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

investigating underlying factors impactingstudent performance in the core engineering course “Engineering Mechanics: Statics andDynamics.” Through questionnaires and exam wrappers, factors such as course involvement,study habits, precision, foundation, knowledge, and reflection were explored. Previous analyseshad focused on the students’ perspective; their ratings and perceptions of factors negativelyimpacting their exam performance, students allocating their point deductions to categories ofprecision, foundation, knowledge, etc. This study explores whether student perception isconsistent with instructor assessment for sources of error on exams and investigates the role ofconfidence in exam performance. Consistency between instructor assessment and

Conference Session

DEED Technical Session 7 Design Mental Frameworks

Collection

2022 ASEE Annual Conference & Exposition

Authors

Corey Schimpf, University at Buffalo, The State University of New York; Andrew Olewnik, University at Buffalo, The State University of New York

team’s conception of the nature of a design problem for a givenproject will have a marked effect on what criteria and constraints are identified, what ideas areexplored, what models or prototypes are tested, and ultimately what artifact emerges from theirprocess. For engineering design instructors, deeply capturing students' conceptions of theirdesign problem could prove to be a useful reflection tool for design projects, particularlycapstone design. While student generated problem statements and enumeration of criteria andconstraints begin to reveal students' design problem conceptions, these formats may not allowthe full details of students' understanding of the problem to emerge. In this work we propose toadapt an approach used in policy

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

design approach places emphasis on deep consideration and inclusion ofstakeholders and context in design decision making. Further, when taking a humanity-centeredapproach, designers consider how their own identities shape design approaches and outcomes,constantly reflect and analyze on𑁋𑁋and adjust𑁋𑁋their role in a design process relative to thepeople and communities who have a stake in the project, and account for impacts on futuregenerations. As a humanity-centered approach, socially engaged design thus foregrounds peopleand society (e.g., users, stakeholders, communities), context (e.g., environmental, political,economic, cultural), and designer positionality (relative to the problem, solution, and process)throughout design work [20]. This

Conference Session

Engineering Ethics Division: Approaches to Ethics Education (Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Erin Henslee, Wake Forest University; Adetoun Yeaman, Wake Forest University; Joseph Wiinikka-Lydon, Wake Forest University

decision-making, which (3) allows students to reflect on and develop theirown motivations and character development (Koehler, 2020).In this work in progress paper, we will describe our motivations for and the implementation of avirtue ethics module in a senior-level Mobile Robotics technical elective course. Though we willdiscuss specific motivations of this module in the context of robotics and AI, our aim is to presentthe broader scope of this module towards integrating ethics across the curriculum. The goal ofthis module was to increase student efficacy in using the framework for ethical reasoning, developstudent critical and ethical reasoning skills, as well as to allow students to reflect on specificcharacter virtues they deemed important as

Conference Session

PCEE Technical Session 8: Engineering Design in Elementary School

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Johnson, Pennsylvania State University; Minyoung Gil, Pennsylvania State University

fewer with teachingengineering through engaging their students in epistemic practices while solving multi-objectiveproblems through multiple iterations of design. For teachers, especially those who teach youngerlearners, to be able to be effective in teaching engineering, they will require professional learningopportunities. It is important for teachers in these workshops to: 1) participate in hands-on, activelearning; 2) participate as learners first; 3) have facilitators who model effective pedagogicalstrategies; 4) establish foundational knowledge like “what is technology” and “what isengineering;” and, 5) iteratively wear the “student hat” (experience first as a learner) and“teacher hat” (reflect on the challenges and opportunities in

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cassandra McCall, Utah State University; Layla Araiinejad, Auburn University; Thomas Heaps, Utah State University; Wade Goodridge, Utah State University; Brooke Cochran, University of Colorado Boulder

by helping students “perceive their growing competenceand ability to perform engineering related tasks” [10]. Examples of these assessment typesinclude course projects, e-portfolios, and other means for students to build and demonstrate theirknowledge that are conducive to their own interests and consider the multiple intersections ofstudents’ social identities [10].Such feedback is also important for adopting unconventional assessment approaches or those thatstudents have not yet been exposed to. For example, Morton et al. [11] found that students didnot appear to possess an innate capacity for in-depth levels of reflection regardless of assessmenttype. Therefore, it is important for faculty to provide opportunities for students to

