Conference Session

Care and Inclusive Teaching

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Memoria Matters, Purdue University at West Lafayette; Carla B. Zoltowski, Purdue University at West Lafayette; Patrice Marie Buzzanell, Purdue University at West Lafayette; Andrew O. Brightman, Purdue University at West Lafayette

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Diversity

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Educational Research and Methods

the Department of Communication at the University of South Florida and Endowed Visiting Professor for the School of Media and Design at Shanghai Jiao- tong University. Fellow and Past President of the International Communication Association (ICA), she served as President of the Council of Communication Associations and the Organization for the Study of Communication, Language and Gender. She is a Distinguished Scholar of the National Communica- tion Association. Her research focuses on career, work-life policy, resilience, gender, and engineering design. She received ICA’s Mentorship Award and the Provost Outstanding Mentor Award at Purdue, where she was University Distinguished Professor and Endowed Chair and

Conference Session

Teaching Assistants, Supplemental Instruction, and Classroom Support

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Barukh Ben Rohde, University of Florida; Elliot P. Douglas, University of Florida

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Educational Research and Methods

wanting a third opinion” in hisProgramming Fundamentals 2 course at Singapore Management University. He instructed hisTAs to “provide suggestions that scaffold learning, instead of providing model solutions”. Heleaned on TAs to grade both interactive and self-directed work, and he received positive resultsin his flipped classroom.The mechanism for how undergraduate teaching assistants decide to undertake such a programhas not been well-studied. Crouch and Mazur [26] found that it is very important to motivate theteaching assistants in a flipped classroom. But there is little information on what aspects of theprogram most help them grow and be successful in their later careers. We also do not know howvolunteerism within an undergraduate teaching

Conference Session

Teaming & Collaborative Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University; Soo Jeoung Han, Texas A&M University; Michael Beyerlein, Texas A&M University; Jill Zarestky, Colorado State Univeristy; Lei Xie, Texas A&M University; Khalil M. Dirani, Texas A&M University; Rodney Boehm, Texas A&M University

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Paper ID #18550Mr. Rodney Boehm, Texas A&M University Rodney Boehm is the Director of Aggies Invent and an Associate Professor of Practice in the Dwight Look College of Engineering. He has broad industry experiences, including over 30 years in all aspects of the telecommunications industry (sales, marketing, manufacturing, business development, and technical design), the creation of a telecommunications standard (SONET - Synchronous Optical Network) for the fiber optics industry that is still in use internationally over 30 years later, a wide variety of business expe- riences in international companies, and start up experiences that have helped him lead a very successful industry career. He holds a BS and ME in

Conference Session

ERM Technical Session 17: Student Cognitive Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Allyson Jo Barlow, Oregon State University; Shane A. Brown P.E., Oregon State University

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Educational Research and Methods

classrooms.Dr. Shane A. Brown P.E., Oregon State University Shane Brown is an associate professor and Associate School Head in the School of Civil and Environmen- tal Engineering at Oregon State University. His research interests include conceptual change and situated cognition. He received the NSF CAREER award in 2010 and is working on a study to characterize prac- ticing engineers’ understandings of core engineering concepts. He is a Senior Associate Editor for the Journal of Engineering Education. c American Society for Engineering Education, 2019 WIP: Measuring Student Cognitive Engagement Using the ICAP Framework In and Outside of the ClassroomAbstractThe following is a

Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alejandro Gutierrez, University of California, Merced; Christopher A. Butler, University of California, Merced; Abbas Ghassemi, University of California, Merced

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Educational Research and Methods

research demonstrates that professional skills, such as teamwork, projectmanagement, cultural awareness, leadership, and interpersonal communication, are still lacking inour graduating students [7, 8], and, in turn, are slowing their career advancement. For this reason,university engineering programs, as well as professional societies in engineering [9, 10], haveidentified the teaching of such professional skills as a goal. Unfortunately, despite this growingand collective interest in professional skills, studies [3, 11] continue to show significant gapsbetween what students are taught in the classroom and what they need to know to succeed inprofessional engineering practice.There is well-established research that professional skills are

