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2024 South East Section Meeting

Authors

Brian Aufderheide, Hampton University; LaNika M. Barnes, Albemarle County Public Schools (Charlottesville, Virginia); Otsebele E Nare, Hampton University; Garrick E. Louis, University of Virginia; Daniel Webster Fairley II, 100 Black Men of Central Virginia

Tagged Topics

Diversity

Paper ID #40935Ethics Case Study Project: Broadening STEM Participation by NormalizingImmersion of Diverse Groups in Peer to Near Peer CollaborationsDr. Brian Aufderheide, Hampton University Dr. Brian Aufderheide is Associate Professor in Chemical Engineering at Hampton University. He com- pleted his PhD in Chemical Engineering at Rensselaer Polytechnic Institute. His areas of expertise are in advanced control, design, and modeling of biomedical, chemical and biological processes.LaNika M. Barnes, Albemarle County Public Schools (Charlottesville, Virginia) LaNika Barnes, a certified High School Science and Equity Resource

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2024 South East Section Meeting

Authors

John W. Brocato, University of Georgia

Tagged Topics

Diversity

continues the conversation begun in the first meeting and introduces the course’smajor writing assignment, the Individual Professional Development Plan (IPDP). Thisassignment requires students to craft a specific plan for their college careers and beyond, a planthat in its final form may be a written paper, a narrated presentation (PowerPoint, etc.), or amultimedia work of some sort. Students also submit multiple drafts and participate in a guidedpeer review of each other’s work. The third engineering-communication class meeting reviewsprevious strategies and guidelines along with some of the common issues arising out of the firstdrafts and peer reviews, after which students have one more week before submitting their finaldrafts. Although the

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2024 South East Section Meeting

Authors

Larisa Olesova, University of Florida; Ayesha Sadaf, University of North Carolina at Charlotte; Ioulia Rytikova, George Mason University; Mihai Boicu, George Mason University; Harry J Foxwell, George Mason University

STEM and non-STEM graduate students when they participated in inquiry-based learning, such as peer reviewactivities and case-based learning. Two hundred and twenty-four graduate students from threeuniversities in the USA participated in the study where STEM graduate students were fromengineering and non-STEM graduate students were from Education. Data were collected througha shared metacognition questionnaire online survey. The results revealed that both STEM andnon-STEM students had high perception of metacognition when they participated in the inquiry-based courses. Additionally, while STEM students considered the value of peer feedback toparticipate in the research-based activities, non-STEM students attended to the ideas of othersduring

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2024 South East Section Meeting

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Showkat J. Chowdhury, Alabama A&M University; Xiang Zhao, Alabama A&M University; Tamara Chowdhury, Alabama A&M University

Tagged Topics

Diversity

rate, and graduation time needed are significantly better compared totheir peers. This study shows that, the scholarships and various academic supports provided tothe talented but financially needy minority students had significant impact on student success,retention, and graduation.1. IntroductionIn an increasingly competitive and technology driven global economy, the future prosperity ofU.S. to succeed depends in a large measure on a STEM educated workforce. During the nextdecade, U.S. demand for scientists and engineers is expected to increase four times compared toother occupations [1],[2]. Yet, only 32% of undergraduates in the U.S. receive their degrees inSTEM while the corresponding figures for Japan, China, and Germany are 55%, 59

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2024 South East Section Meeting

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April Anne Kay, Dalton State College; Bradley Harris, University of Tennessee at Chattanooga; Stephanie Philipp, University of Tennessee at Chattanooga

Engineering Education, 2024 A Model Research Experience for Undergraduate Biology Labs Using MicroalgaeAbstractProblem Based Learning (PBL) or Course-embedded Undergraduate Research Experience(CURE) projects challenge students to problem solve using scientific literature and teamworkwhile investigating solutions to a real problem. Through scaffolding, students learn how toconduct peer-reviewed literature research, formulate research questions, co-design experiments,collaborate in groups, conduct experimental protocols, troubleshoot lab protocols, and reporttheir findings. This paper discusses a PBL/CURE project introduced to Microbiology students atDalton State College in Spring 2023. The project begins by

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2024 South East Section Meeting

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Salman Siddiqui, Georgia Southern University; Rami Jubrail Haddad, Georgia Southern University

, actuators, and other hardwarecomponents, write code to effectively interface with these hardware elements to meet userrequirements, design circuits using the Fritzing software, troubleshoot both hardware andsoftware issues within their projects, collaborating within a team, and enhancing verbal andwritten communication skills by presenting the project to peers and composing a projectreport. To illustrate the tangible outcomes of this educational model, Figures 1 to 5 in thepaper showcase a selection of the student projects. These examples serve not only as atestament to the students' ingenuity and skill but also as an endorsement of the model'seffectiveness in enhancing the educational experience in engineering courses.The Alarm Clock Project

