Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Julie Stella, IUPUI; Steven Higbee, Indiana University - Purdue University Indianapolis; Sharon Miller, Indiana University - Purdue University Indianapolis

Biomedical Engineering from the University of Michigan. She currently serves the IUPUI BME Department as Associate Chair and Director of the Undergraduate Program helping develop and implement curricular changes to embed engineering design, ethics, and technical communication throughout the BME curriculum. Prior to joining the faculty at IUPUI, Dr. Miller’s P-20 educational efforts included curriculum writing and program development for the John C. Dunham STEM Partnership School and Michael J. Birck Center for Innovation. Since joining IUPUI, Dr. Miller has been awarded internal and external grant funding to realize BME curricular changes and to pursue engineering education research of BME student self-efficacy toward design

Conference Session

Understanding Inclusivity and Equity in STEM Contexts: Equity, Culture & Social Justice in Education Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Victoria Bill, New York University Tandon School of Engineering; Julie Martin, The Ohio State University

empirical studies which utilized this framework within engineering (2021b).Similarly to CCW, almost all studies included in their review were qualitative, with only onequantitative and one mixed-method study (Verdín et al., 2019). The studies were grouped bycharacteristic, with the authors identifying the following codes: identification, curriculum,teaching, and learning. Again, the authors identified gaps, including “assessing the efficacy offunds of knowledge interventions on students by connecting to student learning outcomes ortheories of identity, self-efficacy, and belonging.” They briefly identified funds of knowledge aspotentially more action oriented than CCW and other frameworks (Denton & Borrego, 2021b).Building upon that potential

Conference Session

ETD Technical Session 6 - Curriculum and Programs III

Collection

2022 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University; Michael Johnson, Texas A&M University; Pouneh Abbasian, Texas A&M University

maintainthem, otherwise, we are going to have a whole lot of unemployed people”. Erol et al., 2016 introduces “Industry 4.0” as a phenomenon that needs increasing workers’creativity, innovation, and communication skills, as automated systems are going to be replacedby day-to-day activities [20]. Upon this, they have defined three categories for workforcecompetencies: personal, professional, and social competencies. Self-efficacy, personalresponsibility, critical thinking, adaptability, strong analytical thinking, and the ability to change(continuous improvement mindset) are examples of the personal competencies which weobserved numerous times in this study. Workers in the warehouse were all motivated andwelcome to change. Learning more, being

Conference Session

DEED Technical Session 9 - Design Across the Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Astrid Layton, Texas A&M University; Julie Linsey, Georgia Institute of Technology; Samuel Blair, Texas A&M University; Garrett Hairston, Texas A&M University; Henry Banks, Georgia Institute of Technology

2013505 and 2013547. Any opinions, findings, or conclusionsfound herein do not necessarily reflect the views of NSF and its employees.References[1] N. Lou and K. Peek. (2016) Rise of the Makerspace. Popular Science. Available: Available: http://www.popsci.com/rise-makerspace-by-numbers[2] R. Morocz et al., "Relating Student Participation in University Maker Spaces to their Engineering Design Self-Efficacy," in American Society for Engineering Education Annual Conference, New Orleans, LA, 2016.[3] R. P. S. a. A. Leong, "An observational study of design team process: A comparison of student and professional engineers," 1998.[4] A. Meyer. (2018) Feminist makerspaces: Making room for women to create. The Riveter.[5

Conference Session

Civil Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shinae Jang, University of Connecticut; Pablo Aguero-Barrantes, University of Connecticut; Richard Christenson, University of Connecticut

Civil Engineering students, which can be usedfor any course in any department. With this resource, students can learn by themselves how todevelop VR models. The pilot study was designed, and the implementation and assessment areunderway, with CE senior students developing a VR presentation as part of their Senior Designfinal project deliverables. The anticipated result is that the AR/VR training module will improvesenior students’ 3D visualization skills and self-efficacy. Additionally, it is expected that usingVR tools to create their final project presentation will increase their motivation and engagement.This study has an expandability potential. Therefore it can be implemented in any school with alow cost of implementation.REFERENCES[1