Conference Session

ERM Technical Session 11: Leadership and Collaborations in Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; Atsushi Akera, Rensselaer Polytechnic Institute; Donna M. Riley, Purdue University, West Lafayette; Jennifer Karlin, Minnesota State University, Mankato; Sarah Appelhans, University at Albany ; Thomas De Pree, Rensselaer Polytechnic Institute; Soheil Fatehiboroujeni, Purdue University

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Educational Research and Methods

Engineering Studies (INES); past chair of the ASEE Liberal Education / Engineering and Society Division; and a former member of the Society for the History of Technology’s (SHOT) Executive Council. Publications include /Calculating a Natural World: Scientists, Engineers and Computers during the Rise of U.S. Cold War Research/ (MIT Press, 2006).Dr. Donna M. Riley, Purdue University, West Lafayette Donna Riley is Kamyar Haghighi Head of the School of Engineering Education and Professor of Engi- neering Education at Purdue University.Dr. Jennifer Karlin, Minnesota State University, Mankato Jennifer Karlin spent the first half of her career at the South Dakota School of Mines and Technology, where she was a professor of

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 1

Collection

2008 Annual Conference & Exposition

Authors

Krista Donaldson, Stanford University; Gary Lichtenstein, Stanford University; Sheri Sheppard, Stanford University

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Educational Research and Methods

students, if they are holdingoutside jobs, participate less in non-academic extracurriculars – instead, trying to focus on thoserelated to their future careers. Still these findings, are not novel – Berger, Milem and Paulsen19found significant differences in the types of activities freshmen engaged in relative to their SES.We found high SES students had greater motivation from their family (Variable 2) to studyengineering than their low SES counterparts. This, in part, may be due to the fact that nearlyone-third of APPLES subjects had an immediate family member with an engineering degree20,an achievement that likely results in a SES score that was not in the lowest quartile.Differences in confidence in areas perceived to be closely related to

Conference Session

Assessment

Collection

2008 Annual Conference & Exposition

Authors

Patrick Terenzini, The Pennsylvania State University; Lisa Lattuca, Pennsylvania State University; Matthew Ohland, Purdue Engineering Education; Russell Long, Purdue University

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Educational Research and Methods

Page 13.207.1© American Society for Engineering Education, 2008 Apples and Oranges? A Proposed Research Design to Examine the Correspondence Between Two Measures of Engineering LearningAbstractIn 2004, ABET commissioned Engineering Change, a study of the impact of EngineeringCriteria 2000 (EC2000) on the preparation of undergraduates for careers in engineering. Onelegacy of that study is a database of EC2000-specific self-reported student learning outcomes at40 institutions, including precollege characteristics and engineering program outcomes for morethan 4,300 graduates of the class of 2004. A second dataset, the Multiple-Institution Database forInvestigating Engineering Longitudinal

Conference Session

ERM Potpourri

Collection

2008 Annual Conference & Exposition

Authors

Howard Evans, National University; Shekar Viswanathan, National University

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Educational Research and Methods

with student population of three hundred students. Dr. Viswanathan is an educator, researcher and administrator with more than twenty-five years of industrial and academic experience encompassing engineering and environmental consulting, research and development, and technology development. Career experience includes teaching at the University level, conducting fundamental research, and developing continuing educational courses. Page 13.907.1© American Society for Engineering Education, 2008 Motivating Research in an Engineering Teaching InstitutionAbstractThis paper discusses multiple ways of

Conference Session

Educational Research

Collection

2009 Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; P.K. Imbrie, Purdue University

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Educational Research and Methods

subfactors identified through factor analysis14; each subfactor isin turn comprised of individual items. The constructs include:- Motivation, consisting of 25 items in four subfactors: Control, Challenge, Curiosity and Career.- Metacognition: consisting of 20 items in four subfactors: Planning, Self-monitoring/Self- Checking, Cognitive Strategy and Awareness.- Deep Learning, consisting of 10 items in two subfactors, Motive and Strategy.- Surface Learning, consisting of 10 items in two subfactors, Memorization and Studying.- Academic Self-Efficacy, consisting of ten individual items that do not form specific subfactors.- Leadership, consisting of 20 items with four subfactors, Motivation, Planning, Self- Assessment and

