Conference Session

DSA Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Harpreet Auby, Tufts University; Namrata Shivagunde, University of Massachusetts, Lowell; Anna Rumshisky, University of Massachusetts, Lowell; Milo Koretsky, Tufts University

Tagged Topics

Data Science & Analytics Constituent Committee (DSA)

-generated codes. Recall is the percentage of human codes that themodel was able to generate correctly. The F1 score is the harmonic mean of the precision andrecall [1]. We also performed qualitative analysis for model-generated codes for ten testinstances for both thermodynamics datasets. We report the number of codes that are semanticallyrelevant to the student’s narrative but not an exact match under “misses but makes sense”),semantically irrelevant codes with “does not make sense,” and the number of codes missed bythe model with “code missed.”Researcher PositionalityOur strength as researchers improves as we acknowledge and reflect upon the backgrounds andexperiences of ourselves and others in our team [69]. As this project is a collaboration

Conference Session

Engineering and Public Policy Division (EPP) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica Centers, The MITRE Corporation; Michael A Balazs; Titilayo Ogunyale

Tagged Divisions

Engineering and Public Policy Division (EPP)

15 , panel membersdeparted after having shared insightful reflections, recommendations for the future, andencouragements for next steps. Within the reflections shared, it was mentioned that several panelmembers appreciated the opportunity to increase their understanding of how the Federalgovernment works, thus demonstrating a desire for more active transparency when it comes toSTEM education policy for non-Federal stakeholders of STEM education. Among the panel’srecommendations provided, some that stood out were that Federal STEM efforts should 1. Ensure the inclusion of the multiple disciplines within STEM in future strategic plans and government programs. 2. Encourage the inclusion of STEM in reading and writing curricula. 3

Conference Session

Engineering and Public Policy Division (EPP) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Trina L. Fletcher, Florida International University; Simone Nicholson, Florida International University; Christopher Alexander Carr, George Mason University; Tina Fletcher; Brittany Boyd

Tagged Topics

Diversity

Tagged Divisions

Engineering and Public Policy Division (EPP)

institution’s goal of reaching R1 status (Ford, 2023; Weissman, 2023).The Carnegie Classification® is the leading framework for recognizing and describinginstitutional diversity in U.S. higher education. The Carnegie Commission on Higher Educationdeveloped the system in 1973 to support its research and policy analysis program. Derived fromempirical data on colleges and universities, the Carnegie Classification® was updated in 1976,1987, 1994, 2000, 2005, 2010, 2015, 2018, and 2021 to reflect changes among colleges anduniversities. The system includes any institution of higher education that conferred at least onedegree during 2019-20, as reported through the National Center for Education Statistics (NCES)Integrated Postsecondary Education Data System

Conference Session

Computing and Information Technology Division (CIT) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Venkata Alekhya Kusam, University of Michigan, Dearborn; Larnell Moore, University of Michigan, Dearborn; Summit Shrestha, University of Michigan, Dearborn; Zheng Song, University of Michigan, Dearborn; Jin Lu, University of Georgia; Qiang Zhu, University of Michigan, Dearborn

Tagged Divisions

Computing and Information Technology Division (CIT)

the GPCG and AC methods asshown in the histograms 11a, 11b, 11c, 11d, exhibit distinct trends. Both Q1-GPCG and Q1-AChave approximately symmetrical feedback distributions with skewness values of 0.11, thoughQ1-AC has a slight bias towards higher ratings, and Q1-GPCG shows a neutral pattern. Incontrast, Q2-AC shows a skewness of -0.96, reflecting a strong preference for higher ratings,while Q2-GPCG, with a skewness of 0.96, tends towards lower ratings. Observation 1 The Additional Context(AC) method, providing course-relevant information, is better for generating feedback on project proposals as it not only offers feedback but also responds to questions regarding proposal rubrics related to the course, which cannot be answered by

