Conference Session

Student Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dolores Herrera; Claire Marie Leader, California Polytechnic State University, San Luis Obispo; Soham Patel; Anahid Behrouzi, California Polytechnic State University, San Luis Obispo

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Diversity

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member expanding on the pre-workshop materials, then attendees shared theirperspectives in discussion groups while SDEI members served as moderators and note-takers.This paper provides a model for other student groups of the planning, structure, content, andoutcomes of an Unlearning Series. Responses from participant surveys conducted at the close ofthe summer and group reflections amongst SDEI committee leaders are also presented. Thisfeedback has been translated into lessons learned presented at the conclusion of this paper.IntroductionIntegrating diversity, equity, and inclusion (DEI) topics in university coursework intended toprepare future planners, designers, and builders has proven to be a challenge. Faculty membersin these fields base

Conference Session

Student Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Laura Jill Carroll, University of Michigan; Cynthia J. Finelli, University of Michigan

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Student

and innovative pedagogies on student learn- ing and success. She also led a project to develop a taxonomy for the field of engineering education research, and she was part of a team that studied ethical decision-making in engineering students. American c Society for Engineering Education, 2021 Work in Progress: College Students with ADHD: A Framework for Studying the Role of the College Experience on Academic SuccessAbstract Students with attention deficit hyperactivity disorder (ADHD) represent a growingfraction of the college population. We plan to study the experiences of college students withADHD majoring in science, engineering, and mathematics

Conference Session

Student Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathaniel Blalock, University of Tennessee at Knoxville; Alexis Rae Walsh, University of Tennessee at Knoxville; Daniel Patrick Mountain, University of Tennessee - Knoxville; Sarah Emily Norris; Courtney June Faber, University of Tennessee at Knoxville

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trust. Results indicate that designing ameeting structure with thorough planning documentation that designates time for socialinteractions to foster trust between team members is a powerful method for encouragingeffective communication and overall project success.IntroductionVirtual teams are growing in prevalence in industry for a number of reasons [1], includinglowering overall project costs, optimizing project time management, and expediting problemsolving [2]. In the modern workplace, working virtually allows teams to pool together resources,including people, regardless of physical location [2]. By employing virtual engineering teams,research claims companies strengthen their ability to compete on a global scale [3]. Companyinvestments in

Conference Session

Student Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexis Rae Walsh, University of Tennessee at Knoxville; Sarah E. Norris, University of Tennessee, Knoxville; Nathaniel Blalock, Enlite Research Group Led by Dr. Faber: University of Tennessee - Knoxville; Daniel Patrick Mountain, University of Tennessee - Knoxville; Courtney June Faber, University of Tennessee at Knoxville

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more difficultto determine how direct to be when assigning tasks: “with some people, I'm like, ‘Hey, you have to do this’ and like I feel comfortable saying that but like, when it's like people you don't know sometimes it like, I feel like it hinders your efficiency because you're like, ‘well, I don't want to seem like I'm being too pushy about it.’”Pam found that her lack of connection with her teammates made her uncomfortable delegatingroles, and she stated that this discomfort could have hindered their project.Many of the participants noted that knowing their teammates would have been or was beneficialin delegating tasks. The planning behind task delegation using knowledge of their teammates hadan impact on the

Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda N. Quay, Stanford University; Callan E. Monette, Stanford University; Stacey A. Huang, Stanford University; Alexa Wnorowski, Stanford University; Anjali Mulchandani, Stanford University; Ronnie Miller, Stanford University

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spring quarter events.January and March events were in person and attendance was not recorded (orange star).Our biggest challenge following the shelter-in-place orders was to adjust a larger event originallyplanned for April: a half-day symposium entitled "Teaching to Engage the Multi-PerspectiveClassroom", centered around themes of diversity, equity, and inclusion. Our planned formatconsisted of 2 talks followed by a lightning talk session with 4 speakers that would segue into apanel. It was already clear in April, after just one month working virtually, that “Zoom fatigue”was a very real phenomenon, now well-documented as the particularly exhausting nature ofvideo calls [7,8]. Therefore, a full-day event would not be a preferable format. We

