Collection

2024 ASEE Midwest Section Conference

Authors

Mollie Petersen; Emily Fitzpatrick; Chloe Mann; Jessica Deters

.” Similarly, another wrote “Attending public schools my whole life has strengthenedmy cross-cultural competence because of the different students and organizations available.”There were also three students who mentioned the foreign exchange program at their schools.One reported, “my high school had a foreign exchange program with Norway, so meeting thesepeople and understanding how their lives were different was very enlightening.” Perspective wasalso brought up in relation to schools with a student writing that their cross-cultural developmentcame from “collaborating with various cultures perspectives amongst my peers.” Table 1. Identified Common Life Experiences

Collection

2024 ASEE Midwest Section Conference

Authors

Kimberly J. Cornett

Abbreviated Educational Competency Performance Methods of Assessment Strategies Indicators 3.1.1 Evaluate technical Communication Critique (PI Peer Reviews presentations 3.1.1) Analytic Rubric 3.1.X Produce & present technical - - information for a specified audience: Oral

Collection

2024 ASEE Midwest Section Conference

Authors

Kaycie Lane; Jason Hawkins

the workshop,CIVE 202 instructors identified department-level requirements, accreditation-level requirements, generaldata analysis skills, and engineering skills and translated these requirements into a set of learningoutcomes for CIVE 202. The instructors generated a list of coding and engineering skills using apreviously developed syllabus for the class and their own personal experiences coding big data analysisprojects in R and Python for past research and consulting projects. Instructors wanted to emphasize notonly how to sequence and write code, but also how to present code and to understand what types of tasksstudents may need to code using real-world consulting and project-based examples that would requirestudents to understand how to

Collection

2024 ASEE Midwest Section Conference

Authors

Sara E. Wilson; Emma Grob-French; Patsy Maddy; Nancy Noyes

studentshave three class sections each week, a 50-minute lecture, a 2-hour lab, and a 50-minutediscussion section. The discussion section is used to support team projects.The learning outcomes for this course are that, at the conclusion of the course, students will beable to: 1. Understand logical processes and how they are used by computers and other engineering technology. 2. Break down engineering problems into logical steps and code those steps in computer languages. 3. Write programming code from scratch and problem solve errors until a goal is achieved. 4. Use the C++ programming language in the context of Arduino microcontrollers and the MATLAB programming package. 5. Apply programming methods to the

Collection

2024 ASEE Midwest Section Conference

Authors

Ibukunoluwa E. Salami; Segun S. Oladipo; Logan A. Perry

noperfect solution, different universities across the United States, Columbia and Germany haveattempted to improve students' success rate by adopting 42 different interventions. 22 of theseinterventions had a positive impact on the students, 12 had a negative impact on the student’ssuccess, and while 8 were categorized as having no effect on improving the outcomes of thecourse. Examples of these interventions included “the introduction of flipped learning style,writing for conceptual understanding, additional exposure, the use of hands-on laboratories,the incorporation of online resources, constant review of in-class structure by including rapidfeedback or in-class concept checks, [and] the use of supplemental instruction such as the useof peer

Collection

2024 ASEE Midwest Section Conference

Authors

Mirit Shamir; Jonathan Aguilar; Rebecca Cors; Ryan Hansen; Nathan Hendricks; Gaea Hock; Stacy Hutchinson; Prathap Parameswaran; Matthew Sanderson; Melanie M. Derby

audiences, and understand their potential vocational path-ways, including government, academia, and industry.The NRT program incorporated educational and experiential activities such as field experience,policy experience at the state capital, applied course work, interdisciplinary research projects,faculty and peer mentoring, professional development, and periodic assessment of these activi-ties. The NRT developed and offered three courses: a one-credit-hour cross-listed course, Inte-grated FEW Systems, a two-credit-hour cross-listed NRT Capstone course, and a 0-credit NRTSeminar. The Integrated FEW Systems course introduced students to systems thinking, with spe-cific application to the FEW nexus in Southwest Kansas. The NRT Capstone was a project