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kamryn G. Zachek, University of New Mexico; Anjali Mulchandani, University of New Mexico; Sydney Donohue Jobe, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

low values correspond to ‘veryweak/unimportant/little’ and high values correspond to ‘very strong/important/much.’ Most ofthe participating students had no previous experience with research before the Fellowship, whichoffers an explanation for the increase in response for students’ general perception of themselvesas a researcher. Of the three blocks of interest, the lowest numerical responses (Likert responseoption 1-4) from students in the pre survey consistently came from questions in the “identity”section related to their identity as a researcher. Generally, in the post results the mean value ofresponses increased, but only about half of the respondents reflected a somewhat strong or better(Likert response options 5-7) relationship to the

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julie Anne Wildschut, Calvin University

Tagged Divisions

Civil Engineering Division (CIVIL)

practice with testing. Studentsparticipating in blocked practice had better practice performance, but those participating ininterleaved practice had better test performance in both trials. Interleaved practice helps studentsdiscriminate between various kinds of problems and learn the appropriate method for each one. Itrequires that students organize tasks and solution methods. Therefore, during interleaved practicestudents are practicing two things: the skill being taught as well as the skill of identifying whichsolution method should be used [5]. Interleaved practice naturally covaries with distributedpractice. Therefore, some of the benefits of interleaved practice may reflect the benefits ofdistributed practice, such as practice pulling from

Conference Session

Educational Research and Methods Division (ERM) Technical Session 29

Collection

2024 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, Rowan University; Richard Tyler Cimino, New Jersey Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Mindfulness Uniqueness MindfulnessIndicate how frequently or infrequently you currently have each experience. Pleaseanswer according to what really reflects your experience rather than what you thinkyour experience should be. Please treat each item separately from every

Conference Session

DSA Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amirreza Mehrabi, Purdue Engineering Education; Jason Morphew, Purdue University, West Lafayette

Tagged Topics

Data Science & Analytics Constituent Committee (DSA)

,possibly reflecting the multifaceted nature of educational environments, research designs, andmethods of inducing CF. This study aims to build on the foundation laid by previous research,offering new insights into the nuances of CF's effects in educational settings and its implicationsfor both theory and practice. The variability of results from studies of CF can be partially attributed to differences inresearch paradigms and how CF is induced. In the first paradigm, CF is induced through therepetition of different tasks. The impact of CF is then measured by comparing performance on thefirst task to later tasks. For example, Ackerman and Kanfer [12] examined the effects of CF bycomparing final scores on the SAT for groups who took the exam

Conference Session

Equity and Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aubrey Wigner, Colorado School of Mines; Dean Nieusma, Colorado School of Mines; Catherine Chase Corry, Colorado School of Mines; Julianne Stevens, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Equity, Culture & Social Justice in Education Division (EQUITY), Liberal Education/Engineering & Society Division (LEES)

, like, that’s exactlywhat we’re focusing on… but the numbers are kind of how we define it in our heads which canlead to assumptions.” (Female, white)“…then they tokenize you. So, it’s like they don’t actually stand in your corner, but they’ll useyour photo to be like we’re so cool and diverse.” (Female, Chinese Asian)The university culture towards failure further exacerbates the often-hidden inequities and stressesthat can lead to feeling left out at a technical university. Despite over 30 years of scholarshipexploring how failure can lead to supporting learning outcomes given chances for reflection,iteration, and post-failure educational support [9], students at Mines largely see themselves asfacing an institution that does not support failure

Conference Session

Biomedical Engineering Division (BED) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rebecca Anne Scott, University of Oklahoma; Alex Nelson Frickenstein, University of Oklahoma; Stefan Wilhelm, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

university undergraduate BME programs and the job market,” IEEE Pulse, vol. 6, no. 2, pp. 42–45, 2015, doi: 10.1109/MPUL.2014.2386575.[4] J. Berglund, “The real world: BME graduates reflect on whether universities are providing adequate preparation for a career in industry,” IEEE Pulse, vol. 6, no. 2, pp. 46–49, 2015, doi: 10.1109/MPUL.2014.2386631.[5] C. P. Rivera, A. Huang-Saad, C. S. E. Jamison, and A. Wang, “Preparing Early-career Biomedical Undergraduates Through Investigations of Stakeholder Needs: A Qualitative Analysis,” presented at the 2020 ASEE Virtual Annual Conference Content Access, Jun. 2020. Accessed: Feb. 08, 2024. [Online]. Available: https://peer.asee.org/preparing-early- career

