Conference Session

ERM: Design!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohamed Jalal, University of Ottawa; Hanan Anis, University of Ottawa

of Ottawa, Ontario. © American Society for Engineering Education, 2022 Powered by www.slayte.com The role of students’ grit & goal orientation in predicting their academic success in authentic learning environmentsAbstractThe recent trend of opening makerspaces on-campus in engineering schools is encouragingeducators to integrate making projects and activities to the engineering curricula. Makingprojects and activities offer engineering educators an opportunity to situate their students inauthentic learning experiences. This article explores the impact of two non-cognitive measures,grit and goal orientation, over and beyond a student’s Big-Five

Conference Session

Engineering Ethics Division: Perspectives on Engineering Ethics Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Madeline Polmear, University of Florida; Angela Bielefeldt, University of Colorado Boulder

are two constructs that directly influence choices: (1) expectation of success, whichis the belief in your likeliness to succeed in a task and is related to competence and (2) taskvalues, which is your desire to engage in a task. Task values includes four components:attainment value (alignment with sense of self), intrinsic value (interest or enjoyment), utilityvalue (usefulness), and cost value (expense) [15] - [16]. Expectancy-value theory hasdemonstrated utility in understanding faculty motivation related to teaching capstone design [17]and engaging in the research-practice cycle [18]. The latter study found expectancy of success,cost value, and utility were salient motivation factors for faculty members to transformengineering education

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Beena Ajmera, Iowa State University of Science and Technology; Sarah Crary, North Dakota State University; Christi McGeorge, North Dakota State University

A. Middlebrooks Award from the Geo-Institute, Collingwood Prize from ASCE, National Science Foundation Graduate Research Fellowship, U.S. Society of Dams Scholarship, and Dwight D. Eisenhower Transportation Fellowship twice. Dr. Ajmera has delivered over 20 invited presentations. As an Assistant Professor, she has supervised over 100 high school, community college, undergraduate and graduate students on various research projects. She serves as President of the North Dakota Section of the American Society of Civil Engineers and a Councilor in the Engineering Division of the Council on Undergraduate Research and serves as their representative for the National Conferences on Undergraduate Research (NCUR) Oversight

Conference Session

ETD Technical Session 8 - ET Pedagogy II

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jenna Wong; Shah Rukh Humayoun, San Francisco State University

imagination. The abilityto bring more “hands-on” activities to the class and training rooms will be an immense asset tostudents and practicing engineers.The use of this VR environment will be applied to SEAONC trainees and students in the seniordesign or capstone project course series. For the student version of this VR application, it will becomparable to the professional training series. Students will be allowed to navigate the VRenvironment to review the damage done to the building. They will be asked to identify evidenceof damage (e.g. cracks) and potential reasons for this damage (e.g. shear forces). After they gatherall this data, they will be asked to determine whether the building should or should not beaccessible to the occupants. After this

Conference Session

First-Year Programs Division Technical Session 6: Admissions, Transfer Pathways, and Major Selection

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Lovely, University of Kentucky; Matthew Sleep, University of Kentucky

Paper ID #37500Revisions and Analysis of Transfer Pathway in First-YearEngineeringJennifer Lovely (Dr) BS UK, MS UK, PhD KSUMatthew Sleep (Lecturer) Matthew Sleep is an Associate Professor Educator at the University of Cincinnati. Previously he has held roles as Associate Professor at Oregon Tech and Lecturer at the University of Kentucky. Matthew currently instructs geotechnical engineering courses as well as capstone design. © American Society for Engineering Education, 2022 Powered by www.slayte.com Revisions and Analysis of Transfer Pathways in

Conference Session

Biomedical Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Balakrishna Pai; Ketki Patil, Georgia Institute of Technology; Todd Fernandez, Georgia Institute of Technology; Paul Benkeser, Georgia Institute of Technology; Joseph LeDoux, Georgia Institute of Technology

student engagement and learning [8-14]. Introduction of real-world problems in the class not only allows students to masterappropriate techniques and technologies, but allows the students to design strategies for solvingproblems and practice an overall process of inquiry as well.We have designed a laboratory course in Quantitative Engineering Physiology where studentsidentify a problem in the cancer field and carry out experimentation to test their hypothesis. Inour course design, giving autonomy to students to identify a biomedical problem and providingthem opportunity to perform hands-on experimentation, allowed students to be creative andinvolved with the project work.Course DesignOur laboratory course is a required senior level course in the

Conference Session

International Division Technical Session 5: COVID-19 Pandemic Lessons and Best Practices