Collection

2024 ASEE Midwest Section Conference

Authors

Jillian B. Schmidt

, active learning days took on a variety of formats including bothindividual and group work. Some examples of activities are detailed in Table 2. Activity Name Activity Description Group or Individual? Kahoot Quiz Game Students work through Options for both team and problems and submit answers individual play via their phones or other devices and compete with their classmates on a leaderboard Gallery Walk Students work through Group problems in a small group and write out their

Collection

2024 ASEE Midwest Section Conference

Authors

Kasey L. Moomau; Jessica Deters; Emily Fitzpatrick

identified as an important time in forming self-efficacy and identity which willaffect career choices made in high school and college [3]. Other work [4] suggests that open- © American Society for Engineering Education, 2024 2024 ASEE Midwest Section Conferenceended STEM exploration in a group collaborative setting is conducive to positive STEM identitydevelopment, due to the identity formation that occurs in the context of relationship-buildingwith peers during STEM activities.The University of Nebraska-Lincoln is a large, public land-grant university in the Midwest,located in Lincoln, Nebraska, which contains a sizeable public school district, servingapproximately 40,000 students. A significant

Collection

2024 ASEE Midwest Section Conference

Authors

Alejandra T. Velasco; Abhishek Juneja

outcomes will be addressed in a separate manuscript, as thescope of this paper primarily focuses on the conceptualization, design, and integration of theescape room as an educational tool within the field of chemical engineering.By combining the proven benefits of educational escape rooms with a novel virtual approach,our study aims to contribute to the growing body of knowledge on innovative teaching methodsin chemical engineering education. We seek to demonstrate how technology can be leveraged tocreate relatively simple, engaging, cost-effective, and scalable educational experiences that fosterthe development of crucial engineering skills.MethodsLiterature Review: • Conducted a comprehensive review of peer-reviewed articles on educational

Collection

2024 ASEE Midwest Section Conference

Authors

Seyram Kwame; Jay McAllister III

training due to demanding schedules. VR environments, by contrast, provide thebenefits of self-paced learning with immediate feedback, aligning with students' technologicalcomfort, and preference for flexible learning.In the late spring and summer 2024, the engineering and honors college librarian the emergingtechnologies graduate assistant at the University of Arkansas-Fayetteville Mullins Libraryexplored two VR applications for soft skills development with a focus on helping engineeringstudents. At present, engineering disciplines do not emphasize soft skills development whencompared to other concentrations [4], [5] especially in areas where communication is paramount.These communication subsets consist of writing, presentation, empathy, and non

Collection

2024 ASEE Midwest Section Conference

Authors

Adam C. Lynch; Ridge Towner

development and operations teams to improvecollaboration, automate processes, and accelerate delivery. DevOps practices, such as continuousintegration and continuous deployment, enhance efficiency and reliability. [29]1.3.4 Test and Behavior-Driven ModelsTest-Driven Development (TDD) Test-Driven Development (TDD) involves writing tests before implementing code,ensuring that the system meets specified requirements. TDD promotes high-quality code andreduces the likelihood of defects. [30]Behavior-Driven Development (BDD) Behavior-Driven Development (BDD) extends TDD by focusing on the behavior of thesystem from the user's perspective. BDD promotes collaboration between developers, testers,and stakeholders to ensure that the system meets

Collection

2024 ASEE Midwest Section Conference

Authors

Nosakhare I. Idiaghe; Jessica Deters

thinking skills andintroduces students to open-ended problems with multiple solutions [3] a vital skill for earlycareer engineers [17]. Undergraduate research has been discussed as a potential avenue toimprove the retention of women and underrepresented minorities in engineering and address theshortage of diversity in STEM [18], [19], [20]. Other benefits of engaging in undergraduateresearch include boosting students confidence, enhancing cognitive and technical skills,improving computational skills and research writing skills, clarifying future career or educationalpaths, and providing insight into the process of knowledge creation [21], [22], [23], [24], [25].Apprenticeship Model of ResearchApprenticeship as a concept of learning was developed