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Professional Practice 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew Glavin, United States Military Academy; Robert Hume, United States Military Academy; Scott M. Katalenich, United States Military Academy; William Graves, United States Military Academy

Tagged Divisions

Civil Engineering Division (CIVIL)

from the American Society of CivilEngineers (ASCE) requires that curriculum include application of the “principles ofsustainability, risk, resilience, diversity, equity, and inclusion to civil engineering problems,”application of “an engineering code of ethics,” and application of “professional attitudes andresponsibilities of a civil engineer” [1].  The importance of these criteria is reflected directlywithin the preamble to ASCE’s Code of Ethics, which provides four fundamental principles forengineers to govern their professional careers, the first being to “create safe, resilient, andsustainable infrastructure” [2]. The importance of sustainability, both within civil engineeringeducation and the civil engineering profession, is well

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pallavi Singh, University of South Florida; Luis Miguel Quevedo, IEEE Educational Activities; Grisselle Centeno, Florida Southern College; Wilfrido A. Moreno P.E., University of South Florida; Liliana M. Villavicencio, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

Table 5: Stakeholder Requirementsstrategies, the MRC lab will cultivate an educational setting that prepares graduates to makemeaningful contributions as soon as they enter the workforce.This approach to the design, of the MRC Lab reflects a multidisciplinary perspective, integrat-ing aspects of mechatronics, robotics, and control to create a dynamic environment for learningand innovation. Here, students, researchers, and practitioners can engage in practical problem-solving, collaborate across disciplines, and develop new technologies and solutions focused onrobotic dexterity and precision.Furthermore, the Measures of Effectiveness (MOEs) for the MRC Lab, as detailed in Table6, are defined and related to the stakeholder requirements. They are

Conference Session

Engineering Management Division (EMD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Diego Alejandro Polanco-Lahoz, Texas Tech University; Jennifer A Cross, Texas Tech University

Tagged Divisions

Engineering Management Division (EMD)

education institutions, and the potentialimpacts of considering OR theories for engineering education.Introduction Resilience is a complex concept analyzed by the literature and can be defined as the“ability to recover from or adjust easily to misfortune or change”2. Since the COVID-19pandemic shocked the world, various research has been developed to understand and reflect onthis phenomenon. One scope of this research analyzes the educational context, and how highereducation institutions responded in their practices while learning about external shocks. Whilesome universities suffered from this unexpected disastrous scenario, some were sufficientlyprepared to smoothly pivot to the obligated online modality to learn and teach. This

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

R. Jamaal Downey, University of San Diego; Joel Alejandro Mejia, The University of Texas at San Antonio; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

-normed historical social practices that preserves the system of white supremacy”[33, p. 25]. Batty and Leyva, in their article “A Framework for Understanding Whiteness inMathematics Education'' explain that focusing on colorblindness changes the much-needed deepreflexive conversation on the way that “colorblind” systems and institutions hurt POC, to“supposedly non-racial arguments or proxies of student failure, uncaring parents, and devaluingof education, which leaves Whiteness invisible and allows those who assert it to defend theirviews in apparent nonracial ways” [49, p. 56]. Addressing colorblindness is regularly left up to the individual, which redirects theresponsibility away from the much-needed deep reflection of institutions. By

Conference Session

Educational Research and Methods Division (ERM) Technical Session 30

Collection

2024 ASEE Annual Conference & Exposition

Authors

Adrian Nat Gentry, Purdue University ; Julie P. Martin, University of Georgia; Kerrie A. Douglas, Purdue University ; Eric Holloway, Purdue University; Cole Thompson, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

on them [35]. At their private,four-year liberal arts college, Zayn reflected on the experience of having a nonbinary professorto look up to: I was so excited when [the nonbinary faculty member] came here, and I got to take a class with them last semester. And it’s so nice just feeling like I see someone who is also nonbinary.The participant went on the say: It means a lot. Just because it’s like [nonbinary professor] [has] a very similar experience to me in that [they have] gone through the classes, [they] know what this field is like and how it’s very male dominated. But not just male dominated, but also very heteronormative and cisgendered.Due to the underrepresentation of nonbinary individuals in engineering

