Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenya Z Mejia, University of Washington; Yen-Lin Han, Seattle University; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

Departments grant awarded to the Mechanical Engineering department at Seattle University to study how the department culture changes can foster students’ engineering identity with the long-term goal of increasing the representation of women and minority in the field of engineering.Dr. Jennifer A. Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teach- ing decisions, and the application of ideas from complexity science to the challenges of

Conference Session

Enhancing Teaching and Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lisa Benson, Clemson University; Rebecca A. Bates, Minnesota State University, Mankato; Karin Jensen, University of Illinois at Urbana - Champaign; Gary Lichtenstein, Arizona State University; Kelsey Watts, Clemson University; Evan Ko, University of Illinois at Urbana - Champaign; Balsam Albayati

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

researchers newto EER.EER PERT Project Goals Building on the JEE Mentored Reviewer Program, the broader EER PERT project seeksto develop peer review training for EER scholars and conduct research on how individualsdevelop mental models of the review process. The research goals of the project entail addressingthe following research questions: ● How do scholars develop schema for quality EER through collaboratively constructing peer reviews? ● How do reviewing skills in EER improve research skills?While we have already gained insights through the experiences and reflections from previousparticipants in the JEE Mentored Reviewer Program, we are exploring these questions moredeeply by including a research component. A later phase of

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tawfik Elshehabi, University of Wyoming

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

90% of my students (N=87) strongly agreedthat sharing my teaching philosophy is critical. Additionally, underrepresented students wereempowered and archived more than half the “A”s in my courses. In conclusion, since equal is notalways fair, instructors must make their expectations exceptionally clear to ensure that anystudent can succeed and earn an “A.” I believe it is time for educators to polish their teachingphilosophy, create appealing visual models, and share them with their students.IntroductionDeveloping a Teaching Philosophy Statement (TPS) is central in any academic career [1]. TPSdeclares the educator’s approach to teaching and learning. Creating a teaching philosophyengages educators in metacognitive reflection on what they

Conference Session

Tools and Strategies for Teaching Online Courses

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Alexander Mendoza-Garcia, University of Florida

Tagged Divisions

New Engineering Educators

course had five significant assignments: one for Word,three for Excel (basics operations, pivot tables, and regression), and one for PowerPoint. Each was dueapproximately every three weeks. There were three (3) quizzes (Syllabus, Statistics, and Regression). Inthe Word module, students were asked to format a document. A video from the previous instructorgoing about this formatting task was offered to students as a guide. For the problem-solving component,they were asked to reflect on their professional development path, find job postings interesting forthem, and write their resume and cover letters that they could use to apply for each of these jobpostings. If students needed to learn Word for these tasks, they were suggested to complete a

Conference Session

Enhancing Teaching and Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicole Erin Friend, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan; Aileen Huang-Saad, Northeastern University

Tagged Divisions

New Engineering Educators

own words, what was done in the experimentand what the purpose of the experiment was for that lab section. This assignment was gradedsolely on completion, providing a low-stakes assessment for students to reflect on what theyhave learned. At the beginning of the following lecture, misconceptions identified in the post-labassessments were briefly addressed with the students, which was important in giving students theopportunity to identify their own misconceptions and areas for improvement [11], [12]. We alsorequired students to complete online readings using a collaborative e-reader, Perusall(www.perusall.com), which allows students to see and respond to each other’s questions andcomments directly on a shared PDF. For each reading, students

Conference Session

Tools and Strategies for Teaching Online Courses

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

New Engineering Educators

that also motivated this study. Swivl robot-facilitated classes, as wellas continuous improvement checks, have been well documented in the literature as a means tosupport and promote instructor reflection and development. Initially designed to capturepresentations, the Swivl is a robotic mount for a smart device and remote controlled with adevice called a marker. The Swivl tracks and records the person holding the marker [3].What follows are guiding self-study questions that ultimately facilitate an institutionalcontinuous improvement plan, leveraged with the same formative motivations as the QualityMatters framework. (1) Can course quality be most effectively impacted through a full QM, 43-criterion review or can a subset of QM

Conference Session

Perspectives on Engineering Education During COVID-19

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Keven Alkhoury, New Jersey Institute of Technology ; Ahmed Z. Edrees, University of Jeddah & New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Ashish D. Borgaonkar, New Jersey Institute of Technology; Prateek Shekhar, New Jersey Institute of Technology

Tagged Divisions

New Engineering Educators

was worthwhile Reflects the attitude of learners I felt positively towards the instructor towards the in-class operation I felt the instructor had my best interests and the teacher and can be in mind Positivity 0.720 considered impactful on the affective-emotional aspect I enjoyed the activity Tests how students become I participated actively (or attempted to) active or resistant to in-class I tried my hardest to do a good job practice. The participation I pretended but did not actually