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Meg E. West, The Ohio State University

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Diversity

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” says about the “I”) develops identity and can explain their What narratives do superstar elementary past and future actions [5]. teachers of engineering construct about their Figure 2: Model for Conceptualizing Teacher Professional Identity BIBLIOGRAPHY engineering teacher professional identity? RESEARCH PLAN 1 National Academy of Engineering, Building Capacity for

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pearl Elizabeth Ortega-Darwin, Texas A&M University; Kristi J. Shryock, Texas A&M University

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Student

theirsophomore engineering courses, which negatively impact student retention (Ricks, Richardson,Stern, Taylor, & Taylor, 2014).One way an engineering program at a southwestern university is working to better prepare theirstudents in their classes is by implementing a competency-based math assessment in one of theircritical second-year engineering courses. The exam was created through Pearson’s MyMathTestwhich uses Artificial Intelligence (AI) to adapt a study plan based on the student’s correct andincorrect answers. The administrators customized the exam to test students on math topics thatwere considered important in order to successfully pass the engineering course. The assessmentwas given to students on their first week of school and was

Conference Session

Student Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica Marie Mingee, University of Illinois at Urbana-Champaign; Ann-Perry Witmer P.E., University of Illinois at Urbana - Champaign

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as valuable in engaging community voices, the literature suggeststhat an effective organizer will not work entirely within one approach or the other, but insteaduse a blend of both to best accommodate the particular context of a project[15]. This blendedapproach becomes the most useful for community organizers, who now have the dexterity toadapt their plan to changing situations. A flexible approach is also beneficial in standardengineering practice because an effective engineer will know how to adapt their approach for thenature of a specific project — an idea that contradicts the tendency for engineers to follow aconsistent framework that can be applied to all projects[16].In addition to a flexible approach, community organizing can

Conference Session

Student Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ryan Edward Lake, University of Illinois at Urbana - Champaign; Jessica Brooke Altenberg, University of Illinois at Urbana - Champaign; Arin Rzonca, University of Illinois at Urbana-Champaign; Kariem Hashem, University of Illinois; Ann-Perry Witmer P.E., University of Illinois at Urbana - Champaign

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team placed great emphasis on contactingcampus and industry professionals who possessed experience with similar products. Duringinterviews, project team members were asked why they hadn’t contacted environmentalorganizations or homeowners associations that often address the algae problem upon which theirwas based, which may have helped them locate a source of algae, which had posed a problemfor them. Team members indicated they hadn’t thought in terms of approaching such resourcesbecause they were focusing more on their business plan. This failure to identify resourcesdemonstrates narrowness of perception regarding stakeholder engagement that is guided bystudent experience rather than project purpose. The primacy given to successfully

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tyler Milburn, The Ohio State University; Krista M. Kecskemety, The Ohio State University

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Student

disciplines, as well as their values andgoals, are used to inform their selection of a major. Students must also navigate differentmatriculation paths and major application processes used by universities. After being acceptedinto a major, students may still doubt if they want to study engineering or if their major alignswith their interests and future career plans. While research has been conducted on this processstudents face and what factors can affect the decision of their major, research is lacking onstudents who are not accepted into their major, disrupting students’ planned paths intoengineering and jeopardizing their future as an engineer. Future research should address howuniversities can best support these students to continue increasing the

Conference Session

Student Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Elizabeth Santana, Purdue University; Scott R. Bartholomew, Brigham Young University

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. ○ ○ ○ ○ ○ Appendix B Classroom Schedule for the Intervention Topic Day Class ScheduleIntroduction/ Setup 1 • Introduce project, overview/ purpose, show clubhouse • Consent/assent forms 2 • Pre-Questionnaires • Smart Homes (architecture, trends, needs) • Brainstorming Ideas- what could my clubhouse look like? Architecture / 3 • What’s the process of creating a building from start to finish? Construction • What are blueprints? • Scaling activity • Floor Plans

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Shuey, Rensselaer Polytechnic Institute; Atsushi Akera, Rensselaer Polytechnic Institute; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Thomas De Pree, University of New Mexico; Soheil Fatehiboroujeni, Cornell University