Conference Session

Women in Engineering Division (WIED) Technical Session 2 - Personal Situations

Collection

2024 ASEE Annual Conference & Exposition

Authors

Enas Aref, Western Michigan University; Dina Idriss-Wheeler, University of Ottawa; Julia Hajjar, University of Ottawa

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

disciplinespresents complex dynamics that require further exploration. Understanding the nuancedexperiences of grief among women in academia, especially those in STEM, is crucial fordeveloping tailored support systems and a more inclusive and supportive academic environment.Coping StrategiesCoping is defined as the cognitive and behavioral ways that an individual responds tochallenging circumstances [68]. Everyone copes differently with grief due to differences andvaried life experiences, and there are evidently many ways that individuals can respond to grief,as reflected in the BRIEF COPE questionnaire, a 28-item survey that contains 14 sub-scales tocapture various coping strategies[69]. These are: active coping, planning, positive reframing,acceptance

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Professional Practice 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kelcie Mechelle Ralph, Rutgers, The State University of New Jersey; Ellen Oettinger White, State University of New York College of Environmental Science and Forestry

Tagged Divisions

Civil Engineering Division (CIVIL)

their464 results to what actually happened. 5 This is the closest the ITE Handbook got to discussing induced travel and it is not especially clear. A simple revision could help: “Increasing congestion, even as the highway network continued to grow in subsequent decades, led to the realization that adding capacity, while useful for a period of time, was not a long-term solution.”465 Criteria #3 Incorporate induced travel in problem sets.466 Teaching materials should be consistent with engineering’s signature pedagogy. That is, they467 should include problem sets and equations. Relying on qualitative descriptions of induced travel468 or open-ended reflections could make it seems as though induced travel is an “extra

Conference Session

MECH - Technical Session 1: Foundations of Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joseph J. Rencis P.E., University of Texas at Dallas; Hartley T. Grandin Jr., Worcester Polytechnic Institute

Tagged Divisions

Mechanical Engineering Division (MECH)

this paper,only Steps 1-3 and 6-8 will be used. However, statics can only be applied to a staticallydeterminate problem. For example, the proposed process can solve statically indeterminateproblems (internally and externally) when Steps 1 to 8 are used.A structured problem-solving approach is used in statics book [6] with the following steps: RoadMap, Modeling, Governing Equations, Computation, and Discussion and Verification.Furthermore, the statics [3] and mechanics of materials [16] textbooks use the SMART problem-solving methodology, i.e., Strategy, Modeling, Analysis, and Reflect and Think. Both are like theapproach used in this paper. A significant difference is that this paper formulates all equationssymbolically, and then the unknowns

Conference Session

Engineering Libraries Division (ELD) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rebecca Glasgow, University of Nevada, Reno

Tagged Divisions

Engineering Libraries Division (ELD)

users. This project provided inspiration for thesummer camp design challenge, with the goal of encouraging the students to consider how todesign for diverse populations.A secondary inspiration for the prompt was from the Innevation Center, another makerspace atthe University of Nevada, Reno, which developed an outdoor themed design challenge for a localcompetition they hosted earlier in the year [19]. This prompt focused on accessibility in theoutdoors. After consulting with their makerspace specialist, the fabrication librarian developed aprompt to reflect their design challenge, with a specification in water recreational activities.The prompt [appendix] explains the types of challenges individuals with disabilities may face,specifically

Conference Session

NEE Technical Session 3 - Courses: development, logistics, and impact

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Mott, California Polytechnic State University, San Luis Obispo

Tagged Divisions

New Engineering Educators Division (NEE)

students. For both online and hybrid courses, the quiz was givenonline through the course management system. The quiz was given in class for the in-personmode. Online, the students had two chances to complete the quizzes so they could reflect on theirerrors. The in-class quiz was also administered twice: once to each student individually andagain in groups of four to six, where they had to debate the questions and answers beforedetermining the right response. The instructor was able to determine how well the studentsunderstood the pre-class material by administering this formative, multiple-choice quiz, whichalso allowed her to address any misconceptions directly after the quiz, or in the following classsession. The quizzes were appreciated by the