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Donald Visco, The University of Akron; Nidaa Makki; Erin Stevic; Joshua Phillips, The University of Akron; Laura Carey, The University of Akron; Elle Bonnema

the Fall 2020 semesterthrough emails sent to incoming first-year STEM students. This email contained an invitation toparticipate in the intervention program and a preliminary survey that students had to complete.The survey included questions about their interest in participating in the program, backgroundquestions related to their STEM experiences in high school, commitment to the major, as well asscales on STEM interest, self-efficacy, and perceptions of barriers and supports for completingtheir major. Of the students who received an invitation email, 35 students did not respond, 2students accepted but later dropped from the program, 1 student accepted but later changed theirmajor to a non-STEM major, 1 student declined the intervention, and

Conference Session

Engineering Design Graphics Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sheryl Sorby, University of Cincinnati; Savannah Stark, University of Cincinnati; Christina Carnahan, University of Cincinnati

self-efficacy and belonging and contribute totheir retention in a STEM career path. References 1. Grigal, M., Hart, D., Papay, C., Smith, F., Domin, D., & Lazo, R. (2019). Executive summary of the year four annual report of the TPSID model demonstration projects (2018–2019). Think College Fast Facts, Issue No. 26. University of Massachusetts Boston, Institute for Community Inclusion. 2. Qian, X., Johnson, D. R., Smith, F. A., & Papay, C. K. (2018). Predictors associated with paid employment status of community and technical college students with intellectual disability. American Journal on Intellectual and Developmental Disabilities, 123(4), 329-343. 3

Conference Session

Student Division Technical 4: Student Experience & Competencies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacob Vaughn, Texas Tech University; Roman Taraban, Texas Tech University; Sheima Khatib, Texas Tech University

MPSprogram sparked an important educational paradigm shift from content specific knowledge togeneral problem-solving ability [1].Expanding upon ideas in the McMaster program, Leland et al. [2] stated that when students learnnew content, they are typically tested only on the new content (through problems designed byeducators or coming from textbook resources). They argued that a more efficacious strategy wasto use cumulative review problems, which give students autonomy in their selection ofmathematical tools to utilize when solving a problem. Further, for successful transference ofskills, there are several important factors: self-efficacy, learning with understanding, and beliefs[2]. These factors are described as a student’s confidence in their

Conference Session

Project Based and Experiential Learning in Manufacturing

Collection

2022 ASEE Annual Conference & Exposition

Authors

Derek Yip-Hoi, Western Washington University; Sura Alqudah, Western Washington University

andintegrity of the learning system by providing a supportive learning environment for students [8].Tsenn J. from Texas A&M published that the students' self-efficacy in their MechanicalEngineering capstone course during the pandemic was not significantly different from thosereported on previous years before the pandemic. Tsenn also mentioned that the Fall2020 COVIDaffected class had an exciting increase in their overall project satisfaction score compared withthe year before. It was concluded that even though there were significant changes to the way thatthe class was instructed during 2020, the students were resilient and adaptable to the change, andthat left the instructors confident that regardless of the delivery method, all course outcomes

Conference Session

ERM: Identity Impacts (Identity Part 2)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stephanie Damas, Clemson University; Lisa Benson, Clemson University

, "Engineering self-efficacy, interactions with faculty, and other forms of capital for underrepresented engineeringstudents", presented at 2015 IEEE Frontiers in Education Conference (FIE), El Paso, TX, USA,2015, doi: 10.1109/FIE.2015.7344119[23] J. Stets and P. Burke, "Identity Theory and Social Identity Theory", Social PsychologyQuarterly, vol. 63, no. 3, p. 224, 2000. Available: 10.2307/2695870.[24] R. Majors and J. Billson, Cool pose. New York: Simon & Schuster, 1993.[25] E. Battle and J. Rotter, "children's feelings of personal control as related to social class andethnic group1", Journal of Personality, vol. 31, no. 4, pp. 482-490, 1963. Available:10.1111/j.1467-6494.1963.tb01314.x [Accessed 1 February 2022].[26] J. Boaler and C. Dweck

