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

Paper ID #37899Design and Implementation of Experiential LearningModules for Steel DesignJ Chris Carroll (Associate Professor and Civil Engineering ProgramCoordinator) Associate Professor and Chair, Department of Civil, Computer, and Electrical EngineeringJohn Aidoo (Professor)Matthew D. Lovell (Associate Professor) Matthew Lovell is an Associate Professor in the Civil Engineering Department at Rose-Hulman Institute of Technology, and he currently serves as the Senior Director of Institutional Research, Planning, and Assessment office. He received his Ph.D. from Purdue University, and he holds his PE license in

Conference Session

ECE Division Technical Session 1: Online or Remote Teaching and Curricular Developments

Collection

2022 ASEE Annual Conference & Exposition

Authors

Weiying Zhu, Metropolitan State University of Denver

in this course, study its impact to student learning, and surveystudent perceptions and opinions. Moreover, it’s interesting to see that online students in Spring2021 did not statistically perform worse than face-to-face students in Fall 2018 and Spring 2018in spite that some students’ time commitment to this course was negatively impacted by thepandemic or related situations. To explore and explain why this happened, we plan to design anddevelop some new research method and use it to collect data in future semesters because ourcurrent method focuses on performance comparison instead of what causes the same or differentperformances.REFERENCES[1] I. Naimi-Akbar, L. Barman, and M. Weurlander, “Engineering teachers’ approaches toteaching and

Conference Session

LEES Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Natalie Wint

England, haspublished their consultation on student outcomes. Their plans, which make use of absolutenumerical baselines on student outcomes, stipulate that 60% of full-time first-degree studentsat every university go into “managerial or professional employment” or further study [14].The introduction of such measures sends clear messages about the role of HE. Students arealso protected by the Competition and Markets Authority (CMA) which means that they haveconsumer rights when ‘purchasing’ their degree, something which reduces flexibility incourse delivery and limits changes that can be made to the course. Perhaps more concerningis that, in some instances, the TEF metrics are included as KPIs of individual academics andcan thus be linked to

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

Engineering Ethics Division: Perspectives on Engineering Ethics Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jonathan Beever, University of Central Florida; Laurie Pinkert, University of Central Florida; Steven Kuebler

frameworks manifest themselves within their own department, the institution, orthe discipline at large. It is possible that as we continue to interview additional members of thesefields including faculty and students of various ranks from the department, further patterns willemerge. In future work, we plan to interview students to determine where they witness andinteract with frameworks in their discipline thus enabling us to compare the two perspectives –what the experts perceive the discipline is promoting versus what the students perceive they areacquiring.Given this limitation in demographics, we did not code the number of times an experience,content, or audience was mentioned because the number of times an individual refers to aspecific

Conference Session

Experiential Learning in Mechanics

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

outline at least one experiential learning module forStatics and one for Dynamics. A proposed assessment plan to measure comprehension andretention of engineering students taking these courses will be included.MotivationEngineering mechanics courses are the fundamental courses for mechanical and civil engineeringstudents that build the foundation to be able to analyze and design a system that is at rest(Statics) and in motion (Dynamics). From designing a simple ladder to the formulation of a spaceshuttle trajectory, a deep comprehension of these core courses is required. Thus, these coursesserve as a prerequisite for many upper-level engineering courses in most universities; however, ahigh drop-out rate in Statics and Dynamics is widely reported

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jan Fertig, Milwaukee School of Engineering; Subha Kumpaty, Milwaukee School of Engineering

science on human relationships [53]. Half a century later, the National Academy ofEngineering would advance a plan for educating 21st century engineers that includes empathy,global awareness and social responsibility [6]. The ability to respond to urgent 21st Centurychallenges in the arenas of security, poverty, and sustainability relies on an engineering cultureinfused with empathic concern, equity, social responsibility and social justice.Engineering programs are losing students who choose engineering for altruistic reasons. Womentend to choose career paths that afford them the ability to make a positive difference in the livesof others [53], [13], [54], [55], [56], [57], [58], a drive shared by minority students [13], [56],[59]. Ninety-one

Conference Session

How Communities and Systems Influence Equity: Equity, Culture & Social Justice in Education Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marissa Tsugawa, Utah State University - Engineering Education; Brady Webster; Sakshi Solanki, Utah State University; Autumn Cuellar; Catherine Spence, Minnesota State University, Mankato

neverconnected the dots until I completely stepped away from my education. I had always been toldthat I was made this way. I never considered that I might be different. But, now I had truly failed:not to reach my potential or plan ahead. I had failed where others could try harder and succeed.The difficulties I had with engineering weren’t with the content or the structure of the program.The difficulties I faced were from my ability to function as two people: a working adult and astudent. The way that I functioned didn’t facilitate that many responsibilities andcomplexities now that the built-in educational supports were gone and I had added theresponsibilities of work. My default method of functioning was different.What was your experience with

