Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Reeping, University of Michigan; Dustin Grote, Weber State University

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Educational Research and Methods

., analyzing the effects of a curriculum revision and assuming no courses aretransfer-friendly. To address this gap in the literature, we adapt the curriculum complexityframework to capture challenges vertical engineering transfer students may encounter in theirpathway to a four-year degree. IntroductionSuppose we wanted to quantify how much more accessible a curriculum becomes whenremoving a prerequisite to a particular course. How would we do it? We could wait a few yearsto calculate the typical metrics related to retention, observing the flow of students through thatportion of the curriculum. On the other hand, a method drawn from graph theory does not requireus to wait. In fact, all we need is the plan of

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Taylor Tucker, University of Illinois at Urbana-Champaign; Emma Mercier, University of Illinois at Urbana - Champaign; Saadeddine Shehab, University of Illinois at Urbana-Champaign

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Educational Research and Methods

-structuredengineering tasks for collaborative problem solving.Collaborative problem-solving processes in ill-structured tasksGe and Land [9], [10] defined four problem-solving processes necessary for effectively solvingan ill-structured task in groups: exploring the problem (P1), planning solutions (P2), attemptingto solve (P3), and evaluating the solution and considering alternatives (P4). Researchers arguethat these processes are associated with better learning outcomes; thus, it is important forstudents to engage in all four as they solve this type of task [11], [12]. Our previous workdebuted a literature-based framework that outlines and defines these processes within the contextof undergraduate engineering group work as demonstrated through verbal

Conference Session

Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Karen C. Davis, Miami University

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Educational Research and Methods

Award for Women in Engineering Education in 2016. Dr. Davis received a B.S. degree in Computer Science from Loyola University, New Orleans in 1985 and an M.S. and Ph.D. in Computer Science from the University of Louisiana, Lafayette in 1987 and 1990, respectively. American c Society for Engineering Education, 2021 Examining the Efficacy of Exam Wrappers in a Computer Science CourseAbstract (Evidence-based Practice)An exam wrapper is a guided reflection activity that students undertake following an exam.Students are typically asked to reflect on their preparation, performance, and plans for preparingfor the next exam. The

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Keilin Jahnke, University of Illinois Urbana - Champaign; Samantha Lindgren, University of Illinois Urbana - Champaign

Tagged Divisions

Educational Research and Methods

programand reflects on the applicability of the activity in a wide range of engineering courses. Second, itdescribes a qualitative study to answer the research question, to what extent is the YTU activityeffective in terms of student engagement and connection to the course objective? Data wascollected from two groups of students who participated in this creativity course and completedtwo peer teaching activities. Each student taught a 15-minute lesson to a group of peers,submitted a detailed lesson plan, and wrote self- and peer-assessments after class. These lessonsincluded both content sharing (i.e., presentation about the topic) as well as an activity and a finalassessment tool to ensure that their peers had met the student-defined learning

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

D. Matthew Boyer, Clemson University; Luke A. Duncan, Clemson University

Tagged Divisions

Educational Research and Methods

formative analysis.As a work in progress,, we are seeking feedback from researchers who have experience withlarge-scale, multi-year implementations, especially in the context of making revisions to researchdesign. We chose design-based methods to construct our tools and plan our implementation,having selected them for their applicability in situations where plans may need to be revisedbased on formative iterations of reflection [1]. Now that we find ourselves with the need to makechanges, we are uncertain how to effectively integrate new research questions, collect andanalyze data, and communicate findings in ways that: (1) maintain consistent attention toestablished throughlines while; (2) integrating adaptations to the original research design

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bill M. Diong, Kennesaw State University; Craig A. Chin, Kennesaw State University; Sandip Das, Kennesaw State University; Ayse Tekes, Kennesaw State University; Walter Thain, Kennesaw State University

Tagged Divisions

Educational Research and Methods

planned interventions was puton hold indefinitely.Introduction/BackgroundSeveral definitions and descriptions of the term “troubleshooting” have been presented inliterature. An example of this is in [1], which defined troubleshooting as a common form ofproblem solving that requires an individual to diagnose faulty systems and take direct, correctiveaction to eliminate any faults in order to return the systems to their normal states. Another is in[2], which described troubleshooting as a task that deals with problem-solving skills that arespecific to a domain such as computer programming, engineering, biology, medicine, orpsychology. Furthermore, the author described the task of troubleshooting as locating theproblem or malfunction in a system