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Diversity

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Student

asynchronous model is easier to implement because it doesn’t requireas much effort and planning. Because the transition to online learning was so sudden, it makessense that professors looked toward implementing an asynchronous model, but students reallystruggled with this course design. Only 4 of the 22 interviewees stated that they preferredasynchronous learning in the online environment.Tara is a graduate from Ohio State University who majored in food, agricultural, & biologicalengineering. She was taking six classes during the spring 2020 semester, two of which wereengineering classes that both shifted to complete asynchronous delivery methods. She constantlyfelt like she was behind in her courses and she described how completing the

Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathalia De Souza, California Polytechnic State University, San Luis Obispo; Michaella Ochotorena, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo

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Self and Lauren Cooper—atCalifornia Polytechnic University, San Luis Obispo.Focus groups are purposefully planned discussion groups that aim to gather perceptions on aspecific topic from a predetermined and limited number of people. Typically, focus groups arerun by a trained moderator and include 4-10 participants. Because people are naturallyinfluenced by the comments and opinions of others, focus groups can capture people’s sociallyconstructed thoughts, attitudes, and beliefs [6]. Inhibitions soften in a group setting, so focusgroups can encourage candor as well as allow the researcher to explore unanticipated discussionissues [6]. To encourage honest and candid feedback, we required students to join the focusgroup using a pseudonym and to

Conference Session

Student Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Haleh Barmaki Brotherton, Clemson University; Marisa K. Orr, Clemson University

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Student

second task was tocopy the accepted abstract to another document. It is nearly impossible to not accomplish eithertask. Yet, if a task is missed, it is not the end of the world. Breathe and continue with the nexttask because first of all, the tasks are planned clearly and they are small-sized and doable!I experienced not being disappointed in myself, because I knew I had accomplished multipletasks before- no matter how small, and one non-accomplishment would not define my progress. Ibelieved that I could self-regulate my thoughts after completing tasks to obtain more and moreself-efficacy. Hence, seeing that I have already completed the first two tasks, I felt moreconfident instantly to accomplish more tasks.Next, I started thinking about how I

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pasquale Sanfelice; Mia Erdenebileg; Doris J. Espiritu, Wilbur Wright College- One of the City Colleges of Chicago

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Student

at Wright College who do not participate in co-curricular activitiesC) Wright College alumni who are currently at 4-year institutionsD) Wright College alumni who graduated from a 4-year and are already in the workforce orgraduate program 3. Data Collection through different organizationsDifferent organizations will also contribute to data collection by providing the researchers withstudent attendance and participation in their organization-sponsored events. All data collectedwill be correlated to self-efficacy and student success. 4. AnalysisAll data collected will be deposited and managed according to the Data Management Plan of theNSF-HSI project. The data will also be analyzed while correlation studies are evaluated usingMicrosoft

Conference Session

Student Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeong Hin Chin, University of Michigan; Herbert Li, University of Michigan; Robin Fowler, University of Michigan

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Student

differences lead to inequitable practices within teams such as unfair distributionsof the workload or type of work, often in problematic ways. For example, active and dominantstudents might advocate for themselves to take on the more challenging and interesting parts of aproject, leaving the more mundane and menial work to their passive teammates. Mix-genderedteams in engineering education have been found to have unbalanced work distribution: womenmay do more work related to planning or communication, while men may do more technicalwork [1]. Such disproportionate allocation of work and assumption of roles lead to studentsobtaining unequal gains from team projects, for which the more active student might have hadthe more enjoyable and useful

Conference Session

Student Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hamidreza Taimoory, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University; Kazuki Hori, Virginia Tech

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to the Dean for Strategic Plan Implementation at Virginia Tech. He is also Director of Research of the Academy for Global Engineering at Virginia Tech and is affiliate faculty with the Higher Education Program. His research tends to be at the macro-scale, focused on a systems-level perspective of how engineering education can become more effective, efficient, and inclusive, tends to leverage large-scale institutional, state, or national data sets, and considers the intersection between policy and organizational contexts. He has B.S., M.S., and M.U.E.P. degrees from the University of Virginia and a Ph.D. in Higher Education from Pennsylvania State University.Mr. Kazuki Hori, Virginia Tech Kazuki Hori is a doctoral

