Conference Session

Innovative Pedagogical Strategies I

Collection

2024 ASEE Annual Conference & Exposition

Authors

Venkata Avinash Paruchuri, University of Wisconsin, Platteville; Ismail Fidan, Tennessee Technological University; Fred Vondra, Tennessee Technological University

Tagged Divisions

Engineering Technology Division (ETD)

, interpretation, writing/presentation skills were also assessed.This senior level course was offered once in any given academic year. Two cohorts over twoacademic years consisting a total of 58 students were examined. As survey was conducted at theend of each semester to record the growth in student’s perspective. 72% responded to the surveyand the results are presented subsequently in this paper. This study is predominantly based on theself-assessment of the students on the learning objectives.MethodologyThe improvements to the existing course emphasized on the new data analysis techniques, thepractical approaches to problem-solving, and the usage of computer programs to study andimprove current manufacturing process. These implemented changes offer an

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laine Schrewe Ph.D., Otterbein University; Elena Joy Caruthers, Otterbein University

Tagged Divisions

Educational Research and Methods Division (ERM)

] [Author], “[name deleted to maintain the integrity of the review process],” Ph.D. dissertation, Department of Learning and Instruction, University of New York at Buffalo, Buffalo, NY, 2023.[8] Harper, K. & Rhoads, K. “Work in Progress: Knowing Our First-year Students, Meeting Them Where They Are, and Supporting Them for Success.” ASEE Annual Conference & Exposition, 2023.[9] Husman, J., Cheng, K., Puruhito, K., & Fishman, E., “Understanding Engineering Students' Stress and Emotions during an Introductory Engineering course,” ASEE Annual Conference & Exposition, 2015.[10] Mirabelli, J., Kunze, A., Ge, J., Cross, K., & Jensen, K., “Work in progress: Identifying factors that

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Funk, University of Nebraska, Lincoln; Jim Lewis, University of Nebraska, Lincoln; Leilani Pai, University of Nebraska, Lincoln; Johan Benedict Cristobal, University of Nebraska, Lincoln; Brittany Rader

Tagged Topics

Diversity, NSF Grantees Poster Session

Education, 2024“Someone has invested in me to do this”: Supporting Low-Income Students to Persist in STEM through an NSF S-STEM grantThere have been numerous, widespread national efforts to address the challenge of a growingneed for STEM professionals. In a 2012 report, the President’s Council of Advisors on Scienceand Technology suggested that the United States needed to produce one million additionalcollege graduates in STEM fields by 2022 in order to keep up with the expected growth inSTEM positions [1]. Between 1970 and 2018, STEM occupations grew 79% [2] and areexpected to continue to grow 10.8% between 2021 and 2031 [3]. Evidence suggests that thenumber of STEM degrees is increasing, as is the diversity of those obtaining STEM

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Syed Hassan Tanvir, University of Florida; Gloria J Kim, University of Florida; Jing Guo, University of Florida; Philip Feng, University of Florida; Wanli Xing, University of Florida

Tagged Topics

NSF Grantees Poster Session

and lower the barriers to QISTentry? As outlined in the literature [11]–[16], various factors, such as learning environment, design andorganization of the curriculum, assessment, feedback, and learning new tools outside thestudent's comfort zone can impede learning. This research focused explicitly on identifyingfactors that could serve as barriers within the newly designed modules for the Introduction toQuantum Computing course (EEE 4423).Course Structure of Introduction to Quantum Computing (EEE 4423)The course syllabus was designed to cover the 9 key concepts for Quantum Information Science(QIS) learners [17]. This course aims to provide engineering students with an in-depthunderstanding of quantum computing software as well as some

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrea Ramirez-Salgado, University of Florida; Tanvir Hossain, The University of Kansas; Swarup Bhunia; Pavlo Antonenko