Conference Session

Innovations in Experiments and Modeling

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert P. Hesketh, Rowan University; Barnabas Gao, Rowan University; Kirti M Yenkie, Rowan University; Swapana Subbarao Jerpoth, Rowan University; David Anthony Theuma, Rowan University; Sean Curtis, Rowan University; Michael Fracchiolla, Rowan University; C. Stewart Slater, Rowan University; Mariano Javier Savelski, Rowan University; Steven Roth, Rowan University; Emma Marie Padros, Rowan University

Tagged Divisions

Chemical Engineering Division (ChED)

effectiveness in pumpingwater through coffee beans. These pumps are crucial in handling low viscosity fluids and areoften overlooked in traditional education settings. The laboratory limits its operational pressureto 5 bar for safety reasons, although it can handle pressure up to 15 bar. Students can comparethe capabilities of two vibratory pumps with a centrifugal pump, providing a hands-on learningexperience that reflects real-world applications.The laboratory conducted three experiments on vibratory pumps. The first involved examiningthe impact of vertical height on flow rate and power. Students selected three to four heights torun the pump, recording flow rate, pressure, and outlet height. The second experiment focused onthe effect of downstream

Conference Session

Engineering Technology Division Curriculum Development

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mohamed Gharib, Texas A&M University; Michael A. de Miranda, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology Division (ETD)

workforce [10,11]. This leads to the need for anundergraduate STEM Education degree, which emphasizes integrated inquiry and innovation andequips the teacher to prepare students for success in the 21st-century economy. In this paper, aunique engineering degree in STEM Education is presented. The current curriculum and the keycourses are explained, as well as how they impact the preparation for the future cohorts of STEMEducators. The examples and program progress presented in this paper reflect the first cohort of12 students. To date, graduates of the program have achieved a 100% pass rate on the Texascertification exams in mathematics, physical science, and engineering. Furthermore, thechallenges and future improvements are discussed in this

Conference Session

Software Engineering Division (SWED) Technical Session #3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joydeep Mitra, Northeastern University; Amir Kirsh

Tagged Divisions

Software Engineering Division (SWED)

, IsraelIntroductionCollaboration in Computer Science courses has several benefits. It allows students with diversebackgrounds and perspectives to come together and understand the subject material holisticallyand comprehensively. Working in a team encourages students to exchange ideas, expertise, andbest practices, which helps them learn from one another and not only from the teaching staff.When students work on programming assignments in a team, it allows students to peer reviewtheir team members’ code. Peer evaluation and feedback help improve the work’s overall qualityand also reflects developers’ workflow in real-world software development projects. Moreover, acollaborative environment encourages students to be accountable for their and their teammembers’ work

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nicholas Choi, University of California, Irvine; Liang Li Wu, University of California, Irvine

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

: https://doi.org/10.18260/1-2--40402[15] K. S. Gutierrez et al., “Undergraduate Engineering and education students reflect on their interdisciplinary teamwork experiences following transition to virtual instruction caused by COVID-19”, Education Sciences, vol. 12, no. 9, p. 623, 2022. doi: https://doi.org/10.3390/educsci12090623[16] C. N. Chang, G. K. Saw, and L. Malagon-Palacios, “Challenges of Remote Learning and Mentoring among Engineering Students and Faculty during the COVID-19 Pandemic”, 2022 ASEE Annual Conference & Exposition Proceedings, Oct. 2022.[17] L. L. Wu et al., “Rapidly Converting a Project-Based Engineering Experience for Remote Learning: Successes and Limitations of Using Experimental Kits and a

Conference Session

Engineering Leadership Development Division (LEAD) Technical Session: Innovative Approaches to Teaching & Developing Engineering Leadership

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brainerd Prince, Plaksha University; Sumita Ambasta; Vinayak Krishan Joshi, Plaksha University