Conference Session

Faculty Development Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Heidi Sherick, University of Michigan; Pauline Khan, University of Michigan; Tershia Pinder-Grover, University of Michigan; Deborah Covington, University of Michigan

around diversity, equity, and inclusion during ASEE’s “Year of Impact onRacial Equity” and beyond.Communication, calibration, and consistency were key to alignment as we reflect on the process.In addition, as committees were composed (See Appendix B), there was an intentional effort todiversify their composition, allowing for representation from job roles, faculty rank, anddepartments. Critical to the process was the active reflection and analysis of power, privilege,identity and motivations while the work was happening. Similarly, we used critical questioningexpertise to bring clarity to the problem, add context, and generate ideas. This is similar to otherproblem-solving techniques; however, the coupling of the reflection and purposefulness

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Simone Smarr, University of Florida; Juan Gilbert, University of Florida

,particularly by using pedagogical bridges and partnerships.IntroductionAlthough there have been years worth of “diversity efforts,” the field of computing stillstruggles.Lack of diversity in computing is documented, according to the US Equal EmploymentOpportunity Commission African-Americans make up 7.4% of the high-tech industry [1, 2]. Thecomputing workforce is reflective of the computing in higher education stats. According to the2018 Taulbee Survey, only 5.4% of students enrolled in the responding Computer Science,Computer Engineering, or Information programs identified as Black/African-Americans [3].Although the statistics look bleak, efforts to change these statistics exist and continue to gaintraction. Often called Broadening Participation in

Conference Session

Mechanical Engineering: DEI, Flipped Classrooms

Collection

2022 ASEE Annual Conference & Exposition

Authors

Frederic-charles Krynen, Stanford University; Shima Salehi, Stanford University; Carl Wieman

on equal footing. During these activities, the CA engages students to share ideas,reflect on progress, and explore the problem and solution space further, by providing timelyfeedback. By the end of the small group activity students are asked to summarize their learningfrom the activity. The instructor-led sessions are then split into three parts, the first two aredidactic lectures, and the third is an active learning activity which takes place in smallgroups.The impact of this course design will be studied with pre-, post-surveys and assessments,interviews, and students’ performance in the course to evaluate their sense of belonging in thefield of engineering [3] and their development of mechanical design competency

Conference Session

Architectural Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud, University of Waterloo; Andrea Jonahs, University of Waterloo; Vaishnavi Pasalkar, University of Waterloo

should be moreinclined to further pursue engineering once they realize the importance of it to society. At theend of the project, students were asked to reflect on their experiences using reflection reports andfocus group discussions.The results illustrate a significant increase of interest, sense of belonging and confidence in theircompetent abilities from the engineering students, especially among females and racializedstudents.IntroductionThe engineering discipline currently shows a lack of representation of women and minorities inthe field. Although female undergraduate student enrollment for engineering in Canada has beenabove 20% for the last seven years, the percentage of female engineering faculty members hasremained under 20% for the

Conference Session

Faculty Development Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Evelyn Sowells-Boone, North Carolina Agricultural and Technical State University (CoE); Karreem Hogan

. Faculty Guild is a platform foronline, or blended, faculty learning communities focused on practice improvement. They providefaculty a space to reflect on their current teaching practice, collaborate with peers, and set goalsfor their future teaching. Faculty grow their thinking, approaches, and ability to innovate withintheir teaching practice through the platform. In two-hour sessions each week over the course ofthree semesters, faculty grow in their ability to curate innovative teaching ideas. This model isbased on six years of research, development, application and analysis. The original project, titledGlobal Skills for College Completion, started in 2010 and was funded by the Bill and MelindaGates Foundation and the Kresge Foundation. It

Conference Session

Systems Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Karlin, Minnesota State University, Mankato; L. James, Minnesota State University, Mankato; Lauren Singelmann, North Dakota State University

and graphics of all varieties, math, software, and more. • Conclusion/evaluation – comparing the results from the model to real world situation. This is a reflective process as well as an opportunity to determine both limitations of the model and opportunities to extend and/or formalize their thinking. • Communication – rather than a stand-alone phase, the communication element calls out the collaborative nature of the entire process. Participants bring their own knowledge and experiences, learn from those of their co-participants, and develop both their understanding of the problem and potential solutions in collaboration with those who experience the problem in their day-to-day world