Tagged Topics

Diversity, NSF Grantees Poster Session

principles of Universal Design for Learning and Culturally Responsive/Sustaining Pedagogies.Tanvir Hossain, The University of KansasDr. Swarup BhuniaDr. Pavlo Antonenko Pavlo ”Pasha” Antonenko is an Associate Professor of Educational Technology at the University of Florida. His interests focus on the design of technology-enhanced learning environments and rigorous mixed-method research on the effective conditions for tec ©American Society for Engineering Education, 2024 Supporting Hardware Engineering Career Choice in First-Year Engineering StudentsIntroductionThe semiconductor and digital electronics field is undergoing rapid changes with continuousprogress in integrating

Conference Session

DSA Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Duo Li, Shenyang Institute of Technology; Elizabeth Milonas, New York City College of Technology; Qiping Zhang, Long Island University

Tagged Topics

Data Science & Analytics Constituent Committee (DSA)

program curriculum and data science competencies used in this study wereidentified in an earlier study [4], which examined 136 colleges and their undergraduate DataScience degree program curriculum. The competencies detailed in Table 1 are drawn from theData Science Task Force of the Association of Computing Machinery (ACM) report[4], whichidentified 11 core data science competencies shown in Table 1. Table 1: Data Science Competencies and Sub-topics by 2021 ACM Data Science Task Force ACM Data Science Task Force Report Competencies1. Analysis and Presentation 7. DataPrivacy, Security, Integrity, and Analysis for ● Foundational considerations

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Malgorzata Chwatko, University of Kentucky; Hari Charan Ghimire, University of Kentucky; Huayi Li, University of Kentucky; Madhav Baral, University of Kentucky; John Franklin Maddox; Hyun-Tae Hwang, University of Kentucky; Gisella R Lamas Samanamud, University of Kentucky

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

single class was not seen positivelyby the students as the emphasis on the course material can be different from one major to anotherdespite the same learning outcomes. Therefore, ChE’s take a Fluid Mechanics course separatelyfrom the ME’s with an increased focus on compressible flows. The aim of this study is toinvestigate how the integration of a collaboration on certain dates and specific assignments couldenhance the perception of multidisciplinary collaboration in upper-level chemical andmechanical engineering undergraduates.BackgroundInterdisciplinarity, multidisciplinarity and transdisciplinarity have been used broadly withoutrecognizing their main distinctions. Multidisciplinarity involves the collaboration of multipleexperts from at

Conference Session

Accountability and Stewardship

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, North Carolina State University; Chrystal S Johnson; Siddika Selcen Guzey, Purdue University

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

exercises to inspiresystems thinking. The PILLARS arecompleted first, integrating citizenshipfundamentals and design thinking and theengineering design process into bothPILLARS. Though they both integrate bothskill families, the content is inverselyproportional, as shown in Figure 2. Eachpillar presents students with a case toaddress civically with an appropriatesolution. The solutions may be tangibleproducts, processes, or models. Afterstudents complete both PILLARS, they willpractice both civics knowledge and designthinking skills repeatedly through engaging Figure 2 Graphic showint the composition of PILLAR 1 and PILLAR 2 having both Citizenship and Design Thinking andin the PATHWAYS

Conference Session

Artificial Intelligence (AI) and Case Studies in Construction Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hector Buyones-Gonzalez, Universidad Andres Bello, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Chile

Tagged Divisions

Construction Engineering Division (CONST)

, according to what theinterviewees mentioned.1. Cross-disciplinary integration of AI in the curriculum. Implies integrating artificial intelligence not as an isolated module but as an interconnected element across all learning areas in the Construction Engineering program. It is important to integrate artificial intelligence transversally into the curriculum of the Construction Engineering career, ensuring that students master both the theoretical foundations and their practical applications in the industry (P1). For this, the following is suggested: ● Introductory courses with AI fundamentals: Introduce basic AI concepts in introductory courses to familiarize students with this technology's terms, applications, and potential