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hans Tritico, University of Mount Union; Okechukwu Ugweje, University of Mount Union; Chad Korach, University of Mount Union; Ethan Shirley, University of Michigan

together provideleadership, create a collaborative and inclusive environment, establish goals, plan tasks,and meet objectives5a: Collectively provide leadership, with each member having a well-defined team role.5b: Create and sustain a collaborative and inclusive team environment where each member could make a meaningful contribution to the team’s goals.5c: Plan tasks as a team and organized team activities towards the completion of a project.5d: Establish goals as a team and evaluated if objectives were met.The University of Mount Union’s general education curriculum is referred to as the IntegrativeCore (IC). The IC is composed of a first-year seminar, four foundations courses, two junior levelexplorations courses, and a capstone course for

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jeremy Straub, North Dakota State University

discusses the lessons learned when operating in the hybrid mode and makesrecommendations for hybrid REU implementation, if needed in the future. Following the patternof prior analysis, a program model is also presented for potential use by other sites in the futurebefore concluding with a discussion of the broader impacts of REU site operations across thethree types of operation.2. BackgroundAn overview of prior work which lays the foundation for the analysis conducted herein ispresented in this section. Prior work related to project-based and experiential learning isreviewed as well as specific examples of prior work in cybersecurity.Undergraduate research programs are designed to immerse students in a research environment toallow them to see if

Conference Session

Community Engagement Division Technical Session 2 - Community Engagement without Frontiers

Collection

2022 ASEE Annual Conference & Exposition

Authors

Juan Lucena, Colorado School of Mines; Sofia Schlezak, Colorado School of Mines; Emma Chapman, Colorado School of Mines; Mateo Rojas; Jaime Elizabeth Styer, Colorado School of Mines

Powered by www.slayte.comBringing it down from the ivory tower: Translating Engineering- for-Community-Development (ECD) graduate student researchinto community engagement and undergraduate student learningAbstractThe goal of this paper is to show how graduate engineering students working on Engineering-for-Community-Development (ECD) projects and theses 1) acquire socio-technical educationthat prepares them to critically engage with community development (formation); 2) propose totranslate their academic scholarship into formats and language that lead to effective engagementand appropriation by the communities they want to serve (translation); and, from this translation,3) extend their scholarship into curricular opportunities for undergraduate

Conference Session

Faculty Development Division Technical Session 8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University; Michael Johnson, Texas A&M University; Lance White, Texas A&M University; Sara Amani, Texas A&M University; Samantha Ray, Texas A&M University; Larry Powell, Texas A&M University; Tracy Hammond, Texas A&M University; Shawna Thomas, Texas A&M University; Robert Lightfoot, Texas A&M University; Rachelle Pedersen, Texas A&M University; John Moore, Texas A&M University

over $3.6 million in external research funding from several companies, governmental agencies, and National Science Foundation. Dr. Natarajarathinam has written 22 peer-reviewed journal articles, a business case with a teaching note, 63 peer-reviewed conference proceedings, and was the keynote speaker at the food banks Conference. She works with the Texas Education Agency (TEA) in developing innovative Career and Technical Education (CTE) courses in logistics and distribution. Dr. Natarajarathinam has chaired 91 graduate capstone projects, and several undergraduate capstone projects, and has served on two master’s committees. Dr. Natarajarathinam was chosen as of the “40 under 40” faculty by the American Society of

Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

Howard S. Kimmel, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology; Ronald H Rockland, New Jersey Institute of Technology; Mark R O’Shea, California State University Monterey Bay

Tagged Topics

Diversity

, video, an assessment of learning outcomes for that learning object, and an assessmentof the learning object itself unless otherwise noted. Each section also included a generaldiscussion forum. Since the development and implementation of the learning objects was theprimary vehicle to achieve the objectives of this online professional development program,the primary assessment focused on the quality and usefulness of the learning objects. Whilethe teachers found overall that the learning objects were providing the information needed tosuccessfully progress through the online program, they made useful comments that wereincorporated in the revisions of the learning objects.The last section of the program, Capstone Project, is particularly

Conference Session

Civil Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brad Wambeke, United States Air Force Academy

. Meade, Zane W. Mitchell,and Jodi J. Farrington. "Capstone course in an integrated engineering curriculum." Journal ofProfessional Issues in Engineering Education and Practice 128, no. 2 (2002): 75-82.[4] Kokotsaki, Dimitra, Victoria Menzies, and Andy Wiggins. "Project-based learning: A reviewof the literature." Improving schools 19, no. 3 (2016): 267-277.[5] ABET Criteria for Accrediting Engineering Programs, 2019 – 2020.