Conference Session

Efforts to Understand and Support Students' Socioemotional Factors

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Madasamy Arockiasamy, Florida Atlantic University; Sudhagar Nagarajan, Florida Atlantic University; Hassan Mahfuz, Florida Atlantic University; Michael R. Maniaci, Florida Atlantic University; Ishwarya Srikanth, Florida Atlantic University; Stephen Michael Castillo; Reinaldo L. Dos Santos, Florida Atlantic University

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Diversity

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Educational Research and Methods

activities, iv) Family Caféevents, and v) Summer workshop for STEM teachers.i) NASA-STEM content developmentThe NASA STEM contents were first identified based on the existing lesson plans adopted inparticipating schools in Broward and Palm Beach Counties in Florida. Then, the NASA STEMcontents were embedded into the NGSSS based on the lesson plans and instructional calendar.The methodology adopted for NASA-STEM content development is shown in Figure 1. Thevarious steps were: i) Review and analyze the existing curriculum followed by the schools andwork closely with the STEM teachers to identify available time-slots to introduce NASA-STEMcontent to their existing lesson plans; ii) Download the NASA’s STEM content for Grades 6, 8,11-12 from the NASA

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; George K. Karway, Arizona State University; Mohammad Zaid Alrajhi, Arizona State University; King Saud University; Brian Carl Nelson, Arizona State University; Seungki Shin, Seoul National University of Education

Tagged Divisions

Educational Research and Methods

Design and the Arts at Arizona State University. Alrajhi also serves as a teaching assistant in the College of Architecture and Planning at King Saud University, Saudi Arabia. In 2015, he received a Bachelor’s degree in Architecture (BArch) from Qassim University, Saudi Arabia. Pursuing his long-term goals, Alrajhi obtained a full scholarship to continue graduate studies in the United States. He earned a Master’s degree in Architecture (MArch) from Arizona State University in 2020. Generally, Alrajhi’s ar- eas of interest are architectural education, learning environments, design thinking, and curriculum design.Dr. Brian Carl Nelson, Arizona State University Brian C. Nelson is a professor of educational technology with

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shiuan-Huey Yen, Institute of Engineering Education Taiwan; Jessica Fan, Institute of Engineering Education Taiwan; Mandy Liu, Institute of Engineering Education Taiwan; Liang-Jenq Leu, Institute of Engineering Education Taiwan

Tagged Divisions

Educational Research and Methods

(IPSCAI) program has been proposed [20],[21]. The program is basedon the Super Collaborative Graduate School Program but focusing on local UICs. Duringdoctoral study, students are employed and paid by participating companies. The governmentplanned to provide financial support to participating universities and companies. Although theprogram is still in the planning stage, it is expected to stimulate local business development.Japan has established programs for high-level talent training and is tracking the impact of theseprograms to improve the prospects for young researchers. In addition, the Japan NationalInstitute of Science and Technology Policy (NISTP) has established the Japan GraduatesDatabase (JGRAD) [22]. By tracking PhD human resources

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Steven Santana, Harvey Mudd College

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Diversity

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Educational Research and Methods

Paper ID #32288Instrumentation for Evaluating Design-learning and Instruction WithinCourses and Across ProgramsSteven Santana, Harvey Mudd College American c Society for Engineering Education, 2021 Instrumentation for evaluating design learning and instruction within courses and across programsIntroductionThis work-in-progress (WIP) paper communicates the initial planning and design ofinstrumentation, deployed through action research, to assess students’ growth in designlearning and their belonging and identity in engineering. The ultimate goal of the datagenerated through this

Conference Session

Student Engagement, Socioemotional Needs, and Social Support During Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Isabel Hilliger, Pontificia Universidad Católica de Chile; Constanza Melian, Pontificia Universidad Católica de Chile; Javiera Francisca Meza, Pontificia Universidad Católica de Chile; Gonzalo Cortés, Pontificia Universidad Católica de Chile; Jorge A. Baier, Pontificia Universidad Católica de Chile

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Diversity

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Educational Research and Methods

Pontificia Universidad Cat´olica de Chile. Jorge holds a PhD in Computer Science from the University of Toronto in Canada and a Master’s Degree in Engineering Sciences from Pontificia Universidad Cat´olica de Chile. His research focuses on areas of automated rea- soning in Artificial Intelligence; specifically, automated planning, search and knowledge representation. Currently his research focuses on understanding how machine learning techniques can be applied to the intelligent decision-making process, on the applicability of AI techniques for enhancing emotional health in Engineering Education. He is also an assistant researcher at the Millennium Institute for Foundational Research on Data

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tajmilur Rahman, Gannon University; Stephen T. Frezza, Gannon University