Conference Session

Mr. Burns' Brainchild: AI in the Springfield STEM Classroom, Release the Hounds!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Geling Xu, Tufts Center for Engineering Education and Outreach; Milan Dahal, Tufts Center for Engineering Education and Outreach; Brian Gravel, Tufts University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

confidence to change.FindingsTeachers’ confidence shifted when: 1) they completed the hands-on projects; 2) theirperspectives got positive feedback 3) they collaborated on curriculum design, and 4) they saw achance to integrate ML/AI into their classroom.1. Hands-on projects provide opportunities for participants to engage in emerging technologies, and understand and use emerging ML tools. We had several hands-on projects for participants during the co-design workshop, such as exploring and playing the AI games on Google Labs, using Smart Motors to build an interactive garden project, and using Smart Motors to build a project based on the given context (Figure 1). We observed that participants got familiar with the emerging technology tools

Conference Session

AI and Tools for Transdisciplinary Work

Collection

2024 ASEE Annual Conference & Exposition

Authors

Todd Nicewonger, Virginia Tech; Lisa D. McNair, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

illustratedin the following sections, this perspective also makes it possible to critique administrativeapproaches in higher education that privilege classroom activities over other forms ofeducational work that are necessary for developing transdisciplinary curriculums, such as thework of external evaluators. By focusing on external evaluation as an integral component of aneducational system, this paper seeks to highlight the value of this seemingly “peripheral work”(Lederman, 2019). This in turn raises critical questions about how power dynamics and otherasymmetric relationships can be exposed early in the development of an academic plan. Suchexposure is important if the principles of transdisciplinary curriculums are to be fully realized inways that

Conference Session

Educational Research and Methods Division (ERM) Technical Session 17

Collection

2024 ASEE Annual Conference & Exposition

Authors

Morgan Haley McKie, Florida International University; Alexandra Coso Strong, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

digital proficiency. accessibility issues are amplified.Conclusion and Future WorkThis mapping review shows how complex digital accessibility is in computing education. Thereview synthesized the current literature, revealing efforts to enhance the accessibility ofcomputing curricula to teach accessibility design principles with no practical implementation ofaccessible course content. The detailed analysis of the two papers by Lewthwaite et al. suggestreasons for why there is limited practical implementation, such as the absence of an accessibility-centric pedagogical culture and a standardized curriculum that integrates digital accessibilityeffectively. These gaps highlight the need for established pedagogical practices and a

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Lee Kouo, The Johns Hopkins University; Jeanette Chipps, The Johns Hopkins University; Rachel Figard, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

Paper ID #43473Board 154: Broadening Participation and the Mission of Engineering forUS All: A Case Study of Engineering in a Classroom Serving Students withDisabilities (Work in Progress)Dr. Jennifer Lee Kouo, The Johns Hopkins University Dr. Jennifer Kouo is an Assistant Research Scientist at the Center for Technology in Education (CTE) at the Johns Hopkins University School of Education. Jennifer’s areas of expertise include Universal Design for Learning, technology integration, assistive technologies, and serving students with a range of disabilities, particularly autism spectrum disorder. She is currently engaged in

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel E. Gehr, Purdue University, West Lafayette; Tamara J Moore, Purdue University, West Lafayette; Kerrie A Douglas, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

academic year by 32teachers. These units are embedded in courses that cover mathematics, science, engineering,English, and social studies content. The results from the content pre- and post-assessments willanswer the research question: How do students conceptualize microelectronics and its meaningfor engineering and society after completing an integrated STEM unit embedded withmicroelectronics contexts?A measurement of change in student understanding is collected through identical pre- and post-assessments given at the start and conclusion of each curriculum unit. These content assessmentscontain the four prompts: 1) What does the term “microelectronics” mean?, 2) How aremicroelectronics used in field?, with “field” being the subject of the class

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Natasha Lagoudas Wilkerson, Texas A&M University; Joanne K Olson, Texas A&M University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

Paper ID #41525Board 167: Pre-College Engineering: Perspectives of Engineering Faculty(Work in Progress)Natasha Lagoudas Wilkerson, Texas A&M University Natasha Wilkerson is a Ph.D. candidate in Curriculum & Instruction with an emphasis in engineering education at Texas A&M University. She received her B.S. in Aerospace Engineering and her M.S. in Curriculum & Instruction from Texas A&M University. She is the President of the Cosmic Leap Foundation and Co-Founder of Vivify, LLC.Joanne K Olson, Texas A&M University ©American Society for Engineering Education, 2024 Pre-College