Conference Session

Student Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Felicity Bilow, Clarkson University; Jan DeWaters P.E., Clarkson University; Gordon D. Hoople, University of San Diego

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experiences, previously described [27]. Future plans include using the survey inaddition to semi-structured interviews with students to better understand their attitudes and senseof belonging. The study will be expanded to include students in other engineering sciencecourses at both universities that discuss engineering problems and engineering within asociotechnical context and comparing their feelings of belonging with students in similar courseswhere engineering problems are defined more narrowly. Another avenue for future research isinvestigating the learning environments of various courses and how those environments affectstudents, especially students from underrepresented groups.ConclusionFindings of this preliminary study suggest that using a

Conference Session

Student Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Catherine Hendricks Belk, Clemson University; Marisa K. Orr, Clemson University

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Student

]. Mental rotation is an important case ofspatial visualization requiring a cognitive process to transform or rotate two- or three-dimensional (3-D) objects [17]. Spatial visualization tasks require multi-step manipulation and apossibility of more than one strategy to reach the problem's solution [22].In contrast, mental rotation is a single step and a primary strategy to get to a solution. Spatialvisualization includes the capacity to plan for the necessary steps beforehand and monitor one'sthought process during problem-solving. This ability to monitor one's problem-solving processincreases spatial visualization's link to executive control.Anxiety & Spatial ContentAnxiety disrupts working memory, though it is unknown how this disruption

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maral Kargarmoakhar, Florida International University; Stephanie Jill Lunn, Florida International University; Monique S. Ross, Florida International University; Zahra Hazari, Florida International University; Mark A. Weiss, Florida International University; Michael Georgiopoulos, University of Central Florida; Ken Christensen P.E., University of South Florida; Tiana Solis, Florida International University

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students interests towards pursuing a graduate degree.The physical and psychological impacts of student involvement, such as attending social events,giving oral presentations, being part of a group, club, organization, etc., have been studied widelyby scholars [31][32][33][34]. They have shown a major role in students’ self-efficacy andpersistence and positively impact students’ academic autonomy, career, and lifestyle planning[32][35][36][37]. “Academic involvement, involvement with faculty, and peer involvement” arethe three most powerful involvement forms according to the literature [31]. Likewise, learning ina group is an effective practice in promoting greater academic achievement, promising attitudestoward learning, and increasing

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Regina Palero Aleman, University of San Diego; Mireya Becker Roberto; Joel Alejandro Mejia, University of San Diego; Susan M. Lord, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Diana A. Chen, University of San Diego; Gordon D. Hoople, University of San Diego

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Diversity

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on closing the gap should be required as early as possible in astudent’s college career to encourage a sociotechnical mindset from the start which can subsistthrough the rest of their engineering coursework.While the effort to integrate social aspects into the classroom was well planned and intended,there could have been issues in the way those aspects were addressed by the professors of thecourse. In future studies, we’d encourage investigators to analyze the impact of educators onengineering identity. Professors may be acting as gatekeepers of engineering discourse, due topower dynamics in the classroom. For example, in the energy class, when the professor talkedabout an artifact that was located outside the building to harness solar

Conference Session

Student Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew H. Phillips, The Ohio State University; Krista M. Kecskemety, The Ohio State University

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Diversity

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Student

notion is supported by a study conducted by Hall, et al., in 2015 usingthe FFM to correlate personality traits to retention of students in first-year engineering [9]. Of thefive dimensions in the model, only Conscientiousness resulted in being a statistically significantpredictor for student retention. This difference is particularly powerful for predicting whether aFYE student will persist into engineering or leave engineering in poor standing. The studysuggests that perhaps students who leave in poor standing had more difficulty planning andorganizing, conducting higher-order thinking, practicing self-discipline, and generatingmotivation to achieve. All of these elements are associated with high levels ofConscientiousness. Many of these