Conference Session

DEED Technical Session 10: Empathy and Human-centered Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nicholas Fila, Iowa State University of Science and Technology; Diane Rover, Iowa State University of Science and Technology; Henry Duwe, Iowa State University of Science and Technology; Mani Mina, Iowa State University of Science and Technology

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

collaborative and inclusive environment,establish goals, plan tasks, and meet objectives” [2]. In order to better prepare students to solvecomplex challenges of the future and meet the needs of the civil engineering profession, thegovernment and engineering industry have likewise called for engineering educators toemphasize leadership skills as a part of their undergraduate education [1], [3], [4]. Prior work hasidentified leadership and subsets of leadership competencies that are vital to a student’s careerpreparedness as industry and academia work to address the gap in knowledge that students facewhen entering the workforce [5]–[8]. Further research in engineering leadership developmentindicates that there is a lack of curricular focus and formal

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathryn Neeley, University of Virginia; Michael Alley, Pennsylvania State University

2020The quantitative results establish the growth of the engineering communication community inASEE between 2000 and 2020 and suggest increasing levels of awareness of published literaturebut provide no insight the goals and guiding principles that should shape instruction andcurriculum planning. To gain that insight, we can draw on the work of important stakeholdergroups who expanded upon and interpreted the accreditation process that came to be known as 3Engineering Criteria 2000 (EC2000). The groups are listed below along with the name of thepublication that articulates that group’s goals and guiding principles. 1. thought leaders in engineering

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

) datasets. Students used Excel and HEC-SSP (Hydrologic Engineering Center Statistical Software Package) to analyze and drawconclusions from the data.Our data sources include course summary forms (CSFs), module development tools (MDTs),which create a framework for comparing course-specific modules [3], and the modulesthemselves. The CSFs consist of details about the courses including semester/year,instructor/institution, course identification code/level/description/modules, student enrollment,teaching mode and pedagogy, data science instruction goals and methods, and software used forinstruction. The MDTs cover student learning goals, student assessments, student activities,lesson plans, data sources and software, and project information. From

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)

] J. Walther, N. W. Sochacka, L. C. Benson, A. E. Bumbaco, N. Kellam, A. L. Pawley, and C. M. L. Phillips, “Qualitative Research Quality: A Collaborative Inquiry Across Multiple Methodological Perspectives,” Journal of Engineering Education, vol. 106, no. 3, pp. 398- 430, Jul. 2017. [Online]. Available doi:10.1002/jee.20170[38] J. W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 5th ed, New York, NY: Pearson Education, 2015.[39] K. Jensen, and K. Cross. “Engineering Stress Culture: Relationships Among Mental Health, Engineering Identity, and Sense of Inclusion,” Journal of Engineering Education, vol. 110, no. 2, pp. 371-392, Sep. 2020. [Online] Available doi

Conference Session

First-Year Programs Division Technical Session 9: Decision Making, Problem-Based Projects, Role-Play, and a Nontraditional Project Theme

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Olewnik, University at Buffalo, The State University of New York; Vanessa Svihla, University of New Mexico; William Wild, University at Buffalo, The State University of New York

the problem, as an artifact of the difficulty of simply finding information, or as tied tothe inauthenticity of classroom activities.Our results suggest that further work is needed to develop items capable of measuringengineering requirements subconstructs. In our ongoing work with interview data, we plan todevelop new questions that are more grounded in the terms students use and that capture thevariability present in their accounts. We likewise see potential in situating the epistemologicalbeliefs items in the requirements context to prompt linkages. A context dependentepistemological perspective aligns with findings of Gainsburg in studying the epistemologicalstances of engineering students with respect to mathematical methods [43

Conference Session

Military and Veterans Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hannah Wilkinson, Utah State University; Angela Minichiello, Utah State University

four main categories: factors influencingmilitary and engineering decisions; impact of military and engineering identity; military studentassets in engineering; and barriers to success in engineering. Table 4 summarizes these keyresearch outcomes.Table 4Key Research Outcomes Factors Influencing Military and Engineering Decisions Students may purposefully plan to use military service as a means to fund undergraduate engineering education [20], [23], [30]. External Factors (i.e., desire for financial stability, mentor advice) may play a substantial role in military students’ choice of engineering as a career[1], [12], [20], [22], [26], [31] Identity Impacts of Military and Engineering Identities Military and engineering identity may be more