Conference Session

Environmental Engineering Division (ENVIRON) Technical Session 2 - Engineering for One Planet (EOP)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Victoria Matthew, Broadening Impacts; Andrew Schulz, Georgia Institute of Technology; Reese Emily Simancek; Emma Telepo, Michigan State University; Jo Machesky, Yale University; Hadley Willman, California Polytechnic State University, San Luis Obispo; Abdulmalik Bamidele Ismail, The University of Alabama

Tagged Divisions

Environmental Engineering Division (ENVIRON)

: The Role of Student Changemakers in Advancing Sustainability within Engineering EducationAbstractOver the last decade, we have seen an increase in the number of engineering programs thatintegrate sustainability. However, employer demand for green skills continues to outpace thesupply. Furthermore, most engineering students are unable to access the educational experiencesthat will prepare them for sustainability-focused careers. Engineering for One Planet (EOP) isone of the initiatives working to address this gap by using a multi-pronged approach to supportand accelerate the integration of social and environmental sustainability into engineeringeducation. Supported by The Lemelson Foundation, EOP provides a framework of

Conference Session

Construction Engineering Division (CONST) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Farzam S. Maleki P.E., Wentworth Institute of Technology

Tagged Divisions

Construction Engineering Division (CONST)

. Moreover, 50% view its inclusion as a positive aspect, describing it as aNICE addition to the course material. In other words, having LiDAR technology as asupplemental course delivery tool is more appealing to the students. Another 25% consider itsuitable as an optional component within the curriculum. Figure 6 illustrates the survey results. Figure 6. Students' perspective regarding the integration of LiDAR in Construction Education, ESTIMATING course.To gain a more comprehensive understanding of students' performance with LiDAR data andtheir proficiency in using the application's features, students were instructed to install theapplication, import provided data, explore the project environment, and experiment

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lydia Ross, Arizona State University; Deeksha Seth, Villanova University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

) opportunities for people facilitating educational experiences (i.e., faculty or school counselors). Dr. Ross’ work has been published in national and international journals, including Research in Higher Education, AERA Open, Teachers College Record, Journal of Women and Minorities in Science and Engineering, and the Journal of Higher Education Theory and Practice.Dr. Deeksha Seth, Villanova University Deeksha Seth is an Assistant Professor in the Mechanical Engineering department at Villanova University. Her primary research interests include integrative and interdisciplinary engineering education. ©American Society for Engineering Education, 2024 Beyond Exhibits: Exploring Bio-Inspired Education

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

DeAnna Bailey, Morgan State University; Baba Amin Imamu Ojuok, The Uhuru Academy; Tamara Altman, Impact Allies; Charnee Bowens, Morgan State University; Kevin Kornegay, Morgan State University; Kofi Nyarko, Morgan State University; James Holly, Jr., University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

experiences at home and within the community, support African psychology andlearning, and appeal to the African personality. Strategies include the use of African terms of authority,endearment and affirmation, call and response, African griot teaching style, communal and cooperativelearning. A curriculum is considered African-Centered when the historical, philosophical, and culturalcontext of the lessons are centered around the experiences of African people. For instance, in African-Centered curricula, academic disciplines are introduced within the context of when these disciplines arefirst encountered or developed by African people (Akoto, 2018; George, 2024; Shockley, 2011). Forexample, the origin of advanced geometry in an African-Centered

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica D Gale, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology

Tagged Topics

Diversity, NSF Grantees Poster Session

-based learning, STEM integration, engineering education, curriculum development, and self-efficacy.Dr. Meltem Alemdar, Georgia Institute of Technology Dr. Meltem Alemdar is a Associate Director and Principal Research Scientist at Georgia Institute of Technology’s Center for Education Integrating Science, Mathematics, and Computing (CEISMC), Dr. Alemdar made significant contributions to the fields of STEM education. Her research focuses on improving K-12 STEM education through research on curriculum development, teacher professional development, and student learning in integrated STEM environments. Dr. Alemdar currently serves as PI and co-PI for research on various NSF funded projects that focuses on engineering