Conference Session

Using Classroom Technologies

Collection

2009 Annual Conference & Exposition

Authors

Jana Whittington, Purdue University, Calumet; Joy Colwell, Purdue University, Calumet

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Educational Research and Methods

punishing them” (Nissenbaum 1999 Para 6)11. In the online environment sincepeople may feel safer to express themselves, they may also feel safer to cheat. A research studyreported, college learners “…appeared to believe that cheating on an exam is different fromcheating to advance their career…and that college activities were not real-world” (Rawlinson &Lupton, 2007, p. 91)12. Learners who cheat in a face-to-face course, will likely cheat in an onlinecourse. Lanier (2006) stated the main form of cheating [among college students] is plagiarismand that as faculty our role is to educate them on the ethics of cheating” (p. 259)13.Instructor Responsibility and he Teacher as ModelIn the online environment the responsibility for an instructor to

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Cynthia Finelli, University of Michigan; Marie Kendall-Brown, University of Michigan

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Educational Research and Methods

career? 1.92 1.93 1.88 1.90 0.04 0.04 -0.01 -0.024. How efficient do you think most teams in ENG 100: Introduction to 1.05 1.07 1.01 1.05 0.04 0.02 -0.02 -0.04 Engineering are?5. For a team to function effectively, how important is it for the team to have a 1.14 1.13 1.06 1.15 0.08 -0.03 0.01 -0.10* diverse composition?6. For a team to function effectively, how important is it for members to take 1.49 1.57 1.48 1.55 0.01 0.02 -0.09 -0.07* different roles for

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

Warren Hull, Louisiana State University, Baton Rouge; Warren Waggenspack, Louisiana State University, Baton Rouge; Lillian B Bowles, Louisiana State University, Baton Rouge; David Bowles, Louisiana State University, Baton Rouge; Tiffany Walter Choplin, Louisiana State University, Baton Rouge

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Educational Research and Methods

AC 2009-1810: AN INNOVATIVE MODEL FOR TEACHING COMMUNICATIONSKILLS IN ENGINEERING CURRICULAWarren Hull, Louisiana State University, Baton Rouge Warren R. Hull, Sr. is the Engineering Communications Coordinator at Louisiana State University. He earned a B.S. in Mechanical Engineering from Louisiana State University and an M.S. in Environmental Health from Harvard University. His engineering career spans over 40 years. He is a licensed Professional Engineer who was previously an engineering consultant, and is also a retired military officer.Warren Waggenspack, Louisiana State University, Baton Rouge Warren N. Waggenspack, Jr. is currently the Associate Dean for Engineering Undergraduates and

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

Rebecca Damron, Oklahoma State University; Karen High, Oklahoma State University

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Educational Research and Methods

teacher didn’t get it. Now I see she didn’t get it, but it was my fault. This process has helped me develop my own writing. When preparing to write a paper, I put more emphasis on the writing the first draft and revising my paper. Also, I am more aware of the mistakes I make in my own writing. I am now more conscience of my audience, my tone and the overall organization of my paper. Being a writing fellow has enhanced my own writing skills, and I believe my experiences will help me throughout my career. Helping other students with their papers has improved my written and oral communication skills, and it has also made me more patient. I believe the overall process has helped all the parties involved. Overall writing fellows took me

Conference Session

Using Classroom Technologies

Collection

2009 Annual Conference & Exposition

Authors

Christine B. Masters, Pennsylvania State University; Alexander Yin, Pennsylvania State University; Gül Okudan, Pennsylvania State University; Mieke Schuurman, Pennsylvania State University

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Educational Research and Methods

