited number of times prior to the start of the lab,and we used their highest grade as their quiz final grade. Based on Blackboard statistics, studentcompleted each of the three quizzes over five times (average = 5.4 attempts per quiz). Theaverage grade for the three prelab quizzes was 99%.During each of the three lab sessions, teams of four worked together to complete the labprotocol, although each student was expected to obtain their own data and submit their ownworksheet. The labs concluded with a few reflection questions to help students focus on whatthey had done and explain their data (i.e., why are there two control plates for the bacterialtransformation lab?). Our goal was to reinforce the