Tagged Divisions

Educational Research and Methods

and how towrite a scientific paper. However, the idea behind the final project is always to give the studentsan experience of developing a full software application by collaborating with stakeholders andfollowing appropriate methods for requirements analysis, design, implementation, qualityassurance and project planning. In the course projects or project based courses where students aregiven a project and asked to implement a complete software system by analyzing therequirements and designing the system using UML and object oriented methods. Students get theopportunity to learn how to write documentations, test cases, and to validate their work withstakeholders. Such senior level course projects provide students with the experience ofteam

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hadi Ali, Arizona State University; Ann F. McKenna, Arizona State University; Jennifer M. Bekki, Arizona State University; Rod D. Roscoe, Arizona State University

Tagged Divisions

Educational Research and Methods

, &Azevedo, 2007). Pintrich (2000) provides an overview of the common themes of models of self-regulation, where models can be organized along two dimensions: (1) phases of regulation, which includeforethought (planning or activation); monitoring; control; and reaction (reflection); and (2) areas ofregulation, which include cognition; motivation; behavior; and context.4.3 Proposed model to study faculty adaptability as self-regulationOur revised self-regulation model in adaptability is shown in Figure 2 below. It is inspired by the cyclicalmodel proposed by Zimmerman (2000); however, it is modified to include a willingness aspect for eachphase of the cycle. A similar modification has already been proposed by Zimmerman & Moylan (2009)who

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amit Shashikant Jariwala, Georgia Institute of Technology; Nicholas Greenfield, Georgia Institute of Technology; Emily Orton, Georgia Institute of Technology; Rohan Banerjee, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

categories were assessed using hours per week, such ascommunity hours, supervised hours, and special access hours. It also included focus and plans toexpand, a unique look at a makerspace's growth.Compared to existing literature, the goal of the proposed novel taxonomy is not to be used as adirect, objective ranking system. However, the proposed dimensions and categories would leadto the creation of a well-defined vocabulary to help identify the commonality and differencesacross various makerspaces. For example, research focusing on a makerspaces' contributions inthe development of leadership qualities, aspects of the culture category would likely be weightedhigher than others. A different research effort, such as the impact on local

Conference Session

Efforts to Understand and Support Students' Socioemotional Factors

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joana Marques Melo, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

, or study. Role identities are contextually specific and as such, we haveformulated questions for engineering, science, or computer science consistent with previouswork in mathematics, science, and engineering [1], [13], [14]. Students will choose the field ofstudy most relevant to them to answer these questions, as ERC's are interdisciplinary and mayinvolve students from across STEM solving engineering programs. Third, items measuringstudent pathways and sustained interest were developed for this study from The ERC EvaluationConsortium's Multi Engineering Research Center Instrument Inventory [30] to assess thestudent's willingness to continue their STEM paths, such as the pursuit of additional degrees andwhich career plans they might

Conference Session

Innovative Pedagogies Afforded Through Technology and Remote Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hector Zuniga-Robles, Universidad Andres Bello; María Elena Truyol, Universidad Andres Bello

Tagged Divisions

Educational Research and Methods

dataanalysis and results, the discussion of the results and conclusions and future work.Related workIn the field of Education, ICTs have enjoyed a sustained increase in their implementation andusage in areas as diverse as evaluation, planning, teaching, and educational management. Furtheranalysis into these facts, made by Llorente and Marín [7], have led them to state that the rate ofstudent learnings, regardless of their educational level, is mediated by the use Information andCommunication Technologies, which in recent times have undergone a continuous process ofevolution and growth.Present reality is that most students, particularly those subject to this study, are digital natives.According to Delgado [8], a digital native can be understood as

Conference Session

Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kaela M. Martin, Embry-Riddle Aeronautical University, Prescott; Todd M. Fernandez, Georgia Institute of Technology; Richard Mangum, Embry-Riddle Aeronautical University, Prescott

Tagged Divisions

Educational Research and Methods

use in multiple contexts (c.f., Rodell, 2013; Colquitt etal., 2019). The original instrument uses four subscales, procedural, distributive, interpersonal, andinformational justice. However, Colquitt and Roddell (2015) suggest a two-factor solution that collapsesinterpersonal and informational into distributed and procedural is also acceptable. In our survey,students responded to the derivative instrument for three different contexts: (1) Courses they had takenin previous semesters, (2) Their capstone course, and (3) Their TechCom course. We plan a moreextensive reporting of the instruments’ development and validity in future work that is not possible in aWIP.In addition to the grading justice and fairness instrument, we asked two additional

Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tris Utschig, Kennesaw State University; Valmiki Sooklal, Kennesaw State University; Margaret L. Lowder, Kennesaw State University; Chan Ham, Kennesaw State University; Renee Butler, Kennesaw State University