Conference Session

Pedagogy in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sidney Stone, The University of Toledo; Breanne Crockett; Kevin Xu, The University of Toledo; Matthew Liberatore, The University of Toledo

information may be presented in the text along with theassociated images, the information is not guided and may require significant cognitive load toconnect visuals with concepts conveyed in text.Educational animations research on learning and instruction applies the cognitive load theoryframework to design animations for learning by reducing the cognitive load on working memory.Multimodal learning, or multimedia learning, is defined as learning through the use of picturesand words that construct mental representations for learning [12]. Principles of reflection,feedback, and pacing apply the cognitive load theory of multimodal learning environments foreducational animation design [17, 24]. Text (words) and visual (pictures) appearing togethercreate

Conference Session

Social Justice and the Curriculum: Equity, Culture & Social Justice in Education Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathryn O'Harra, The University of Alabama

diversify and reflect the society which they serve,due to a myriad of institutional, structural, and systemic barriers.[3] Representation and retentionof students from marginalized groups in STEM fields have certainly increased in recent decades;however, these efforts have sometimes been characterized (or criticized) as chasing numbers andattracting participants rather than shifting climate and creating inclusive educational cultures.[4]While this work takes time, some approaches may be limited in efficacy, evidenced the still laggingpresence and persistence of underrepresented groups across several engineering and computerscience disciplines. Consideration of this requires expansion beyond conventional perspectives ofdiversity and equity, which

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

] and focused on pragmatic reflections and takeaways rather thanemotions related to a phenomenon.Research quality was of importance as we conducted this autoethnographic exercise. Ourresearch team ensured that the methods followed were in line with recommendations of expertsin the field. We began with a reflection protocol which was developed collaboratively by thethree engineering educators on our research team during multiple meetings. The protocol wasintentionally kept broad and general and did not align with any specific Theoretical Framework(such as those related to Identity Development or Motivation), thus allowing reflections to begrounded in the insights of the participants’ experiences, and the themes to be emergent andanalysis

Conference Session

PCEE Session 9: Virtual Summer Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Aziz Shekh-Abed, Ruppin Academic Center; Nael Barakat, The University of Texas at Tyler

’ performance within thisSTEM course during this unusual year of the pandemic. The only change in educational practiceswas that all PBL steps were carried out using remote tools and in a social distance setting. Thechange in results raised many questions regarding the resilience of the used methods andtechniques as well as its level of reliance on circumstances as significant factors in its effectiveness.These observations triggered this study where the target was of twofold: First, the study targetedunderstanding the factors influencing PBL effectiveness reflected by students’ performancedeterioration and identifying the subgroup of factors which were altered by the COVID-19situation. Second, based on findings from the first part, the target was to

Conference Session

LEES 2: Stories of Intersectionality and Institutional Marginalization

Collection

2022 ASEE Annual Conference & Exposition

Authors

Desen Ozkan, Tufts University; Chelsea Andrews, Tufts University

humanity. Thisassimilationist model of education operates under a neoliberal paradigm, in which people arereduced to their economic metrics. Consequently, the problem of social inequality is understoodas economic inequality in which the solution becomes education that can promise higher salaries.Sengupta-Irving and Vossoughi call this "the politics of respectability in STEM, in whichpersons devalued in society will be valued when they reflect what the market values (e.g., STEMskills), as a way to end racialized poverty by gaining power within capitalism" (Sengupta-Irving& Vossoughi quoted in Vakil & Ayers, 2019, p. 452).In the introduction to this special issue of Race Ethnicity and Education, Vakil and Ayersproblematize how institutions

Conference Session

Multidisciplinary Engineering Division Technical Session - Interdisciplinary Capstone Projects, Pandemic Adapted Mechatronics Lab, Call for Change

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bart Johnson, Itasca Community College; Ronald Ulseth; Michael Raich, Itasca Community College

tointentionally promote growth of the professional person. By 2020, the program had achieveddisruption, earning an ABET innovation award and being named an “emerging world leader inengineering education” in the Reimagining and Rethinking Engineering Education report. Thelatest evolution of the program combines on-line learning and work-based learning for asustainable model that serves a culturally diverse nationwide audience of community collegecompleters.This is a story of innovative curricula putting team-based project learning at its core. Promisingstrategies addressed in the paper include ABET outcomes, reflection, identity building,metacognition, teamwork, industry PBL, recruiting, learning communities, and continuousimprovement. The conclusion puts