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mitra Varun Anand, Worcester Polytechnic Institute; Curtis Abel, Worcester Polytechnic Institute; Ahmet Can Sabuncu, Worcester Polytechnic Institute

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

uncertain future that lies ahead. Evidence suggests thatproficiency in innovation, critical thinking, complex problem-solving, and effectivecommunication positions students for success in sustainable engineering careers [2-4]. However,a prevalent culture of risk aversion among students stifles exploration into unchartedtechnological territories, thereby limiting their comprehensive academic growth [5].In response to these challenges, this paper presents an evaluative study of an inventive, multi-disciplinary, project-based course known as "Innovation Through Making." This course isdesigned to blend the foundational Engineering Sciences (ES) curriculum with anEntrepreneurial Mindset, thereby endowing students with critical knowledge and

Conference Session

Assessment and Continuous Improvement

Collection

2024 ASEE Annual Conference & Exposition

Authors

Qudsia Tahmina, The Ohio State University; Kathryn Kelley, The Ohio State University

Tagged Divisions

Engineering Technology Division (ETD)

plan involving faculty and staff from all regionalcampuses and establish a strong assessment culture. The curriculum was developed rigorouslybased on the needs of the industry to build the manufacturing workforce. An effective ABETassessment process will help build a curriculum that meets the standards necessary to preparegraduates to enter industrial manufacturing fields in the global workforce. A curriculumdevelopment and assessment committee (CDAC) was formed in the first year the program waslaunched. The assessment plan includes direct and indirect assessment measures for studentoutcome attainments. It targets not only program-level outcome attainment but also course-leveloutcomes. Continuous improvement involves evaluation of the

Conference Session

Technical Proficiency and Cybersecurity Awareness in ECE Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Timothy Sellers, Mississippi State University; Tingjun Lei, Mississippi State University; Chaomin Luo, Mississippi State University; Zhuming Bi, Purdue University, Fort Wayne; Gene Eu Jan, Tainan National University of the Arts

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

methodologies, including inquiry-based learning [1–4], project-based learning [5–11],collaborative learning [12–15], and flipped learning [16–20]. Each method brings a uniquedimension to the educational experience, enriching the learning landscape for students.Inquiry learning emphasizes student curiosity and investigation, encouraging learners to activelyseek knowledge through questioning and exploration. In [1], Xenofontos et al. explored studentengagement with graphing tasks in a computer-supported environment, highlighting theimportance of retrospective action. However, its small sample size limits its generalizability.Notaroˇs et al. [3] integrated MATLAB-based instruction into an electromagnetic course. Theassessment was limited to qualitative

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tahlia Altgold, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

fully context-driven model presentedalongside a case study for empathy education in a BME design curriculum. This framework is particularlyuseful when developing and evaluating a program curriculum. The pillars of this model encouragepedagogy that not only equips students with empathic design skills, but also facilitates valuesdevelopment. The pillars can be traced throughout a curriculum to ensure empathy education iscontinuously integrated. Therefore, each model can be used to the advantage of engineering educators in avariety of ways and course context should be considered for the selection of a given model.Pedagogical StrategiesIn this section, instructional activities for empathy education that have been implemented in BME coursesare

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Leslie Bartsch Massey, University of Arkansas; Chris Cagle

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

integral component of the first-year engineering course, with participation inthese sessions contributing to the students' final course grades.Expanding the Peer Mentoring Program to include transfer students necessitates greaterflexibility compared to students following the traditional FEP curriculum. Given that the transferclass operates as an asynchronous remote course, adjustments were made to the Transfer PeerMentoring Program to accommodate both remote and in-person meetings. Existing mentorsvolunteered to also serve the transfer student population and were matched with mentees basedon declared major and meeting preference (i.e., in-person vs. virtual). Instead of providingpredetermined topics, mentors adopted a more personalized approach