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mehdi Lamssali, North Carolina Agricultural & Technical State University; Olivia Kay Nicholas, RAPID; Alesia Coralie Ferguson, North Carolina A&T State University; Andrea Nana Ofori-Boadu, North Carolina Agricultural and Technical State University; Angela M. White, NC A&T State University

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],[2]. Some studies have shown the preference of students for in person teaching as opposed toremote learning during the early shutdown and transitioning period of the pandemic[10],[11],[12]. However, the online learning environment has been extensively studied as aneffective teaching tool if coupled with accurate planning and the effective use of virtual learningsupportive tools (e.g., learning and classroom management software, virtual platformcommunication tools) as well as proper instructional layout [13],[14]. Some of the main benefitsof online learning include: added flexibility in place, enhanced participation due to anonymity,improved technological and web conferencing skills development, enhanced instructorproficiency, and

Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda Marie Singer, Michigan Technological University; Michelle E. Jarvie-Eggart, Michigan Technological University

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Student

by intrinsic motivation to learn, time management skills, and technicalcompetency. These findings support traditional definitions of online learning readiness, whichidentify student attributes, time management, communication competencies, and technical skillsas imperative constructs in preparing students to pursue courses in the online platform 10. In fact,successful online learners exhibit attributes of greater self-awareness of needs, feelingsmanagement, self-regulation skills, self-discipline, time management, organization, planning,self-evaluating, reflective/visual learning styles, and internal locus of control 11.Students who exhibit an internal locus of control tend to possess motivation and self-management, often outperforming

Conference Session

Student Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kevin Zhu, University of Toronto; Aoran Jiao, University of Toronto; Xinyue (Crystal) Liu, University of Toronto; Scott Ramsay P.Eng., University of Toronto

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Student

such as the evaluation of studentattention in online lecture settings, as well as for teaching purposes such as in demonstrations orlabs, since it is easy to use and inexpensive in an educational setting. Due to the COVID-19 pandemic, the sample size and the number of devices in this studyare greatly limited as the data collection process is prolonged, and equipment is generally notdirectly accessible to participants. Future work aims to increase the sample size, compare the EPwith more commercially available EEG headsets, and improve the data quality evaluationprocess to compare the current design in a more accurate and holistic manner. The researchersalso plan to redesign the control board such that it retains similar functionality to

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mercy Folashade Fash, North Carolina Agricultural and Technical State University ; Andrea Nana Ofori-Boadu, North Carolina Agricultural and Technical State University; Rabiatu Bonku, North Carolina Agricultural and Technical State University ; Wanya Alford, North Carolina Agricultural and Technical State University ; Alesia Coralie Ferguson, North Carolina Agricultural and Technical State University ; Angela M. White, North Carolina Agricultural and Technical State University

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general has beenso helpful because it's enabled me to lay out my work as if I was in class and it links everything.One amazing thing is using Google Sheets, Google Docs and I can share it with my professors,with my classmates, I can share my calendar with my girlfriend if she wants to figure out whenI'm free. So, just scheduling and being organized is such an important part of my personality andmy academic success. So, that definitely helps my functioning and performance.” Self-disciplineplayed a critical role in maintaining good STEM performance. An RP stated, “I think that itreally taught me self-discipline and being able to plan…That definitely helped me stay on top ofit and not really slip behind that much.” RPs indicated that they had become

Conference Session

Student Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Taylor Lightner, Virginia Tech Department of Engineering Education; Siddhartha Roy, Virginia Polytechnic Institute and State University; Jeremi S. London, Virginia Polytechnic Institute and State University; Marc Edwards, Virginia Polytechnic Institute and State University

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talking about their kids. We're talking about their families, their houses, what they do for work, what it was like growing up in Appalachia. And I'm making friends at this meeting, I'm not just meeting people that I'm supposed to be doing research with. I'm making connections.Through listening, she was able to bridge the gap between researchers and communities(Lambrinidou et al., 2014) because she saw them as human beings. This can be a challenge in afield where objectivity is the main goal in research. Participant 2 struggled with carrying theemotional anguish of the community members as she drove back home from her meeting; thiswas coded as the Belly of the Whale portion of the journey: We made plans to test their water