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Diversity

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Educational Research and Methods

enrollment [19]. Therefore, the need for and potential of the S-STEMProgram at Kennesaw State University are enormous.Program expectations for students include progression items (target GPA, course enrollment andstatus), connective activities (faculty mentors, advisors, industry partners, outreach), and optionalactivities (living learning community, career services events, undergraduate research, studentorganizations, tutoring). Achievement of these expectations is driven through the mentor/menteerelationship where both provide and accept feedback, and advice and resources are activelysolicited and provided to encourage students’ responsibility for their learning. The first year ofthe project primarily focused on planning, marketing, and recruitment

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Boshra Karimi, Northern Kentucky University; Mahdi Yazdanpour, Northern Kentucky University; Phil Lewis, Texas A&M University

Tagged Divisions

Educational Research and Methods

University of Technology (Tehran Polytechnic), and the BSc degree in Computer Engineering from Qazvin Azad University. He has over 11 years of experience in manufacturing industry. He has worked as a Process Quality Manager, Planning & Quality Systems Manager, Production Planning & Control Manager, and Material Control Supervisor at MAPNA and NeyrePerse industrial groups. His research interests include Intelligent Mechatronic Sys- tems, Medical Robotics, Companion Robots, Brain-Controlled Robots, Computer Vision, 3D Scene Re- construction, and Machine Vision. His current research is focused on designing and implementation of the gesture and mind-controlled robotic systems. His research has been published in peer

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeremiah Pina, Smith College; Glenn W. Ellis, Smith College; Al Rudnitsky, Smith College; Rebecca Mazur, Collaborative for Educational Services; Beth McGinnis-Cavanaugh, Springfield Technical Community College; Isabel Huff, Springfield Technical Community College

Tagged Divisions

Educational Research and Methods

itemdevelopment and implementation were generated (see Table 2) that were incorporated asmeasures to facilitate student access to the assessment instrument and mitigate perceivedchallenges in the method employed.Table 2: Guidelines and implementation plans based on TDT feedback Guideline Description Implementation Plan Assessment implementation Assessment would be offered Maximize student access to protocols would promote in a variety of media, assessment materials multiple methods of student including as a pen-and-paper participation test and as digital items

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jacob Allen Cress P.E., University of Dayton; Patrick W. Thomas, University of Dayton

Tagged Divisions

Educational Research and Methods

roles at least once. We usedGoogle Drive folders to organize the drafts, feedback, and response templates for each student’sdraft, which also permitted students to complete these reviews outside of class time. Studentswere assigned to complete their team reviews over the course of a one weekend, and at thebeginning of class the following week, the compiled SDR response was provided to each teammember.Student’s were asked to reflect upon the compiled SDR feedback. As part of the reflection,students were instructed to create a short, informal revision plan for their specification report.The revision plan was a brief bulleted list that ensured students read and understood the feedbackprovided to them, but also provided a way for students to turn

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aparajita Jaiswal, Purdue University, West Lafayette; Paul J. Thomas, Purdue University, West Lafayette; Tugba Karabiyik, Purdue University, West Lafayette; Viranga Perera, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette

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Educational Research and Methods

the impact of cooperative learning during the Spring2020 semester by studying team retrospectives written by students enrolled in a system analysisand design course.The pedagogical foundation for the system analysis and design course was cooperative learning.The course required students to work in teams to develop a software prototype. The project wasdivided into four milestones and each team was required to submit a team retrospective detailingoverall planning, task allocation, group processes, and strategies for improvement. The first twomilestones were completed during face-to-face instruction, while teams met online for the lasttwo milestones due to the shift to online instruction. To investigate team effectiveness, a rubricbased on the

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abolfazl Amin, Utah Valley University; Abdennour C. Seibi, Utah Valley University; Israd Hakim Jaafar, Utah Valley University

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Educational Research and Methods

however, WEdoes not imply “writing intensive.” Certified WE courses are not meant to be “writing classes;”instead, writing should be one of several instructional focuses, as required by the new WEinitiative.Since this new initiative is taking effect in Fall 2021, the WE Committee has not established thefinal assessment criteria. The plan is to have each program submit an assessment processregarding the WE related learning outcomes.Literature Review:Writing is an important skill that all engineers should have. Its importance is reflected in ABETaccreditation criterion 3 for student outcomes, “an ability to communicate effectively with arange of audiences.”Wheeler and McDonald [1] stated that writing is a useful tool in engineering if developed

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nourhan Emad El-Atky, Rowan University; Smitesh Bakrania, Rowan University