(“artifacts”) that demonstrates certain competenciesfrom which the student has selected a subset to demonstrate growth over time. Theportfolio contains a reflection on each artifact as well as an overall reflection on thecontent of the portfolio (see for example reference 6).One of the most importantadvantages of portfolios is their potential to engage students in intentional learning,resulting in an increased ability in life-long learning 7-12. Portfolios are expected to have apositive effect on attitudinal, motivational, affective, and professional outcomes 13. Thesemay include increased self-confidence, increased awareness of professional identity,more positive attitudes toward profession, improved career-decision self-efficacy, andincreased

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Sarah Parikh, Stanford University; Helen Chen, Stanford University; Krista Donaldson, Stanford University; Sheri Sheppard, Stanford University

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Educational Research and Methods

. Page 14.500.3 Motivational Description Factor motivation to study engineering due to the belief that engineering will Financial 9, 10 provide a financially rewarding career Parental 9, 10 motivation to study engineering due to parental influences Influence motivation to study engineering due to a belief that engineers improve the Social Good 9, 10 welfare of society Mentor motivation to study engineering due to the inspiration or encouragement of

Conference Session

Knowing Our Students I

Collection

2006 Annual Conference & Exposition

Authors

Eugene Rutz, University of Cincinnati; Virginia Westheider, University of Cincinnati

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Educational Research and Methods

Figure 1 Idealized Learning Cycle (adapted from Kolb4)Kolb’s method goes on to describe four different learning modes: concrete experience, reflectiveobservation, abstract conceptualization, and active experimentation. These are illustrated inFigure 2. This theory of learning proposes four distinct learning styles which describeindividual differences based on preferences for understanding and transforming experiences.While some theories of learning base individuals’ preferences solely around personality traits,Kolb suggests that personality, educational specialization, professional career, current jobexpectations, and an individual’s adaptive competencies all influence the preferred learningstyle4.Individuals display attributes of all learning

Conference Session

Knowing Our Students III

Collection

2006 Annual Conference & Exposition

Authors

Lorraine Fleming, Howard University; Kimarie Engerman, Howard University; Dawn Williams, Howard University

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Educational Research and Methods

., & Nauta, M.M. (1997). Women’s career development: Can theoretically derived variables predict persistence in engineering majors? Journal of Counseling Psychology, 44(2), 173-183.12. Strom, P.S., & Strom R. (2004). Entitlement: The coming debate on higher education. The Educational Forum, 68(4), 325-335.13. Furr, S.R., & Elling, T.W. (2002). African-American students in a predominantly-White university: Factors associated with retention. College Student Journal, 36(2), 188- 202.14. McGrath, M. & Braunstein, A. (1997). The prediction of freshmen attrition: An examination of the importance of certain demographic, academic, financial, and social factors. College Student Journal, 31, 396

Conference Session

Innovative Classroom Techniques

Collection

2006 Annual Conference & Exposition

Authors

Eileen Kowalski, U.S. Military Academy; Joe Manous, U.S. Military Academy

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Educational Research and Methods

wide variety of existing knowledge as well as the anticipation that the volume ofavailable knowledge will continue to grow during the working career of the graduate. Another area of effort in recent years has been attempts to make the educationalexperience more effective. These attempts have generally followed two pathways, linkingcourses together to enhance the cumulative learning effect,4,5 or increasing the effectiveness ofindividual student experiences. Linking courses together has the combined effect of repetitionand providing an overarching problem in which the student can see how concepts from variouscourses interrelate. Increasing student learning effectiveness comprises a variety of techniquesto include presentation style, use

Conference Session

Assessment of Student Work

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lori C. Bland, George Mason University; Stephanie Marie Kusano, University of Michigan; Xingya Xu, George Mason University; Aditya Johri, George Mason University