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hannah Huvard, New Mexico State University; Hengameh Bayat, New Mexico State University; Sandra M. Way, New Mexico State University; Catherine Brewer, New Mexico State University; Addison Miller; Antonio Garcia, New Mexico State University

haveimplications for equity and accessibility to professional experience. Cartile et al. [8] explain: A primary motivation for integrating aspects of the cocurricular model into academic contexts such as capstone and engineering science course projects is to improve resource allocation, promote equity by increasing accessibility to this type of university experience thereby improving student motivation and success, recognize the value gained through engineering design experiential learning, and contribute to improving the quality of engineers graduating. (p. 8)Revelo [15] echoes this argument: the community aspect of some engineering co-curricularprograms is beneficial for minority students and creates an environment in

Conference Session

ERM: Design!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Corey Schimpf, University at Buffalo, The State University of New York; Titiksha Singh, The State University of New York, College at Buffalo

components. Asengineering design teams define, scope, and research their problem the team will develop a sharedunderstanding of the problem and any complex system(s) underlying it. This conceptualization may thencontinue to evolve throughout their design process and deeply impact the direction of their project.Therefore, the degree and depth to which the team attends or conceptualizes the complexity of theunderlying problem will likely affect the effectiveness, adaptability, and longevity of any resulting designsolution. In this work we propose to examine how capstone engineering design teams attend tocomplexity within their design problems through a modified method for complex system mapping. Wedraw on complexity theory, and specifically the

Conference Session

Engineering Ethics Division: Approaches to Ethics Education (Part 2)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jeff Brown, Embry-Riddle Aeronautical University - Daytona Beach; Leroy Long, Embry-Riddle Aeronautical University - Daytona Beach; Taylor Mitchell, Embry-Riddle Aeronautical University - Daytona Beach; Chad Rohrbacher, Embry-Riddle Aeronautical University - Daytona Beach

to participate.Students were recruited from four capstone design courses. 54 students were enrolled in selectedcourses and 42 of those (78%) provided informed consent (IC). 34 students with IC contributedqualitative responses in discussion posts. Of those 34 students, demographic information wasprovided by 30 students. Students’ self-identified demographic information included ninefemales (F), 20 males (M), and one (1) preferred not to disclose. There were 21 White, 5 Asian,2 Hispanic, and 2 Black students.InterventionBecause each senior design course in the pilot study had varying learning outcomes, researchersselected three critical narratives that indirectly tied to engineering work and practice,encouraging students to make the

Conference Session

Multidisciplinary Engineering Division Technical Session - Best Diversity Paper

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shuvra Das, University of Detroit Mercy

deliberately chosen because the word Robotics can be easilyidentified by high school Students particularly due to the popularity of competitions such as FIRSTRobotics, while employers can better identify with the word mechatronics when they seekprospective employees with certain skills. Our industrial partners’ need for engineers trained inmechatronic principles is being met through this undergraduate program in which all basicconcepts are taught through rigorous integrated coursework. During the three mandatory co-opterms our Students are able to apply skills learned in classes and design projects to solve realproblems at their workplace. Also, seniors work on a two-semester capstone design problemwhere they learn first-hand how new engineering

Conference Session

Imagining the Research Agenda for ASEE LEAD

Collection

2022 ASEE Annual Conference & Exposition

Authors

Meagan Kendall, University of Texas at El Paso; Meg Handley, Pennsylvania State University; Brian Novoselich, United States Military Academy; Matthew Dabkowski

Engineering Education and a Technical Program Chair for the Frontiers in Education Conference 2022.Brian J Novoselich (Lieutenant Colonel) (United States Military Academy) Brian J. Novoselich, Ph.D., P.E., is an active duty army officer, associate professor in the Department of Civil and Mechanical Engineering, and the director of strategic plans and assessment (G5) for the United States Military Academy (USMA) at West Point. He earned his Ph.D. in engineering education at Virginia Tech in 2016. He holds Master’s and Bachelor’s degrees in mechanical engineering from The University of Texas at Austin and USMA respectively. His research interests include capstone design teaching and assessment, undergraduate engineering student

Collection

2022 ASEE Gulf Southwest Annual Conference

Authors

David G. Novick, University of Texas at El Paso; Denise Saenz

much in the way of answers for faculty whoseek to maintain the effectiveness of their teaching. In particular, our survey of the literature disclosedno research dealing with the loss of informal interaction among students. Accordingly, this paperreports an exploratory study at a Hispanic-Serving Institution to assess the impact of providing aweekly teleconference virtual meetup and Jamboard1 “meetup room” for students in courses deliveredvia remote learning. we review literature related to in-person meetups and study groups, describe apilot project that provided virtual substitutes for in-person meetups, describe a methodology forassessing the effectiveness of the pilot project, and report the results of the assessment