Conference Session

Writing and Technical Communications

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lynn Hall, The Ohio State University; Bob Rhoads P.E., The Ohio State University; Tyler James Stump, The Ohio State University

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

and virtual international project experiences.” Jour. of Int. Engineering Education, vol. 3, no. 1, article 5, 2021.[6] Reddy, E. A., Kleine, M. S., Parsons, M., Nieusma, D. (2023, June) Sociotechnical Integration: What is it? Why do we need it? How do we do it? In 2023 ASEE Conference & Exposition.[7] M. D. Patton, "Beyond WI: Building an Integrated Communication Curriculum in One Department of Civil Engineering," IEEE Transactions on Professional Communication, vol. 51, no. 3, pp. 313-327, 2008[8] J. L. Craig, N. Lerner, and M. Poe, "Innovation Across the Curriculum: Three Case Studies in Teaching Science and Engineering Communication," Professional Communication, IEEE Transactions on

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica E S Swenson, University at Buffalo, The State University of New York; Mary McVee

Tagged Topics

Diversity, NSF Grantees Poster Session

how to integrate and teach engineering in their classrooms. Weconjecture that this is due to engineering being viewed as more difficult to comprehend andintegrate than translanguaging practices.Preliminary ResultsThus far one of the teacher participants, Emma (a pseudonym), has taught two engineeringchallenges in her classroom. As she had an additional number of Spanish speaking students joinher class, she created a group with all the Spanish speaking students to work together andappointed the bilingual student as a leader and facilitator of the group. Emma designed a Spanishlanguage version of the English language brainstorming sheet used by the rest of the class(Figure 1). During testing, Emma also asked the students questions in Spanish

Conference Session

MECH - Technical Session 14: Advanced Pedagogical Techniques

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anahita Ayasoufi, Auburn University; Golbou Makki; Amanda Sterling, Auburn University; Kyle D Schulze, Auburn University; ASHU SHARMA, Auburn University; Jeffrey C. Suhling, Auburn University; Daniel Kevin Harris

Tagged Divisions

Mechanical Engineering Division (MECH)

used the research to refine the instrument in its 2nd and 3rd editions. They reduced the number of the basic scales from its original 14 to 10, eliminating overlapping categories. They also limited the number of questions to an efficient 60 items [10].II. Methodology: Implementation of LASSI in the department A. The decision: The Assessment Committee in the department of mechanical engineering oversees evaluating each ABET student outcome. The committee accomplishes this task by assigning one or more outcomes to its members who in turn devise appropriate evaluation methods, coordinate integration of the methods in the curriculum, analyze the data, and

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Garth V Crosby, Texas A&M University; Maram H Alaqra, Sharjah Education Academy ; Pamela Simmons-Brooks, Texas A&M University; Morgan H. Krauss, Texas A&M University; Shelly Tornquist, Texas A&M University; Bugrahan Yalvac, Texas A&M University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

Paper ID #43121Board 171: The Design of a Course to Train STEM Pre-Service Teachers(Work-in-progress)Dr. Garth V Crosby, Texas A&M University Dr. Garth V. Crosby is an associate professor in the Engineering Technology & Industrial Distribution Department at Texas A & M University. He obtained his M.S. and Ph.D. degrees from Florida International University in Computer Engineering and ElectricalDr. Maram H Alaqra, Sharjah Education Academy Dr. Maram Alaqra has over 17 years’ experience in education, working across higher education and K-12 settings. Dr. Alaqra has taught graduate and undergraduate courses at

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sandra Furnbach Clavijo P.E., Stevens Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

entrepreneurial mindset as required student attributes for graduation. Oncerequired as learning outcomes, faculty would benefit from training on teaching these professionalskills and assessment methodology for professional skills development.The site has already added acquiring an entrepreneurial as a student learning outcome andteaches entrepreneurial mindset in stand-alone courses. Still, recent research suggests it shouldbe integrated into technical content. It seems dangerous to off-load these important professionalskills to be only taught outside of the engineering curriculum in either humanities or other stand-alone courses. A more integrated approach is needed. Engineering programs can consider addingentrepreneurial mindset to the engineering