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2022 ASEE Illinois-Indiana Section Conference

Authors

David C. Che, Indiana Wesleyan University

present their work andsubmit a written report. This supported the assessment of outcome “3” (communication skills) aswell.ABET Student Outcome “3” assessment – effective communication:The EMAU vector was constructed from student performance in the mini impact lab projectpresentations and written reports. Average score of 2.93 is above the threshold of 2.67 andsatisfactory. © American Society for Engineering Education, 2022 2022 ASEE Illinois-Indiana Section Conference Proceedings | Paper ID 35748AcknowledgementsThe author wishes to thank his former students at Mount Vernon Nazarene University for theircontribution to the success of this lab in Spring of 2019 in the Machine Component Designcourse. Some of the lab setups as

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2022 ASEE Illinois-Indiana Section Conference

Authors

Suresh Immanuel P.E., University of Evansville

2022 ASEE Illinois-Indiana Section Conference Proceedings | Paper ID 36040 Correlation between the Course Knowledge Survey Results and Student Performance in a Civil Engineering Course Suresh Immanuel, Ph.D., P.E. University of Evansville ss476@evansville.eduIntroductionA commonly accepted assessment instrument used for both diagnostic and formative purposes isthe concept inventory, which refers to any kind of research-based assessment technique thatmeasures conceptual understanding in a subject (1). The usage of concept inventory helps theinstructors to measure their teaching effectiveness and determines if

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2022 ASEE Illinois-Indiana Section Conference

Authors

Jessica Lofton, University of Evansville

should be built into the course forstudents to watch the videos as assigned. In 2021, the instructor modified the summary in thefirst 5-10 minutes of class to mimic a mini-lecture in response to the rate of video viewership.Although the instructor repeatedly encouraged students to take notes and review the onlineexample problems, only about 30% of students reported doing these Always or Often in 2019,whereas approximately 55% reported taking notes in 2021. Students were also more likely to © American Society for Engineering Education, 2022 2022 ASEE Illinois-Indiana Section Conference Proceedings | Paper ID 31629watch videos more than once in 2021. Students have been conditioned to passive learning for themajority of their

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2022 ASEE Illinois-Indiana Section Conference

Authors

Benjamin D McPheron, Anderson University

Tagged Topics

Diversity

-Communicate Class,” Proceedings of the 2017 ASEEAnnual Conference & Exposition, 2017.[6] K.S. Corbett, K. Evans, S. McAdams, J. Gaudin, M.A. Walker and T.S. Fontenot, “Work inProgress: Developing a Model for Student-led Peer Mentorship Programs,” Proceedings of the2018 ASEE Annual Conference & Exposition, 2018.[7] Q. Tahmina, “Does Peer Mentoring Help Students be Successful in an Introductory Engi-neering Course?” Proceedings of the 2019 ASEE Annual Conference & Exposition, 2019.[8] L.K. Someh, B.P. O’Connell, K.S. Grahame and J. Levi, “Friendly mentor or formerconsultant: peer-mentors in First Year Engineering Courses,” Proceedings of the 2020 ASEEAnnual Conference & Exposition, 2020.[9] C. Kiassat and R. Elkharboutly, “Peer

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2022 ASEE Illinois-Indiana Section Conference

Authors

Jeffrey Phillips, Hanover College

, Elsevier, 2019. © American Society for Engineering Education, 2022 2022 ASEE Illinois-Indiana Section Conference Proceedings | Paper ID35745follow-on Materials Science II (ENGR 208) course, a decision was made to continue using the traditionalpedagogy in ENGR 208 which was offered in the winter 2020 semester.Most of the students who struggled in the first Materials Science course, did not register for ENGR 208.(Both courses are electives, so ENGR 207 students were not compelled to continue in 208.) However,that meant only six students were in the follow-on course. When many of those stronger students didpoorly on the mid-term exam, the author realized a change in teaching strategy was needed.While describing to

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2022 ASEE Illinois-Indiana Section Conference

Authors

Jackson Otto, Purdue University; Greg J Strimel, Purdue University at West Lafayette (PPI)

2022 ASEE Illinois-Indiana Section Conference Proceedings | Paper ID 36095Work-in-Progress: A Collaborative Model of Teaching and Learning for Undergraduate Innovation Education Jackson Otto* Purdue University ottoj@purdue.edu Greg J. Strimel Purdue University Sherylyn Briller Purdue University Todd Kelley Purdue University © American Society for Engineering Education, 2022 2022 ASEE Illinois-Indiana Section Conference Proceedings | Paper ID

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2022 ASEE Illinois-Indiana Section Conference

Authors

Hongli luo, Purdue University Fort Wayne

Proceedings | Paper ID 36136experience in various technologies in this course. It prepares students well for their seniorproject, if they choose to work on an IoT related application.References:[1] Agrawal, J. P., & Farook, O., & Anderson, Z. J., & Walker, D. G. (2019, June), Internet of Things (IoT) Laboratory Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33008[2] Barendt, N., Sridhar N., and Loparo, K. A New Course for Teaching Internet of Things: A Practical, Hands-on, and Systems-level Approach, 2018 ASEE Annual Conference & Exposition.[3] Bluetooth Low Energy, https://en.wikipedia.org/wiki/Bluetooth_Low_Energy[4] DSD TECH Bluetooth 4.0 ble module HM 10, http

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2022 ASEE Illinois-Indiana Section Conference