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2024 South East Section Meeting

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Timothy A Wood, The Citadel; Gregory J. Mazzaro, The Citadel; Kevin Skenes, The Citadel

]. Finding the “Goldilocks” textbookfeels impossible before adding liberal arts standards of historical, literary, narrative, andinspirational excellence to the list of requirements. A multi-author textbook might be tempting,but the challenges of writing such a textbook from the blank page are numerous [21]. Even witha good textbook, freshman students are often already overwhelmed by the transition to college,homework for math and science courses, and a slowly dawning realization that college, unlikemany high school experiences, will require effort outside the classroom. Reading a textbook foran “easy” introductory course is often the first assignment to skip, particularly where there is nomechanism for assessing completion.The Problem and The

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2024 South East Section Meeting

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Gang Liu, University of Pittsburgh at Bradford

class is quite poor in preparing students for workplace report writing.” “Emphasizing communication skills. Engineers can speak from an educated standpoint but that does not mean they are always able to communicate meaningfully.” “I believe a larger emphasis could be placed on effective communication.” “I think the ME Department can do more to help students develop better oral communication skills.” “We have to be able to confidently communicate ideas with people of other departments/industries.” “The ability to communicate effectively and the ability to work on multi-disciplinary needs.” “I noticed most of my engineering peers struggled with oral presentations and writing great

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2024 South East Section Meeting

Authors

ISAAC DAMILARE DUNMOYE, University of Georgia; VINCENT OLUWASETO FAKIYESI, University of Georgia; Wayne Johnson, University of Georgia; Dominik May, University of Georgia

was a Professor of Mechanical Engineering at Georgia Southern University-Armstrong Campus, Savannah GA. He received his Ph.D. and M.S. in Mechanical Engineering from Georgia Institute of Technology and his B.S. in Mechanical Engineering (Cum Laude) from Louisiana State University. He has published 16 papers in peer-reviewed journals, 28 papers in peer-reviewed conference proceedings, and given 12 technical presentations on various topics including: additive manufacturing, mechatronics, biomechan- ics, and engineering education. He currently teaches the Engineered Systems In Society, Mechanical Engineering Professional Practice, and Capstone Design I and II courses.Dr. Dominik May, University of Georgia Dr. May

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2024 South East Section Meeting

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Arezou Shafaghat, Kennesaw State University; Mohammad Jonaidi; Hoseoen Lee; Craig A Chin, Kennesaw State University; Ali Keyvanfar, Kennesaw State University

Tagged Topics

Diversity

Engagers: Show hesitation or uncertainty, need additional support to engage moreactively.'Z' (Assessment Wants) explored are: - Direct Submission Assessment: For submission assignments that involve submitting workdirectly, such as assignments, projects, or exams. - Indirect Submission Assessment: For submission assignments that involve feedback orevaluation from others, like peer reviews or self-evaluations. - Qualitative Submission Assessment: For submission assignments that involve non-numericalevaluation, focusing on quality of writing, understanding, or creativity. - Quantitative Submission Assessment: For submission assignments that involve numericalevaluation, such as grades or scores. - Direct Formative Assessment: Assignments

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2024 South East Section Meeting

Authors

Simon Thomas Ghanat P.E., The Citadel; Deirdre D Ragan, The Citadel

regardingthe semester-long problem: “I am writing to inform you that the statisticians in this course havebeen asked to investigate several claims made by Mars, Inc. regarding the color distributions ofM&M’s®. Mars, Inc. claims that (1) the proportions of blue, orange, green, yellow, red, andbrown in plain packet is 24%, 20%, 16%, 14%, 13%, 13%, respectively and (2) the packets ofvarious types of M&M’s® have same color distribution and regardless of type, the number ofM&M’s® in each packet is the same. We request that you perform the appropriate analyses toinvestigate the distribution of colors, descriptive statistics, probability distributions, confidenceintervals, hypothesis testing, correlation and regression, and chi-square and one-way

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2024 South East Section Meeting

Authors

Sarah K. Bauer, Mercer University; Adaline M. Buerck, Mercer University; Hannah Nabi; Bremen Vance, Mercer University

Tagged Topics

Diversity

learning in the classroom with real-world experiences in thecommunity. Studying abroad provides students with opportunities to learn how to navigatedifferent cultures, work with diverse peers, and gain new perspectives and global awareness. TheMercer on Mission (MOM) program at Mercer University in Macon, GA bridges service-learning with short-term, faculty-led study abroad opportunities to provide transformativeexperiences for students through academic instruction, cultural immersion, applied research,meaningful service, and personal reflection. In this study, the MOM program was evaluated forits impact on student participants. Program evaluation included a holistic assessment of theprogram. Research goals included evaluation of effectiveness in