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Educational Research and Methods

workers and in furthering social development in emerging economies. He received the U.S. National Science Foundation’s Early Career Award in 2009. He is co-editor of the Cambridge Handbook of Engineering Education Research (CHEER) published by Cam- bridge University Press, New York, NY. Dr. Johri earned his Ph.D. in Learning Sciences and Technology Design at Stanford University and a B.Eng. in Mechanical Engineering at Delhi College of Engineering. c American Society for Engineering Education, 2017 Examining Learner-driven Constructs in Co-curricular Engineering Environments: The Role of Student Reflection in Assessment DevelopmentInformal learning experiences are under-utilized in engineering

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer M. Bekki, Arizona State University, Polytechnic campus; Aisosa Ayela-Uwangue, Arizona State University, Polytechnic campus; Samantha Ruth Brunhaver, Arizona State University; Nadia N. Kellam, Arizona State University; Micah Lande, Arizona State University; Ann F. McKenna, Arizona State University, Polytechnic campus

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Educational Research and Methods

Schools of Engineering at Arizona State University. Dr. Brunhaver joined Arizona State after completing her M.S. and Ph.D. in Mechanical Engineering at Stanford University. She also has a B.S. in Mechanical Engineering from Northeastern University. Dr. Brunhaver’s research examines the career decision-making and professional identity formation of engineering students, alumni, and practicing engineers. In addition, she conducts studies of new engineering pedagogy that help to improve student engagement and understanding.Dr. Nadia N. Kellam, Arizona State University Dr. Nadia Kellam is an Associate Professor in the Polytechnic Engineering Program at Arizona State University. In her research, she is interested in the

Conference Session

ERM Technical Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dohn A. Bowden, University of Massachusetts, Lowell; Christina Phillips, University of Massachusetts, Lowell; Jay A. Weitzen, University of Massachusetts, Lowell

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Educational Research and Methods

purchase the ADK instead of a textbook during their firstyear enrolled in Electrical Engineering. The device is used throughout the remainder of theiracademic career. Students now have their own laboratory bench that they can use in their dorm,living room, or cafeteria, hence the name “Laboratory Anywhere.” The Analog Discovery hasbeen experimented with in course work with varying degree of success [2], however, the prior“experimentation” that was preformed lacked formal pedagogical basis and concluded withseveral areas that required additional study.Context The second Electronics laboratory course, the focus of this study, is a required course forall electrical and computer engineering majors at the university and is typically taken

Conference Session

ERM Technical Session 13: Student Learning and Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Julianna S. Ge, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Justin Charles Major, Purdue University; John Mark Froiland, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

indicate a clear growth in their understanding of gratitude,meaning, and mindfulness. During the first day of class, nearly every student defined thrivingthrough academic or financial achievements, devoid of any mention of gratitude, meaning, andmindfulness. However, by the last day of class, nearly all students commented on the importanceof gratitude, meaning, and mindfulness. For example, the same student who wrote on the first dayof class “thriving is achieving all my goals,” reflected on the last day of class: I always thought that thriving meant having a lot of success in my career and life as a student. [Now, I know] it is awareness of how I am doing in the present... and knowing how to change or transform based on the

Conference Session

Problem Solving, Adaptive Expertise, and Social Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Angela Minichiello P.E., Utah State University; Jacek Uziak, University of Botswana; Andreas Febrian, Utah State University

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Educational Research and Methods

engineering.Prof. Jacek Uziak, University of Botswana Jacek Uziak is a Professor in the Department of Mechanical Engineering of the University of Botswana. He received his MSc in Mechanical Engineering from the AGH University of Technology in Krakow, Poland and his PhD in Technical Sciences from the University of Life Sciences in Lublin, Poland. For the past 35 years he has been working at universities mainly in Poland and Botswana; his career includes teaching and research assignments also in Canada, Czech Republic, Norway, UK, Netherlands, France, Germany and USA. He specializes in engineering mechanics and teaches courses in this area. He has particular interest in engineering education.Mr. Andreas Febrian, Utah State

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kristen B. Wendell, Tufts University; Douglas Matson, Tufts University; Hernan Gallegos, Tufts University; Luisa Chiesa, Tufts University