Authors

La'Tonia Stiner-Jones, The Ohio State University

Tagged Topics

Diversity

participating in teaching, scholarship and service to the department. Dr. Stiner-Jones recently won funding for the College’s first National Science Foundation (NSF) Research Experience for Undergraduates SITE program. She and her co-investigators aim to pro- vide students from traditionally underrepresented backgrounds with a 10-week research immersion and prepare them for graduate school. She is the recipient of the 2018 College of Engineering Faculty Diver- sity Excellence Award for achievements that support the College’s goal of excellence through diversity and inclusion. She and her co-author are the recipients of the 2019 Best Paper and Best Diversity Paper Awards from the American Society for Engineering Education for

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2022 ASEE Illinois-Indiana Section Conference

Authors

Pranav Bhounsule, The University of Illinois at Chicago; Cynthia Lima, University of Texas at San Antonio

Tagged Topics

Diversity

2022 ASEE Illinois-Indiana Section Conference Proceedings | Paper ID 35749 Coding Camp for Middle School Girls Helps Improve Awareness of Science/Engineering Careers and Pathways Pranav A. Bhounsule* Lorena Claeys, Belinda Harmon, 842 W. Taylor St. Cynthia Lima, Emily Young University of Illinois at Chicago, 1 UTSA Circle, Chicago, IL, USA 60525 The University of Texas at San Antonio pranav@uic.edu San Antonio, TX, USA 78249AbstractAlthough jobs and career opportunities in computer science continue to grow rapidly, womenconstitute only 28% of the

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2022 ASEE Illinois-Indiana Section Conference

Authors

Anand Nageswaran Bharath, Cummins Engine Company; Archana V Kulkarni; Dinesh Balaji Ramaraj; Jennifer M. Thomasson, Cummins Inc; Alexa Davis; Demario Robinson; Malavika Panicker; Elizabeth A. Spratt; Tina Henselmeier; Nora Guzman; Arul Antony; Sonya Ware-Meguiar; Danielle Fawbush, Cummins Inc.; Daniel J. O’Connor, Cummins; Kenneth Francis; Jennifer G. Warrenburg

Tagged Topics

Diversity

2022 ASEE Illinois-Indiana Section Conference Proceedings | Paper ID 36140 was determined that Cummins employees, especially the engineers, scientists, and accounting professionals, who have a strong background in STEM fields, are well- equipped to not just instruct students in the activities, but also relate the tasks back to the appropriate Science and Engineering concepts to facilitate concept retention.As a result of implementing these changes, the average number of volunteers per week increasedfrom 3 to 4 per session in the Winter of 2019 to 13 to 14 per session in the Winter of 2020 justbefore the pandemic started. Volunteer engagement as well as concept retention by the studentsalso seemed to have

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2022 ASEE Illinois-Indiana Section Conference

Authors

Rashmi Deodeshmukh, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

2022 ASEE Illinois-Indiana Section Conference Proceedings | Paper ID 36132 Work in Progress- STEM engagement for middle and high school young women- Implementation, Challenges and Lessons learned Rashmi Deodeshmukh* Fay Barber-Dansby Purdue University Purdue University rdeodesh@purdue.eduIntroductionWomen make up about 22% of students pursuing and completing Engineering or Technology degrees inthe STEM (Science, Technology, Engineering, and Mathematics) fields. Analysis of data showed thatonly about 6% of these degrees were awarded to women of color who are about 37% (in the 18-24 yearsold range) of the total

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2022 ASEE Illinois-Indiana Section Conference

Authors

Suneer Angra, University of Illinois Urbana-Champaign; Drashti Sikligar, University of Illinois at Urbana-Champaign; Colin Widmer Castleberry, University of Illinois at Urbana - Champaign; Jennifer R Amos, University of Illinois at Urbana - Champaign

2022 ASEE Illinois-Indiana Section Conference Proceedings | Paper ID 36107 VISUALIZING STUDENT CALIBRATION BY DEVELOPING TAG- ENHANCED OPEN LEARNER MODELS: TOWARDS SELF- REGULATED LEARNING Suneer Angra* Drashti Sikligar* Colin Widmer Jennifer R. Amos* University of Illinois University of Illinois Castleberry* University of Illinois at Urbana-Champaign at Urbana-Champaign University of Illinois at Urbana-Champaign angra2@illinois.edu dsikli2@illinois.edu at Urbana-Champaign jamos@illinois.edu castleb1@illinois.eduAbstractIn the near future we might be facing an increase in class

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2022 ASEE Illinois-Indiana Section Conference

Authors

Brooks Michael Leftwich, Purdue University at West Lafayette (PPI)

] American Society for Engineering Education, “ASEE code of ethics for engineering educators.” Jun. 16, 2019. Accessed: Nov. 23, 2021. [Online]. Available: https://aseecmsduq.blob.core.windows.net/aseecmsdev/asee/media/content/member%20re sources/pdfs/engineeringeducatorscodeofethics.pdf[3] Institute of Electrical and Electronics Engineers, “IEEE code of ethics.” Jun. 2020. Accessed: Nov. 23, 2021. [Online]. Available: https://www.ieee.org/about/corporate/governance/p7-8.html[4] B. E. Barry and M. W. Ohland, “ABET criterion 3.f: How much curriculum content is enough?,” Sci Eng Ethics, vol. 18, no. 2, pp. 369–392, Jun. 2012, doi: 10.1007/s11948- 011-9255-5.[5] Accreditation Board for Engineering and Technology

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2022 ASEE Illinois-Indiana Section Conference

Authors

Marcelo Caplan, Columbia College

Tagged Topics

Diversity