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pedro E. Arce, Tennessee Technological University; Andrea Arce-Trigatti, Tallahassee Community College; Stephanie Jorgensen; Robby Sanders, Tennessee Technological University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

of this Enhanced InnovationSchema. These models include the Renaissance Foundry Model (herein the Foundry) [1], [4] forCollaboration and for Teamwork, Sawyer’s [2] group genius guidelines and the Functional-BasedApproach [5] that guides the organization of teams for a given target academic activity. Section 3will describe the key aspects involved in the Enhanced Innovation Schema. Section 4 will offerselected illustrative examples where the approach has been successfully applied. Section 5 willoverview selected lessons learned, and reflection pieces of the co-authors involved in theseexamples. Finally, Section 6 will highlight key pieces of additional research needed to advance thedevelopment and implementation of the approach.(1) Motivation

Conference Session

Perspectives on Engineering Education During COVID-19

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ahmed Dallal, University of Pittsburgh; Mohamed A. S. Zaghloul, University of Pittsburgh; Amr Hassan, University of Pittsburgh

Tagged Divisions

New Engineering Educators

taught only book courses, only laboratory courses, and both book andlaboratory courses.The instructors were introduced to the objectives of the study and then were asked to complete thesurvey hosted on Qualtrics. Participation in the interviews was voluntary. Human subjects'approval (PRO18060710) was secured for these various forms of assessment. The survey wascomposed of seven questions (see Table. 2) to identify the meeting mode and the pedagogicalapproaches adopted by each instructor. The motivation and obstacles in the adopted approach werealso collected. Later, we interviewed the surveyed instructors to reflect more on their experienceteaching remote classes, the problem noted in the survey results, and their approaches toovercoming these

Conference Session

Perspectives on Engineering Education During COVID-19

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amr Hassan, University of Pittsburgh; Ahmed Dallal, University of Pittsburgh; Mohamed A. S. Zaghloul, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

14% than its runner-up.3.2. Remote versus Traditional in-person ClassroomsThe students from summer 2020 classes were surveyed with an extra question, shown in Table 2.These students totaled 124 in four different classes, where 70 of them had the synchronous methodwithout recording, 40 of them had synchronous method with recording, and 62 had theasynchronous method. The rationale behind this question was to reflect on remote classroomexperience and indicate if it can be related to a traditional in-person experience, given that by theend of summer 2020, the students have experienced at least two semesters of fully remoteclassroom experience. Figure 5 shows a summary of the results for the four given options. Whilethe traditional in-person

Conference Session

Perspectives on Engineering Education During COVID-19

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

between higher educationinstitutions and governments in securing their repatriation. Back in their home countries, manyinternational students faced issues with unstable internet access, limited space to work and studyin their own homes, and time zone differences which made it difficult to adapt to and learn in theremote setting. These difficulties were compounded for Asian international students by a rise inanti-Asian sentiment and hate crimes in the wake of the COVID-19 pandemic. Significantincreases in Sinophobic slurs on Twitter, social media, message boards, and other platforms ofAmerican culture reflected a shift toward blaming the Chinese for the COVID-19 pandemic andamplified negative bias against both international and U.S. Asian students

Conference Session

Tools and Strategies for Teaching Online Courses

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Edward F. Gehringer, North Carolina State University at Raleigh; Ashwini Menon; Guoyi Wang

Tagged Divisions

New Engineering Educators

100, were conducted online. But in 2005, thefinal exam was taken in a proctored location, either on campus or at a pre-approved testing site.In both semesters, the authors endeavored to predict each student’s final-exam score from thestudent’s class year, major, GPA, and scores on the three midterms. The R-squared statistic(coefficient of determination) was much higher in 2005 (0.4972) than in 2004 (0.0008),indicating that the final-exam score was much less correlated to other metrics of the student’sknowledge when the final exam was unproctored. This suggests that proctored exam results aremuch more reflective of other measures of knowledge than unproctored exam results.A comparison of proctored online with unproctored online exams was done

Conference Session

Enhancing Teaching and Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Timothy Aaron Wood, The Citadel; Dan D. Nale P.E., The Citadel; Kweku Tekyi Brown P.E., The Citadel

Tagged Divisions

New Engineering Educators

guide students to an appropriateproblem-solving strategy, encouraging discussion and peer instruction. Though some SRSs allowfor direct numerical response, Plickers questions are limited to multiply choice numerical answeroptions. Peer Instruction provides an opportunity for stronger students to encourage and guideothers to the correct answer. To the degree the Peer Instruction pedagogy is used, students aregiven a great deal of autonomy over a good grade as they experience relatedness and developtheir personal competence.Student PerspectivesThe authors have been collecting student survey data (often using Plickers) from 2016 to 2021.The following data reflect survey results from over 700 students in 38 course sections taught bythree faculty