Conference Session

Environmental Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jean Andino, Arizona State University; Fethiye Ozis, Carnegie Mellon University; Adnan Abdullahi, Arizona State University; Emily Henderson, Northern Arizona University

equipment orenvironmental conditions. Nevertheless, there exists a need to expose students to opportunities tocarry out routine data collection and analysis, to think about the plan for sampling, and to evaluatethe findings. The collaborative project that is described in this paper focuses on simulation of thesampling of an air pollutant, particulate matter. Faculty at Northern Arizona University (NAU)and Arizona State University (ASU) collaborated to enhance the teaching of Air QualityEngineering (AQE) in their institutions. Basic information regarding ambient particles, includingtheir sources, size distributions, and methods of collection were first introduced. Jointly preparedassessments including an individual knowledge assessment, a

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

Conference Session

Engineering Ethics Division: Perspectives on Engineering Ethics Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amir Hedayati Mehdiabadi, University of New Mexico; Rebecca Atadero, Colorado State University

)systematically assessing disparities in opportunities and outcomes caused by structures andsystems and (2) by addressing these disparities through meaningful inclusion and representationof affected communities and individuals, targeted actions, and changes in institutional structuresand systems to remove barriers and increase pathways to success,” [43]. Identifying barriers andincreasing pathways applies to both marginalized populations within engineering education andpractice and the communities and populations served by engineering. This study plans to answerhow justice and equity considerations have been addressed in the engineering professionalsocieties’ documents.Although the dictionary definition of diversity, “the practice or quality of including

Conference Session

Pedagogy in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stuart Adler, University of Washington

load. Thus this author would onlyadvise faculty to flip a course if they can make arrangements with their Chair for 1 quarter or 1semester teaching release the year prior to flipping the course. Although the instructor of thecourse will recover some of their development time in subsequent years of teaching the course,they probably need to teach the course 3 or 4 additional years to fully recover the time spentflipping it. Also, the high student contact time under a flipped classroom structure does notdecrease over time as lecture prep time does. This is something chairs and faculty need tounderstand and plan on before flipping a course.Another factor impacting the difficulty of flipping a class is familiarity with the course material.This

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

lifelong learning plan tosupport one’s own professional development. Additionally, the civil engineer should advocatefor lifelong learning in the practice of civil engineering [1].In addition to the practical need for an ability to acquire new knowledge and the professionalendorsement of this need, there is a recent and compelling justification for students to developnew knowledge using appropriate learning strategies. Recent challenges including pandemicstress, shifting learning delivery systems, mental health complications, loss of learningcommunities and decreased student motivation have sharpened the need to understand learningmotivation in the context of wellbeing. By providing learners with an understanding of how theylearn and how learning

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

].We developed an eight-week, extra-curricular, story-focused learning experience for engineeringstudents. This synchronous experience afforded students the opportunity to network and considertheir pathways to engineering while encouraging them to think about their legacy. We called theprogram Exploring LegaCs (which stands for the Life stories of Engineers Growing, Acting onCuriosity, Connections, Creating value)1 . In conjunction with faculty from four other institutions,we designed lessons and plans to coach students on how to develop and deliver stories, while alsoreflecting on their pathways to the field and the long term mark they want to leave on the world.Over the course of the experience, we considered the impact of storytelling on

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

the retention of select concepts from atwo-course sequence covering statics and mechanics of materials, (2) identify students withretention concerns and assist in recovery of concept skills, and (3) assess the impact of changesto assessment methods in the mechanics of materials course.The study began with a thorough literature review to determine the body of knowledge withrespect to engineering mechanics retention and diagnostic testing, appropriate data analysis ofsuch testing, and appropriate means for sharing the results. The planning and preparation of thestudy included selecting the critical engineering mechanics concepts, creating and proofing thediagnostic exams, and scheduling the exams. The critical concepts were selected based on an

Conference Session

LEAD Technical Session 1: Fostering Leadership Identity Development and DEI in Engineering Students and Professionals

Collection

2022 ASEE Annual Conference & Exposition

Authors

Katreena Thomas, Arizona State University, Polytechnic Campus

recruitment efforts were shifted from the original plan due to thecancellation of the in-person NSBE Convention due to COVID-19. Participants were thenrecruited through virtual contact with NSBE leaders and minority engineering program (MEP)directors. This information was collected through a demographic survey that allowed them todescribe any extracurricular involvement and leadership roles during their engineering journey.Five participants were involved in this study. The participants identified themselves as Black andeither graduated recently (within five years) with an engineering degree or were enrolled in anengineering degree program either at the undergraduate or graduate level. Information regardingtheir backgrounds is included in Table 1