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

, recall, and apply knowledge[8], [11]. Category two gives importance to content knowledge by developing business models,analyzing market forces, and performing different tasks. The third category emphasizes affectivefactors, which are the feelings one has, such as self-efficacy, intention, interest, or motivation[8], [11]. These domains are used conjointly when integrating learning course objectives withEML components. Furthermore, to implement an entrepreneurial mindset, students must acquirethese affective factors in combination with learning the same framework and approaches asentrepreneurs [8]. These categories were referenced alongside the EML framework- curiosity,creativity, and connections- to identify skills shown in Table 1- that can be

Conference Session

CIT Division Technical Session #10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Afsaneh Minaie, Utah Valley University; Reza Sanati-Mehrizy, Utah Valley University; Janis Raje

; Jimenez, M. A., & Santiago, N. G., & Cardona-Martinez, N., & Suarez, O. M. (2021, July), Work in Progress: Building Career Goals and Boosting Self-efficacy in Engineering Students Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.[20] de Campos, D. B., de Resende, L. M. M., & Fagundes, A. B. (2020). The Importance of Soft Skills for the Engineering. Creative Education, 11, 1504-1520.[21] Karimi, H., & Pina, A. (2021). Strategically Addressing the Soft Skills Gap Among STEM Undergraduates. Journal of Research in STEM Education, 7(1), 21–46.[22] Tucker, T., & Vernooij

Conference Session

Assessment in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessica Pittman, Texas Tech University; Sheima Khatib, Texas Tech University; Roman Taraban, Texas Tech University

increased problem-solving confidence and objective measures of problem-solvingperformance.Chemical Engineering Review CourseFor this study, students were enrolled in a course entitled Chemical Engineering Review. Thiscourse aims at preparing students for the Fundamentals of Engineering (FE) exam throughreviewing major topics within engineering. The FE exam is a nationwide, criterion-referenced,discipline-specific test. Engineering students typically take the FE exam during their senioryear. Students take the FE exam for a variety of reasons including the pursuit of engineeringlicensure. The course is designed to review material students covered in prior courses and tosynthesize main points from those courses.The first nine weeks of this course were

Conference Session

CIT Division Technical Session #8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tasmeer Alam, Morgan State University; Hashmath Fathima, Morgan State University; Kofi Nyarko, Morgan State University; John Attia, Prairie View A&M University; Petru Andrei, Florida A&M University - Florida State University; Shujun Yang; Sacharia Albin, Norfolk State University; Corey Graves, North Carolina Agricultural and Technical State University (CoE)

surveys were created in consultation with AudreyRorrer, author of the CISE REU Evaluation Toolkit survey instruments [17.18]. The surveyscontain subscales measuring research skills, leadership skills, self-efficacy, sense of identity asscientists, intention to attend grad school, intention to pursue engineering, mentoringrelationships, attitudes about research, etc. This section contains the insights derived from theSageFox assessment report.REU Highlights:Despite the hybrid nature of the experience in Summer 2021, the data collected over the lastthree years suggests that the program has successfully inspired students of color to pursueengineering by offering them hands-on research experiences and mentorship. The survey resultsof this year showed

Conference Session

NEE Technical Session - the Best of NEE

Collection

2022 ASEE Annual Conference & Exposition

Authors

Heidi Diefes-Dux, University of Nebraska - Lincoln; Emily Stratman, University of Nebraska - Lincoln

enhance critical thinking,” Metacogn. Learn.,Vol. 5, pp. 251-267, Oct. 2009, doi: 10.1007/s11409-010-9060-6.[18] D. Kember, J. McKay, K. Sinclair, and F. K. Y. Wong, “A four‐category scheme for coding and assessing the level of reflection in written work,” Assess. Eval. Higher Educ., vol. 33, no. 4, pp. 369-379, Aug. 2008, doi: 10.1080/02602930701293355.[19] D. Akamatsu, M. Nakaya, and R. Koizumi, (2019). “Effects of metacognitive strategies on the self-regulated learning process: The mediating effects of self-efficacy,” Behav. Sci., vol. 9, no. 12, p. 128, Nov. 2019, doi: 10.3390/bs9120128.[20] A. Efklides, “Metacognition defining its facets and levels of functioning in relation to self-regulation and co