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Diversity

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Educational Research and Methods

recipient of the U.S. Presidential Early Career Award for Scientists and Engineers (PECASE). https://engineering.tufts.edu/me/people/faculty/kristen- bethke-wendellProf. Douglas Matson, Tufts University Dr. Matson is an Associate Professor in the Mechanical Engineering Department at Tufts University. He was a founding member of the Tufts team piloting the concept of enhancing undergraduate educa- tion through deployment of learning assistants in the classroom. He coordinates interdisciplinary service learning opportunities for undergraduate students in his role as adviser to the Tufts student chapter of Engineers without Borders and for graduate students as part of a NASA sponsored community outreach efforts in local

Conference Session

Assessment I: Developing Assessment Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Curtis Cohenour Ph.D., P. E., Ohio University; Audra Hilterbran, Ohio University

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Educational Research and Methods

surrounding thedevelopment of the grader are discussed as are feasibility testing for larger UndergraduateEngineering Classrooms and the potential impact on student outcomes.IntroductionA recent content analysis of job advertisements for civil engineers revealed that more than 50%of the job positions required proficient MS Office® skills2. Several curricular advising boardsand engineering alumni have also placed an emphasis on developing MS Office® skills inpreparation of engineering careers. Specifically, the spreadsheet-based program MS Excel® hasemerged as a fundamental tool for computing functions across diverse fields, including business,health, manufacturing, and education. This ubiquity has created an increased demand for MSExcel® and similar

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christopher Herring, University of Georgia; Joachim Walther, University of Georgia

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Educational Research and Methods

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alyssa Bellingham, Drexel University; John Kamal, Science Leadership Academy; Jessica S. Ward, Drexel University ; Adam K. Fontecchio, Drexel University

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Diversity

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Educational Research and Methods

resources aimed towards engagingand interesting students in STEM fields throughout their primary and secondary school careers.7–9 There has been a great push by many organizations, companies and individuals to do just that.One example is the NSF GK-12 program which pairs graduate fellows in STEM programs withprimary and secondary education teachers to develop and implement hands-on, inquiry basedprojects relating to STEM fields in the classroom. This program and others like it have led to thedevelopment of a vast supply of resources for teachers interested in increasing engagement andinterest in STEM among their students. But with all these teaching resources available, studentengagement in STEM classroom activities and lessons is still a

Conference Session

Assessment II: Learning Gains and Conceptual Understanding

Collection

2016 ASEE Annual Conference & Exposition

Authors

Benjamin James Call, Utah State University; Wade H Goodridge, Utah State University; Thayne L Sweeten Ph.D., Utah State University

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Educational Research and Methods

range of questionsand depth (i.e. difficulty) within the existing question set in order to appropriately assessengineering students’ spatial ability improvements. At least not within a measurement constructusing pre- and post-testing to bracket spatial instructional interventions. Literature indicatesstudents entering and pursuing engineering degrees often have higher native spatial ability, butsome work also points to potential ceiling effects that may exist using certain spatial metrics11.There are a number of relatively young engineering students achieving top scores on spatialability instruments. This creates a dilemma in that we are unable to measure how much theycontinue to improve over the course of their academic career when they may

Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gary W Behm, Rochester Institute of Technology (CAST); Raja S Kushalnagar, Rochester Institute of Technology; Joseph S. Stanislow, National Technical Institute for the Deaf; Aaron Weir Kelstone, RIT/NTID

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Diversity

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Educational Research and Methods

: the graduation rate is 16% of DHH ascompared to 30% for their hearing peers4.Currently there are over 31,000 DHH students enrolled in college and this enrollment number isup 15,000 over the past 10 years5. While careers demand highly qualified engineers with variousskills, including visual skills, most classrooms are not designed to utilize students’ visual skillsand are not fully accessible by DHH students, including engineering classrooms6. Whenclassrooms maximize the benefits of visual learning, the barriers of traditional pedagogy, such asusing spoken English as the primary mode of communication are partially ameliorated7.  Specifically, DHH students also struggle in solving engineering problems8. While a universitymay provide resources