Conference Session

Faculty Development Division Technical Session 8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Benjamin Chambers, Virginia Polytechnic Institute and State University; Stephen Moyer, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Po-Jen Shih, Virginia Polytechnic Institute and State University; Matthew James, Virginia Polytechnic Institute and State University

degrees from Virginia Tech, including an M.S. Civil Infrastructure Engineering, M.S. LFS Entomology, and a Ph.D. in Environmental Design and Planning.David Gray David Gray is an Associate Professor of Practice in the Engineering Education Department at Virginia Tech. David is currently serving as the Assistant Department Head for Undergraduate Programs. Dr. Gray teaches in a two-sequence Foundations of Engineering course, several courses within an Interdisciplinary Innovation Minor, and is leading the new Interdisciplinary Senior Design Capstone course within the College of Engineering. David maintains an active undergraduate research group. His research interests focus on teamwork and interdisciplinary

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marie Paretti, Virginia Polytechnic Institute and State University; Jessica Deters, Virginia Tech Department of Engineering Education; Maya Menon, Virginia Polytechnic Institute and State University; Margaret Webb, Virginia Tech Department of Engineering Education

education, and identity (including race, gender, class, and other demographic identities) in engineering. She was awarded a CAREER grant from the National Science Foundation to study expert teaching in capstone design courses, and she is PI or co-PI on numerous NSF grants exploring communication, teamwork, design, identity, and inclusion in engineering. Drawing on theories of situated learning and identity development, her research explores examines the ways in which engineering education supports students’ professional development in a range of contexts across multiple dimensions of identity.Jessica Deters Dr. Jessica Deters holds her PhD in Engineering Education and a M.S. in Systems Engineering from Virginia Tech. She

Conference Session

Computers in Education 7 - Modulus 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mahmoud Quweider, The University of Texas Rio Grande Valley; Fitratullah Khan; Liyu Zhang; Hansheng Lei

Capstone Project (Optional) Certifications Figure 1. Cyber Security Degree ArchitectureMajor Areas of Study Beyond General EducationThe new holistic multi-disciplinary B.S. Degree is built on a solid foundation of the following fourareas: 1. Mathematics Skills—Precalculus and Statistics a. MATH 2412: Precalculus b. MATH 2334: App Stats Health c. Discrete Math and CS related topics recommended by the ABET are covered in a new course called Foundation of Systems (CSCI-2322) 2. Technical Skills—Computer Science a. 50 Adv. Hrs. 3. Investigation Procedures and Policies

Conference Session

LEES Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathryn Neeley, University of Virginia; Sofia Zajec, University of Virginia; Morgan Stup, University of Virginia

Project Management and diversity, and ethics. EconomicsGiven the importance of humanistic content in achieving most of the current ABET outcomesand the rigor of the accreditation process, it seems inevitable that all accredited institutionswould provide evidence of student achievement in those areas and cover some humanisticcontent in capstone design and introduction to engineering courses. Inclusion does not, however,guarantee either the depth or degree of integration that would reliably achieve the aspirations ofThe Engineer of 2020 or EC2000 (Gravander, 2004). ABET evaluators, who are all fromengineering professional societies, are unlikely to have expertise in the humanistic aspects

Conference Session

First-Year Programs Division Technical Session 2: Peer Mentoring/Learning, Teaching Assistants, and Career Mentorship

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ronald Harichandran, University of New Haven; Nadiye Erdil, University of New Haven; Stephanie Gillespie, University of New Haven

]. However, it isn’t clear exactly which part of multi-facetedmentoring and support programs results in this increase. Washington suggests mentorshipprograms develop and increase students’ social community, defined with attributes such asstudents’ connectedness, resilience, communities of practice, social capital, and satisfactionwhich all contribute to retention [10]. Career or industry mentoring programs are typically setup to provide undergraduatestudents workforce preparedness, soft-skill development, and/or career exploration [15,16].While many capstone or senior-design courses integrate industry connections, the industrymentor role typically looks more like a "client” or “advisor” role for the academic project[17,18]. Broader career

Conference Session

DEED Technical Session 2: Postcard Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Davor Copic, United States Coast Guard Academy; Nathan Barnes, United States Coast Guard Academy; Joshua Pennington, United States Coast Guard Academy; Alexandria Bass; Joseph Camean, United States Coast Guard Academy; Richard Freeman, United States Coast Guard Academy