Conference Session

PCEE Session 12: STEM, Technology, and Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ryan Brown, Illinois State University; Allison Antink-Meyer, Illinois State University

,but engineering literacy among the general public is as well. Promoting understanding about thenature of engineering knowledge is relevant given both goals. Asunda and Hill (2008) studiedthe professional development for tech ed teachers and teacher educators around engineering andobserved that hands on engineering experiences is a key factor of importance to participants inworkshops. Infusing the nature of engineering knowledge in tech ed classrooms should thereforebe centered on reflection on engineering design experiences that draw out and debrief features ofengineering knowledge. This strategy for teaching about the epistemology of engineering hasbeen found to be effective in teaching about the nature of engineering (Deniz et al., 2020

Conference Session

Mechanical Engineering: DEI, Flipped Classrooms

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

online course needed to have a more structured schedule than typical face-to-face offering of the same course.Course DescriptionThermodynamics class was taught online with asynchronous learning content coupled withregular synchronous meetings. The class was completely online and included five mainelements: (1) pre-recorded “lecture” sessions, (2) “homework” problems presented in the pre-recorded lecture, (3) muddy point reflections at the end of each pre-recorded lecture, (4) onlineasynchronous discussion of muddy points with the students, and (5) online exams. Muddy pointreflections give students the opportunity to share what they found most difficult or confusingabout the lecture, reading, or activity [9], [10]. At the end of every lecture

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Julia Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Cara Margherio, University of Washington; Elizabeth Litzler, University of Washington; Sriram Mohan, Rose-Hulman Institute of Technology; Selen Güler

, themajority of RED projects focus on one department and include the following areas: chemical,biological, civil, environmental, electrical, mechanical, computer, biomedical, and aerospaceengineering, as well as computer science. All RED teams share overarching goals related totransforming engineering education, while teams’ change-making processes vary. For example, onecomputer science-focused project from a large public institution integrates courses for undergraduatesto develop industry-relevant professional skills. Another project at a smaller private institutionmobilizes its focus on identity and inclusion by integrating experiential learning opportunities andimplementing reflection portfolios for students to assess their own engineering

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Zhen Zhao, Arizona State University, Polytechnic Campus; Adam Carberry, Arizona State University; Samantha Brunhaver, Arizona State University, Polytechnic Campus; Jennifer Chandler, Arizona State University

stags of leadership identity [10] were demonstrated by participants in the priorexploratory qualitative study. ERC graduate student mentors reflected various stages ofleadership identity, ranging from “stage three: Leader Identified” to “stage five: Generativity”[10, p.14]. “Stage three: Leader Identified” was achieved among all participants as all of themviewed leadership as the behaviors or actions of an individual or a group of individuals who holda leadership position and recognized the hierarchical structure within a working group [9].“Stage four: Leadership Differentiated” and “stage five: Generativity” were also reached by avery few participants. A few participants gained an awareness of leadership could bebidirectional and not

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Patrick Cunningham, Rose-Hulman Institute of Technology; Holly Matusovich, Virginia Polytechnic Institute and State University; Rachel Ellestad, University of Tennessee at Knoxville; Cheryl Carrico; Carol Geary, Virginia Polytechnic Institute and State University

Paper ID #38318Collaborative Research: Design and Development: Lessonsfrom Conducting the Skillful Learning InstitutePatrick Cunningham (Professor) Patrick Cunningham is a Professor of Mechanical Engineering at Rose-Hulman Institute of Technology. His professional development is focused on researching and promoting metacognition, self-regulated learning, and reflection among students and faculty in Engineering Education. Dr. Cunningham teaches a range of courses across undergraduate levels with specialization in dynamic systems, measurement, and control. In his teaching he seeks to apply what he has learned from

Conference Session

PCEE Session 4: Resource / Curriculum Exchange

Collection

2022 ASEE Annual Conference & Exposition

Authors

Susan Letourneau; Katherine Culp; Dorothy Bennett

help others ● Iteration: revising a design based on some form of feedback or testing This material is based upon work supported by the National Science Foundation under Grant No. 1712803. Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.What’s included:1. Design principles and facilitation tips for integrating narrative elements into hands-on engineering activities, developed through a three-year design-based