Conference Session

LEES 5: Preparing and Practicing Culturally and Ethically Sensitive Engagement

Collection

2022 ASEE Annual Conference & Exposition

Authors

Laura Fiss, Michigan Technological University; Darnishia Slade, Michigan Technological University

Factors Program. Her research focus includes self-efficacy, mental toughness, and microaggressions. Darnishia is also the Pavlis Educator and Manager of Global Engagement Programs in the Pavlis Honors College at Michigan Tech. She’s a foodie who enjoys spending time with friends and family as well as impromptu road trips! © American Society for Engineering Education, 2022 Powered by www.slayte.com Reflecting on Culture in an Immersion Experience: How to Prepare Students for the UnexpectedAbstract:Experiential learning is increasingly recognized as a high-impact educational practice, andreflection is an essential piece of

Conference Session

CPDD Technical Session 1 - Design of Professional Development Curricula

Collection

2022 ASEE Annual Conference & Exposition

Authors

Navid Yaghoubisharif, Oregon State University; Shane Brown, Oregon State University; Amy Brooks, Oregon State University

learning, including improvedlearning, retention, and self-efficacy [14]. Several forms of active learning include studentstalking with each other about the course content through working together, including cooperativeand collaborative learning and specific activities like "think-pair-share." For example, asoperationalized by Michelene Chi (2014), interactive learning includes students working togetheron activities that require collaboration [15].There is abundant evidence that these collaborative activities are effective for student learning. Ameta-analysis by Freeman et al. (2014) compared student performance in undergraduate STEMcourses under traditional lecturing versus active learning and showed the improvement of thestudent engagement when

Conference Session

International Division Technical Session 3 - Humanitarian Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Awatef Ergai, Kennesaw State University; Shane Peterson; Ginny Zhan, Kennesaw State University; Sabine Smith

. Thesis, Clemson University,Clemson, SC, 2020. [Online]. Available: https://tigerprints.clemson.edu/all_theses/3335/[8] R. L. Hughes, and S. K. Jones, “Developing and assessing college student teamwork skills,”New Directions for Institutional Research, vol. 149, pp. 53-64, 2011. [Online]. Available:http://dx.doi.org/10.1002/ir.380[9] A. Konak, S. Kulturel-Konak, G. E. Okuda Kremer, and I. E Esparragoza, “Teamworkattitude, interest, and self-efficacy: Their implications for teaching teamwork skills toengineering students,” in 2015 IEE Frontiers in Education Conference, 2015. [Online].Available: https://ieeexplore.ieee.org/document/7344118[10] K. Paterson, C. Swan, and D. W. Watkins, “Going is not knowing: Challenges in creatingintercultural

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nebojsa Jaksic, Colorado State University - Pueblo

Materials and Processes Selection Course,” 2002 American Society for Engineering Education Annual Conference and Exposition Proceedings, Montreal, Canada, June 17-19, 2002. Session 1526.9. A. Bandura, Self-Efficacy: The Exercise of Control, W. H. Freeman and Company, NY, 1997.10. A. Shekar, “Project Based Learning in Engineering Design Education: Sharing Best Practices, “2014 American Society for Engineering Education Annual Conference & Exposition Proceedings, Session 1080611. A. Guerra, R. Ulseth, and A. Kolmos, PBL in Engineering Education: International Perspectives on Curriculum Change, Sense Publishers, Springer, Rotterdam, the Netherlands, 2017.12. J. E. Mills and D. F. Treagust, “Engineering Education – Is Problem-Based or

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yanjun Yan, Western Carolina University; Ivo Draganov; Hugh Jack (duplicate), Western Carolina University; Tasho Tashev; Mary Anna Lafratta