Paper ID #37656STEAM student recruitment through a pre-college customer-centric design enrichment experience (WIP)Davor Copic (Lecturer in Engineering) Dr. Davor Copic is a Lecturer in Engineering at the U.S. Coast Guard Academy. His engineering education research focuses on developing quantitative techniques for assessing design activity outcomes and developing course collaboration policy underpinned by social network analysis. His current projects and capstones include 3D printing of flexible materials and drone-based surface water sampling. He previously taught at the University of Cambridge and can be

Conference Session

Software Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kevin Gary, Arizona State University

Paper ID #38006Software Engineering and Security: Lessons LearnedCreating a New Course in Security from a SoftwareEngineering PerspectiveKevin A Gary (Associate Professor) Kevin Gary is an Associate Professor of Software Engineering in the School of Computing and Augmented Intelligence (SCAI) at Arizona State University. He is a founding member of ASU's Software Engineering program, former Program Chair, and current ABET Coordinator of the program. At ASU he has led multiple curricular development efforts in software engineering notably security and agile methods. He is the creator of the Software Enterprise project

Conference Session

Architectural Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud, University of Waterloo; Vaishnavi Pasalkar, University of Waterloo

positively impact their individual gradecould counter this, since the quality of their evaluations is the variable portion of their grade.Additionally, emphasizing the value that peer evaluations could bring to their learning andcourse experience could motivate students to do them. This could result in better learningexperiences for both students involved as they can critique in detail and truly learn from eachother’s work.References[1] M. C. I. Pérez, J. Vidal-Puga and M. R. P. Juste, "The role of self and peer assessment in Higher Education," Studies in Higher Education, 2020.[2] W. A. Friess and A. J. Goupee, "Using Continuous Peer Evaluation in Team-Based Engineering Capstone Projects: A Case Study," IEEE Transactions on Education, vol. 63

Conference Session

ERM: Teamwork makes the dream work!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Kaushali Patel, Purdue University at West Lafayette (COE); Devang Patel, Purdue University at West Lafayette (COE); Alejandra Magana, Purdue University at West Lafayette (COE)

creating teams and assigning a group project isinsufficient to help undergraduate students develop teamwork skills. Instructors need to helpstudents become cognizant of their teamwork skills, such as conflict resolution, scrum values, andcultural self-awareness. In this research paper, we intend to understand the perception of studentsenrolled in a sophomore-level system's course regarding conflict resolution skills, scrum values,and cultural self-awareness. We also want to understand how the perception of these values isrelated to one another. In the light of this study, we want to answer the following research questions(1) How do students' reported conflict management skills relate to their reported scrum values? (2)How do students' cultural

Conference Session

Remote Pedagogy in Manufacturing Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joshua Gargac, Ohio Northern University

engage in high-effortassignments. As such, the course was designed not to be a rigorous academic course, but insteadfocused on providing experiences of the manufacturing processes. Students were givenparticipation credit for finishing fabrication lab activities, attending field trips, and completingin-class worksheets. As a result, the course grades were generally high. Recent changes to thecurriculum shifted the course to the fall semester of junior year. A new grading system wasdesired to put a greater emphasis on more involved assignments while still providing credit forexperiential components. Recently, specifications grading systems have been presented for firstyear engineering, statistics, and capstone courses [13]. Specifications grading

Collection

ASEE-NE 2022

Authors

Uma Balaji, Fairfield University; Isaac Macwan, Fairfield University

tostudents when they work later on capstone projects where they may be required to identify asuitable battery for their senior design course. Simultaneously, it opens an opportunity to discussbriefly on the materials used in batteries and their potential harm to the environment [4]depending on how they are disposed.Based on these discussions an assignment is given to students. While the points assigned to theproject are only three percent of the total grade, the goal of the assignment is to encourageresearching sources and reading materials relevant to appropriate disposal of different types ofbatteries that can harm environment. Further, students gathered information related toresponsible behavior and examined how different individuals practice the

Conference Session

Redefining Manufacturing Education Practices

Collection

2022 ASEE Annual Conference & Exposition

Authors

Casey Keulen, University of British Columbia, Vancouver; Christoph Sielmann, University of British Columbia, Vancouver; Dean Richert

two campuses to ensure that students have the pre-requisite knowledge to succeed in either program.Table 1 shows the core courses students from Kelowna take on the Vancouver campus whenthey follow the mobility path. In addition to these core courses, these students would take threetechnical electives. As one can observe from the course titles, the focus is on productionmanagement.Table 1: Core courses in fourth year curriculum on the Kelowna campus for Vancouver students Course: Title: MANF 370 Production Management II ENGR 413 Law and Ethics for Engineers MANF 430 Manufacturing Capstone Design Project