Conference Session

ERM: Mentoring for Everyone! And Let's talk about Graduate Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Bahnson, North Carolina State University at Raleigh; Catherine Berdanier, Pennsylvania State University; Monique Ross, Florida International University

was used to identify faculty experiences thatinformed how they mentored their postdoctoral fellows. Faculty who had completed a postdoc aspart of their training reflected on their experiences, often identifying positive and negativeexperiences they used to guide, mentor, and plan the development of the postdocs they advise.Faculty who did not complete a postdoc used doctoral and industry experiences to inform theirdecisions. This work provides a unique window into postdoctoral training and mentorship,highlighting the need for more explicit expectations and plans for postdoc advisors.Keywords: Postdoctoral studies, Mentoring, Qualitative Thematic AnalysisI. Introduction and review of relevant research The postdoctoral position in

Conference Session

Construction Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammad Ilbeigi; Diana Bairaktarova, Virginia Polytechnic Institute and State University

settings. To address this objective, we are designingand developing an online game, called Zebel: Genesis. The game coupled with a series of pre-and post-assessment tools will be used as learning materials in a graduate-level constructionscheduling course in the Department of Civil, Environmental, and Ocean Engineering (CEOE) atStevens Institute of Technology to collect empirical evidence for qualitative and quantitativeanalyses. The design of the game is based on the Constructivism learning theory. TheConstructivism learning framework for gamification that forms the foundation of our gameplatform consists of six essential elements: (1) modeling; (2) reflection; (3) strategy formation;(4) scaffolded exploration; (5) debriefing; and (6

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

weeks, 24 engineering students from five academicinstitutions were prompted to self-reflect and consider their pathways to and within theirdiscipline. Zaki’s framework of empathy served as the guiding lens through which weinvestigated: 1) How does an eight-week, extra-curricular, story-focused learning program affectstudents’ perceptions and levels of empathy? and 2) How does story-focused pedagogy impactstudents’ interpersonal interactions? Over the course of the program, we explored students’empathy development and their interpersonal interactions using a mixed methods approach.Students completed Davis’ Interpersonal Reactivity Index (IRI) at the start and end of theprogram, along with providing their definitions of empathy. They also

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yanfen Li, University of Massachusetts Lowell; Adam St. Jean, University of Massachusetts Lowell; Chiara Ghezzi; Laura Punnett, University of Massachusetts Lowell

calibration or calibration inconsistencies. Additionally, student biases towards factorssuch as gender, race/ethnicity, and age can affect their evaluations [3]–[5]. These biases couldthen negatively impact faculty’s career trajectory, tenure, and promotion.The belief is widespread among faculty members that student evaluations are not accurate.According to posts on online platforms such as blogs, YouTube, etc., this can lead to feedbackbeing disregarded by faculty; this negates the formative purpose of the assessment. Further,faculty motivation to improve teaching may be hindered if they know or believe that their effortsmay not be reflected by the SET. Worse, negative reviews that are inaccurate could negativelyimpact faculty confidence or mental

Conference Session

Multidisciplinary Engineering Division Technical Session - Best Paper

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mayank Kejriwal, University of Southern California

proposed framework.linearly using a simple 1-5 scale per option, the questionnaire provides an opportunity forpedagogical self-reflection to the instructor on designing, grading or structuring theircourse.Since this is the first version of the framework, we expect that it will undergo revisions andcourse-specific, or even department-specific, modifications over time. In some cases, collatingresponses to ‘other’ options may reveal a common response that should be included as an actualchoice in a revised edition. We also hope to expand the framework with at least two morecategories, with 3-5 items per category. We also hope to expand some categories with more itemprompts.To avoid bias, the framework is not intended to be filled out by the instructor

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

repeating back what is heard, give permission to the interviewee to guidethe interview towards previously unanticipated and potentially crucial insights [2]. Othertechnical skills for interviewing include being a good listener, using reflective and activelistening techniques, asking follow-up questions to dig deeper into topics, and probing for storiesand emotions. Using the recommendations for successful interviews documented in literature,criteria for a quality interview can be taught to novice interviewers.3.0 Research Design and Approach3.1 ParticipantsStudents from the University of Minnesota (UMN) and from universities in sub-Saharan Africa(SSA) were recruited to participate in the study as Research Assistants with a digital flier and