PBL in aFulbright Scholar program in Bulgaria during the pandemic, which came with another set ofchallenges beyond what was mentioned earlier. Originally, COIL (Collaborative OnlineInternational Learning) was planned for the students from both WCU and TU-Sofia to do acommon project with remote collaboration, because COIL, as the global level PBL, was shownto help the students learn self-efficacy [9], but the mismatched academic calendars made theCOIL plan impossible to materialize. However, some interactions between the Bulgarianstudents and the visitors from the U.S. in Bulgaria were made possible. Midway through thesemester, due to the pandemic mitigation measures, all the college courses in Bulgaria wentonline. Although we were prepared to

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shamita V, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University; Eileen Fong, Nanyang Technological University

, (5)networks from college friends, (6) networks from colleagues, (7) networks fromneighborhood friends, (8) perspective taking, (9) reading people, and (10) mediatingcapability (Verdin et al., 2021). An additional construct is included in the instrument to assessstudents’ engineering performance and competence beliefs (Verdin et al., 2021). Createdusing ethnographic and interview data, the 10 constructs place a clear focus on socialexchanges, cultural and familial impacts on individuals (Verdin et al., 2021), and anindividual’s personal beliefs about their self-efficacy in engineering (Verdin et al., 2021).Social exchanges are salient as they can impact how an individual learns and subsequentlyapplies the material taught. For instance

Conference Session

PCEE Session 2: Teacher Learning Experiences

Collection

2022 ASEE Annual Conference & Exposition

Authors

Abeera Rehmat, University of Nebraska - Lincoln; Hoda Ehsan, The Hill School; Monica Cardella, Florida International University

] A. Bandura, “Self-efficacy: The exercise of control,” New York: W. H. Freeman, 1997.[34] D. I. Cross, “Alignment, cohesion, and change: Examining mathematics teachers’ belief structures and their influence on instructional practices,” Journal of Mathematics Teacher Education, vol. 12, no. 5, pp. 325-346, 2009.[35] P. A. Ertmer, “Teacher pedagogical beliefs: The final frontier in our quest for technology integration,” Educational Technology Research and Development, vol. 53, no. 4, pp. 25- 39, 2005.[36] J. P. Van Haneghan, S. A., Pruet, R. Neal-Waltman, & J. M. Harlan, “Teacher beliefs about motivating and teaching students to carry out engineering design challenges: Some initial data,” Journal

Conference Session

ERM: Diversity, Equity, and Inclusion

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Loweth, University of Michigan; Sara Hoffman, University of Michigan; Shanna Daly, University of Michigan; Leah Paborsky; Steve Skerlos, University of Michigan

, can lead to deficit-based thinking and discriminatory behaviors [11], [13]–[15].The ideology of meritocracy also perpetuates inequities in engineering through its reliance on theconcept of “merit” to compare individuals. “Merit” is often defined as synonymous with “talent,”“achievement” and/or “hard work” [3]–[6]. The logic of meritocracy suggests that individualswho possess more “merit” deserve more rewards and opportunities [2]–[6]. However, evaluating“merit” is not a straightforward process. Attempts to do so have often reproduced existinginequalities. For instance, standardized tests such as the SAT have historically been used as aproxy measure for student merit in the context of seeking admission to selective colleges [3], [5],[6

Conference Session

Software Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bruce Maxim, University of Michigan - Dearborn; Thomas Limbaugh, University of Michigan - Dearborn; Jeffrey Yackley, University of Michigan - Dearborn

synchronous and asynchronous online versions of the same course.The project team critically examined existing active learning materials used for face-to-facedelivery of the course and adapted them for use in online and socially distanced face-to-facecourse delivery during Fall 2021. The authors monitored the levels of student engagement ineach group and surveyed individual students to measure their perceived levels of engagementwith course activities. Our assessment data suggests that students attending face-to-face classmeetings (with or without social distancing) felt more engaged with the active learning coursematerials than those taking the class online. Students interacting with the active learning coursematerials, whether face-to-face or though