Tagged Divisions

Engineering Leadership Development Division (LEAD)

world problems like economicgrowth, environmental challenges, public health etc. [5].Since innovation is one of the primary goals of engineering education, it becomes importantto look at the strategies being used by educators to make students innovate. According toframework provided by Dekoninck [7], there are 5 skills needed for innovation namely:tenacity, creativity, independence, decision-making (risk analysis, intuition) and leadership.Similarly, other scholars have also identified competencies like creativity, decision-makingcollaboration, reflection and technological expertise as the primary requirements forinnovation [8],[9].However, according to Palomera-García [10] there is a glaring flaw in engineering educationregarding the absence

Conference Session

Perspectives in Chemical Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephanie Butler Velegol, Penn State University; Katie Cadwell, Syracuse University; Taryn Melkus Bayles, University of Pittsburgh; Lisa G. Bullard P.E., North Carolina State University; Mechteld Veltman Hillsley, Penn State University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

data frompublicly available departmental websites. The data in this paper comes from survey data for 74departments and from websites for the other 85 departments. Thus, it is unclear if thedifference reflects only changes in numbers or differences in available data on websites. Forexample, some departments do not differentiate teaching non-tenure track faculty from tenure-track faculty on their website’s title designations. This underscores the need to more formallytrack numbers of TFF in chemical engineering. 3Table 2: Number of total ChE faculty and Teaching Focused Faculty (TFF) in R1, R2, M2, M1,PUI and D/PU Universities

Conference Session

Minorities in Engineering Division(MIND) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joseph Ronald Sturgess, Florida International University; Bruk T Berhane, Florida International University; Stephen Secules, Florida International University; Haiying Long; Daniel Ifeoluwa Adeniranye, Florida International University; Jingjing Liu, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

statistics, but on the retention/graduation rates of those who meet one or more ofthese criteria. This study highlights the importance of institutional data for nontraditionalstudents in engineering and represents new work in advancing a more holistic understanding ofthese individuals.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under AwardNumbers #REDACTED. Any opinions, findings, and conclusions, or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] K. C. Aquino and S. BuShell, “Device usage and accessible technology needs for post- traditional students in the e-learning environment,” The

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Richard T Buckley P.E., United States Air Force Academy

Tagged Divisions

Faculty Development Division (FDD)

prior to themidterm or final) showed that students appreciated the opportunity for unlimited attempts.However, the opportunity to procrastinate until days before the midterm or final grade deadlinewas a strong pull for many student. Many comments reflected the idea that less-than-optimallearning occurred as a result of the push to get homework assignment completed at the lastminute. The resulting disconnect between needing the analysis tools developed in the homeworkassignment to complete the design project, yet not having completed the homework assignmentsin time to use them on the design project. was a common theme. Many groups relied on a singleteam member who had completed the assignments on time. Several teams did not have any teammembers

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiaping Li, University of Michigan; Robin Fowler, University of Michigan; Mark Mills, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

Whiteraters, suggests that the intersectional effects of gender and race primarily manifest within thegroup of White raters (see Figure 4.1 and 4.2). This may imply that White students assessed theirpeers differently based on the targets’ race and gender, though it also reflects a larger sample forthose cells. Our analysis revealed that the gender-based differences in peer ratings arepredominantly associated with White raters. Notably, the most substantial disparities in predictedpeer rating means between female and male targets were observed when White studentsevaluated their Asian teammates, suggesting that Asian male students underperformed orcontributed less than Asian female students in course small group activities from the perspectivesof their

Conference Session

Mechanical Engineering Division (MECH) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maeve Bakic, Boise State University; Samantha Schauer, Boise State University; Krishna Pakala, Boise State University

Tagged Divisions

Mechanical Engineering Division (MECH)

earlier, allowing students to focus on‘understanding’ the content rather than just ‘knowing’ the content [8]. The difference being thatlecture based teaching tends to focus on theory and strict processes, limiting students to findingone particular ‘right’ answer. Active learning methods, such as flipped-classrooms,think-pair-share activities, and case study reflections, push students to defy their normalcognitive boundaries of what engineering “is” [9, 10]. This education method can ease the oftenfrustrating transition that seniors experience during capstone design courses where students areexpected to translate isolated concepts learned in classrooms to suddenly very technicallycomplex projects [11]. The frustration that students experience