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Educational Research and Methods

professionalism is a broad topic, it often includescommunication, project management, and teamwork, in relation to engineering projects asessential ingredients for project execution. Communication, in particular, is often sufficientlyintegrated within first and second-year engineering courses as oral and technical writingcomponents in preparation for the capstone experience [3]. In fact, communication was and stillis part of the Accreditation Board for Engineering and Technology (ABET) review criteria.Recently, ABET introduced a new set of criteria that included, “an ability to function effectivelyon a team whose members together provide leadership, create a collaborative and inclusiveenvironment, establish goals, plan tasks, and meet objectives” [4

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lea K. Marlor, University of Michigan; Cynthia J. Finelli, University of Michigan; Laura J. Carroll, University of Michigan

Tagged Divisions

Educational Research and Methods

,time, classroom/curriculum, instructor’s disposition, and networking/community. Infrastructureand culture refer to what is emphasized by an instructor’s institution, including evaluations,research emphasis, and institution policies. Knowledge of effective teaching practices speaks tothe instructor’s access to material about effective teaching practices or support offered in order touse these best practices. Student experience can refer to how students react to active learning,how responsive or attentive the students are, or the rapport built between the instructors andstudents. Time denotes the amount of time it would take an instructor to learn about bestpractices as well as the amount of time required to restructure and plan for a course

Conference Session

Student Engagement, Socioemotional Needs, and Social Support During Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah E. Zappe, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Sam Spiegel, Colorado School of Mines; Deb Jordan, Colorado School of Mines; Ariana C. Vasquez, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

: Self-Efficacy for Advanced Manufacturing Competencies. The competencies that wereincluded in this scale, as well as the Implicit Theories of Advanced Manufacturing CompetenciesScale, stemmed from prior grant-related work of industry professionals (described in the followingsection).Current Progress on Research StudyBecause of the COVID-19 pandemic, some of the research tasks were delayed as the researchersinvolved had to focus on helping faculty at their respective institutions shift to remote teaching.The development plan was refined at the program launch and again after the impact of COVID-19to readjust the timeline and working parameters (i.e., working fully-remotely). We are on track toaccomplish all goals by the end of the project.As of

Conference Session

Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David A. Copp, University of California, Irvine; Alexander J. Headley, University of Memphis

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Diversity

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Educational Research and Methods

similarly shown that a good strategy toimprove performance in STEM classrooms would be to help reduce students’ anxiety levels,particularly during examinations [16], or to change assessment methods to lower anxietyalternatives [17, 18].However, circumstances can ruin even the best laid plans as has been the case during theinternational COVID-19 pandemic. During this time, particularly in the spring of 2020, continuityin instruction has been heavily impacted along with many other areas of life. Universities wereforced to quickly shift from in-person to remote instructional modes with limited planning orpreparation. This forced a departure from the traditional in-person lecture and examinationformats that continued into the next school year, and

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ellen M. Swartz, North Dakota State University; Lauren Singelmann, North Dakota State University; Ryan Striker P.E., North Dakota State University; Mary Pearson, North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Stanley Shie Ng, Biola University

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Educational Research and Methods

Student in Electrical and Computer Engineering at North Dakota State University. Her research interests are innovation-based-learning, educational data mining, and K-12 Out- reach. She works for the NDSU College of Engineering as the K-12 Outreach Coordinator where she plans and organizes outreach activities and camps for students in the Fargo-Moorhead area.Ryan Striker P.E., North Dakota State University Ryan Striker is a life-long learner. Ryan has over a decade of professional experience designing embed- ded electronic hardware for industrial, military, medical, and automotive applications. Ryan is currently pursuing a PhD in Electrical and Computer Engineering at North Dakota State University. He previously earned

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, University at Buffalo; Randy Yerrick, Fresno State University; Manoj Madabhushi; Rachith Ramanathapura Ramaswamy, University at Buffalo

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Educational Research and Methods

in problem setting and developing a plan for problem solving. In this study, weexplored the potential for an explicated ‘engineering problem typology’ (EPT) to serve as aninstructional scaffold for engaging students in ill-structured problem. Toward understanding theimpact of EPT training we conducted pre-/post-EPT problem solving sessions. Six student pairswere analyzed and evidenced change that we argue as positive. All pairs demonstrated a shift intheir problem-solving discussion from pre to post as represented by EPT discourse patterns. Thisincludes explicit identification of the problem type, specifically referencing process stages, and inmost cases, discussions aligned with EPT frameworks. The observed change in discourse

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Neha Kardam, University of Washington; Shruti Misra, University of Washington; Morgan Anderson, University of Washington; Ziyan Bai, University of Washington; Denise Wilson, University of Washington

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Diversity

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Educational Research and Methods