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mike Borowczak, University of Wyoming; Andrea Burrows, University of Wyoming; Shawna Wolf, University of Wyoming; Shaya Wolf, University of Wyoming; Hui Hu, University of Wyoming

understanding the trade-off between high qualitycontent and the extra time and money it takes to create higher quality videos. It furtherhelped establish best practices for online content such as where the content should be accessedfrom, for how long, and the overall delivery of the materials.2 Related Works2.1 Summer CampsSummer Camps have become popular and efficient methods in education research. For ex-ample, Aritajati et al. [1] investigated students’ attitudes towards computing careers andtheir computational self-efficacy by using summer camps. Braswell et al. [2] proposed tocreate a virtual summer camp that provides informal computer science learning opportuni-ties that were intentionally designed to increase the confidence of Black and

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

Management in the U.A. Whitaker College of Engineering at Florida Gulf Coast University. Dr. Kunberger's educational research interests are in self-efficacy, persistence, and effective learning approaches in engineering and the development of an interest in STEM topics in K-12 students.Christopher R. Shearer (Associate Professor) Dr. Shearer is an Associate Professor in the Department of Civil and Environmental Engineering at the South Dakota School of Mines and Technology. His research investigates the chemical, physical, and mechanical properties and durability performance of infrastructure materials, with a focus on sustainable concrete materials technology. He also researches new strategies to improve STEM education

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

career outcomes [10]. In addition, capstone courses arenow explicitly promoting entrepreneurial versions of the course; while many capstone projects aredefined by industry partners and sponsors or sometimes academic projects, courses are now beingpiloted that specifically cater to the needs of students who want to discover and work on their ownideas [11].Entrepreneurially infused educational opportunities are also catching on with some vigor in designcourses before senior year. These cornerstone experiences were developed for first and secondyear engineering students based on the known impacts of design on self-efficacy and persistencewithin engineering through the formation of an engineering identity [5]. Existing frameworks, suchas the

Conference Session

Virtual and Augmented Reality Applications in Manufacturing Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Xiangxiong Kong, Coastal Carolina University; Alex Fegely, Coastal Carolina University; Wout De Backer, University of South Carolina; Monica Gray, The University of Texas Permian Basin; George Hitt, Coastal Carolina University; Ryan Kerns

-determination, self-efficacy, and grade motivation related to engineering beforeand after completing their VR story experience. Descriptive statistics and inferential statisticaltests will be used to gauge the impact of the VR story by analyzing the differences between thepre- and post- questionnaire ratings for each subscale in addition to the total measurements. Inaddition, semi-structured interviews will be used to gather qualitative data on students’ engineeringmotivation. The quantitative findings from the engineering motivation questionnaire will beinterpreted and then these results will be compared with the qualitative themes from the semi-structured interviews. In this way, the qualitative data will be used to emphasize and detail

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Liang Wang; Wei Zhang, Zhejiang University; binbin shao, Zhejiang University

practice from ouranalysis: (a) authentic-task driven, (b) collaborative inquiry, (c) reflective-design process, (d) engineeringidentity. Future we will build on this study and develop some valid instruments to measure thesecharacteristics in order to clarify the relationship between community of practice and engineeringstudents’ learning effect.Keywords: community of practice; engineering learning; authentic-task driven; collaborative inquiry;reflective-design process; engineering identityINTRODUCTIONAs the largest developing economy in the world, China is facing a lot of challenges in terms of emergingindustries and new technologies. As a result, China is calling for increasing the quantity and quality ofengineering students to meet society’s

Conference Session

Engineering Ethics Division: Approaches to Ethics Education (Part 2)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado Boulder

. Forexample, various videos of Professor Marc Edwards discussing the Washington DC and/or FlintMI lead in drinking water crises were shown during class [57-59].Assessment: Student SurveyA survey instrument has been used in the course that combines elements of engineering ethics(value, interest, and systems thinking from [60]), the Engineering Professional SocialResponsibility Assessment (EPRA, [61]), and sustainable engineering attitudes (self-efficacy,value, affect, negative; [62]). These instruments were all developed with first-year civilengineering students among the respondent population. The specific items on the survey havevaried over time but consist primarily of Likert-type items. The survey was given at the start andend of the semester in