Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ronald Harichandran, University of New Haven; Nadiye Erdil, University of New Haven; Stephanie Gillespie, University of New Haven

, and J. Kampe, “Lessons learned: Implementing a large- scale peer mentoring program,” in Proceedings, ASEE Annual Conference and Exposition, Chicago, IL, June 2006.9. E. Hart, A. Mott, and S. Furterer, “Piloting an undergraduate engineering mentoring program to enhance gender diversity,” in Proceedings, ASEE Annual Conference and Exposition, Virtual, June 2020.10. V. Washington and J. Mondisa, “A need for engagement opportunities and connections: understanding the social community outcomes of engineering undergraduates in a mentoring program,” Journal of Engineering Education, vol. 110, pp. 902-924, May 2021.11. M. McCullough et al., “ENGAGE 2Be Engineers mentoring program for minority students,” in Proceedings, ASEE Annual

Conference Session

CIT Division Technical Session #7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Daqing Hou; Yu Liu, Clarkson University

Clarkson University Potsdam, New York, U.S.A {dhou, yuliu}@clarkson.edu Abstract This paper summarizes the best practices and lessons learned from organizing an effective remote REU Site during COVID-19. Our REU Site is a three-year program that is designed to offer closely-mentored summer research experience to a cohort of ten students in each of the three years. COVID-19 has disrupted our site by forcing us to split our second cohort to two groups, two students in summer 2020 and seven students in summer 2021. However, the experience that we gained in summer 2020 by mentoring the two students virtually online

Conference Session

Faculty Development Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Victoria Matthew, VentureWell; Surbhi Lipkin-Moore; Pedro Arce, Tennessee Technological University; Andrea Arce-Trigatti, Tallahassee Community College; Nathalie Lavoine, North Carolina State University at Raleigh; Lucian Lucia, North Carolina State University at Raleigh; Emre Selvi, Jacksonville University; Marjan Eggermont, University of Calgary; Murat Tiryakioglu, Jacksonville University; Justin Hall, Jacksonville University; Ron Edelen, Jacksonville University; Jeffery Plumblee, VentureWell

practice andhonest dialogue among the people who do it’” [10].While literature underscores the benefits of CoPs for faculty development, there is a lack ofshared understanding of what the term CoP means [11], [12]. This in turn has resulted insignificant variation in CoP implementations, from apprenticeships and small group convenings,to large-scale online networks and top-down knowledge management efforts [12], [13]. Thehomogenized use of the term serves to belie the variations of “knowing in action” [14] and cansubsequently leave faculty development practitioners unclear on how best to design their ownCoP initiative. Additionally, as Arthur [15] explains, “... if CoPs are self-defining and self-developing (as situated learning theory suggests

Conference Session

Community Engagement Division Technical Session 2 - Community Engagement without Frontiers

Collection

2022 ASEE Annual Conference & Exposition

Authors

Juan Lucena, Colorado School of Mines; Sofia Schlezak, Colorado School of Mines; Emma Chapman, Colorado School of Mines; Mateo Rojas; Jaime Elizabeth Styer, Colorado School of Mines

corporations and communities, he reflectedback to his Peru experience and realized that “after learning about the exploitation of ruralPeruvian communities by large-scale gold mining corporations, I found a purpose to which Icould apply my privilege and newfound skillset and developed the ambition to engage incommunity-centered work by working on a thesis that will provide insight into the most effectiveways to develop a community-owned solution to the issue of mercury pollution in artisanal andsmall-scale gold mining (ASGM).”Worldwide, 10 to 15 million people depend on ASGM as a livelihood. An estimated 2000 tons ofmercury are released into the environment yearly from these activities, causing devastatinghealth effects on miners, surrounding

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

negative influence on subsequent new cohorts due to them all being enrolled in theprogram and learning in physical proximity to one another. With this lesson learned, for theWBL (Work Based Learning) implementation, new cohorts underwent their training semesterphysically dislocated from their peers in previous cohorts. This resulted in a much smoother andmore rapid implementation of change processes.Suggestions for OthersDeveloping new programs and implementing emerging learning pedagogies is challenging. Thecognitive and emotional demands are high. However, the rewards are most often worth it.Engineers embrace failure along the pathway of continuous improvement. The improvements inlearning models result in a more transformative experience for

Conference Session

DEED Technical Session 9 - Design Across the Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, University of Indianapolis; George Ricco, University of Indianapolis; David Olawale, University of Indianapolis; Md Rashedul Sarker, University of Indianapolis

changes the RBASOE engineeringDesignSpine program has undergone in its five years of implementation. The paper also containskey lessons learned from this unique program that will be of interest to the greater engineeringeducation community. We summarize the curricular changes and decisions made over the pastfive years, as well as present novel data gleaned from student and faculty reflections. This paperwill be of interest to programs which aim to truly integrate design into an engineeringcurriculum.The population for this study is a relatively young engineering department (pre-ABETaccreditation) situated within a liberal arts teaching college in the Midwest. The University ofIndianapolis has about 5,000 full time students and is located in an

Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathleen Colbry, Michigan State University; Dirk Colbry, Michigan State University; Marta Dark, Spelman College; Vincent Melfi, Michigan State University; Tiffany Oliver, Spelman College

program that will prepare Spelman faculty to integrate data science into their own teaching and research, while simultaneously preparing faculty at MSU to effectively recruit, support and mentor a more diverse student population. 4. Building a Consortium: we have begun conversations with a consortium of HBCUs interested in learning from and adapting these efforts to expand access to data science; while this is a longer-term goal, we are committed to collaborating with these institutions to bring similar opportunities in data science to their students and faculty.These efforts will equip students and faculty in STEM with the computational and mathematicalskills necessary to leverage data within their own domains

Conference Session

Computers in Education 11 - Modulus 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Brown, University of North Carolina at Charlotte; Mesbah Uddin, University of North Carolina at Charlotte; Erfan Al-Hossami, University of North Carolina at Charlotte; Daniel Janies; Samira Shaikh, University of North Carolina at Charlotte; Zhuo Cheng, University of North Carolina at Charlotte

college undergraduates incomputational research techniques. In this program, learning outcomes focused on increasingparticipant familiarity with data science research methods (see Table 1). Participants formulatedindividual research questions within the broader research goals of their assigned team.In the initial weeks of the program, we reviewed quantitative skills in analyzing large-scalelanguage data, introduced design principles for data science analyses, and applied these newskills. Through guided collaboration sessions with graduate mentors, the participants gained Table 1: Program Learning Outcomes Objective Description Knowledge Gain knowledge and skills to analyze large-scale

Conference Session

Imagining the Research Agenda for ASEE LEAD

Collection

2022 ASEE Annual Conference & Exposition

Authors

Meagan Kendall, University of Texas at El Paso; Meg Handley, Pennsylvania State University; Brian Novoselich, United States Military Academy; Matthew Dabkowski

have come to realize, engineering work is not done inisolation. Rather, the engineering needs of the future are socio-technical, relying on more thantechnical prowess and demanding the input of diverse stakeholders and expertise. In response,engineering educators have increasingly recognized both holistic engineering design techniques,like human-centered design, and professional skills development of engineering students arecritical for engineering students to learn [3]. In recent years, engineering programs andengineering education research have seen a proliferation of works focused on developingstudents’ capacity to work on teams, communicate effectively, manage projects, etc. These typesof skills and the need to address socio-technical