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

, and storied voices.With this paper, we plan to extend this prior work and analyze these recently publishedmanuscripts in our community to better understand our relationships with data. Throughuncovering these relationships with data, we will be able to develop a deeper understanding ofthe engineering education community’s current values and epistemologies. Moreover, we maybegin to critically consider some of the ways that we collect and analyze data that we have takenfor granted.BackgroundAccording to Beddoes [3], EER draws from interdisciplinary fields that range fromepistemologically positivist to postmodern; however, EER seems to continue to favor morepositivist works that adhere to traditional concepts of “rigor,” compared to critical or

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amy Walker, University of Texas at Dallas; Laura Gelles, University of Texas at Dallas

our large public research university, weengaged in a retention study using available institutional data and senior exit surveys. Thisanalysis illuminated how factors such as student preparation (e.g., calculus readiness) andlogistical issues (e.g., degree plan complexity, difficulty getting into classes) impact retention.While informative, this data only captured the experiences of the students who were successfullyretained, emphasized the results of the dominant student population within engineering, andcould only point to less easily measured factors such as social and pedagogical experiences. Thiscombined with student reported dissatisfaction with the quality of teaching, qualitative responsesciting a lack of social experiences, and a

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Darcie Christensen, Minnesota State University, Mankato; Idalis Villanueva, University of Florida

importantto explore nuances in peer mentoring connected to gender and race. While this work did notemphasize on these differences given the homogenous population of the study (Table 1, [31]).ConclusionWhile exploratory and introductory in nature, the recommendations garnered from studentresponses are valuable to the future of equity for students in virtual peer mentoring situations.Based on participant responses to common barriers and suggestions on what the college can do,this help can and should come through integrating both typical face-to-face and virtualopportunities to all students, providing opportunities early and continually throughout theundergraduate engineering years, talking about peer mentorship often, and planning a variety

Conference Session

Biological and Agricultural Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hao He, University of Missouri - Columbia; Heather Hunt; Suzanne Burgoyne; Joshua Saboorizadeh

, and indulgence-restraint. In Hofstede’s definitions, collectivism-individualism describes the extent to whichpeople value group wisdom compared to individual ideas; power distance describes theextent to which subordinates accept the unequal power distribution in an organization or asociety; uncertainty avoidance describes the extent to which members of an organization or asociety feel comfortable or uncomfortable in uncertain circumstances; masculinity-femininitydescribes the extent to which people respect men’s values versus women’s values; long-termversus short-term normative orientation describes the extent to which a long-term or short-term plan or schedule may impact creativity within an organization or a society; and finally,indulgence

Conference Session

DEED Technical Session 1: Adapting to COVID and other Design Challenges

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christopher Rennick, University of Waterloo; Eugene Li, University of Waterloo; Michael Lenover, University of Waterloo; Wesley Blankespoor; Sanjeev Bedi, University of Waterloo

,construction, testing, and reflection. Design Days provide an early exposure to the designprocess; give students practice with handling ambiguity and uncertainty, working andcommunicating in teams; and connect their many courses both with each other, and with a real-world context. By the end of 2019, this high-impact format had taken root in first year for allprograms within engineering, and planning began for new activities in second and third year.After 4 years of creating and implementing Design Days activities, a few lessons had beenlearned: we needed a source of interesting, relevant, discipline-specific problems; and as thecomplexity of the activities would need to grow for the more mature students that we were nowtargeting, we needed a source

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

Sustainability, Energy, and the Environment at the University of Dayton in 2020. In 2022, she received her MS in Civil and Environmental Engineering at the University of California, Berkeley within the Energy, Civil Infrastructure, and Climate program. During her master’s program, she gained further experience conducting research and working with underserved communities on a local and national level. Jennifer will be beginning her PhD at the University of Minnesota, Twin Cities in the fall of 2022, where she plans to continue research focused on engineering for global and sustainable development, with specific interests in the water-energy-food nexus.Carlye Lauff Dr. Carlye Lauff is an Assistant Professor of Product Design at the

Conference Session

First-Year Programs Division Technical Session 9: Decision Making, Problem-Based Projects, Role-Play, and a Nontraditional Project Theme

Collection

2022 ASEE Annual Conference & Exposition

Authors

Benjamin Goldschneider; Benjamin Chambers, Virginia Polytechnic Institute and State University

Tech, and Director of the Frith First Year Makers program and of the Minecraft Museum of Engineering. His research focuses include creativity-based pedagogy, the interactions of non-humans with the built environment, and the built environment as a tool for teaching at the nexus of biology and engineering. He earned his graduate degrees from Virginia Tech, including an M.S. Civil Infrastructure Engineering, M.S. LFS Entomology, and a Ph.D. in Environmental Design and Planning. © American Society for Engineering Education, 2022 Powered by www.slayte.com Student Engagement with a Nontraditional First-Year Engineering Project ThemeAbstractFor many