Conference Session

DEED Technical Session 9 - Design Across the Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rubaina Khan, University of Toronto; Lisa Romkey, University of Toronto

study using coursework-based master of finance programs at Australian universities,” Stud. High. Educ. Dorchester--Thames, vol. 43, no. 7, pp. 1135–1147, 2018, doi: 10.1080/03075079.2016.1225710.[3] H. L. Erickson, Transitioning to concept-based curriculum and instruction: how to bring content and process together. Thousand Oaks, Calif: Corwin, 2014.[4] S. Marginson, The enterprise university: power, governance, and reinvention in Australia. Cambridge, UK ; Cambridge University Press, 2000.[5] S. Holdsworth and K. Hegarty, “From praxis to delivery: a Higher Education Learning Design Framework (HELD),” J. Clean. Prod., vol. 122, pp. 176–185, 2016, doi: 10.1016/j.jclepro.2016.01.074.[6] B. Mawson, “Breaking the

Conference Session

LEES Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cayla Ritz, Rowan University; Cheryl Bodnar, Rowan University; Melissa Montalbo-Lomboy, Rowan University

,” The Journal of Engineering Entrepreneurship, vol. 6, no. 2, pp. 44–57, 2015.[2] T. Byers, T. Seelig, S. Sheppard, and P. Weilerstein, “Entrepreneurship: Its role in engineering education”, The Bridge, vol. 43 no. 2, pp. 35-40, 2013.[3] F. Ghazi Nezami, M. S. Tavakoli, and M. Torfeh, (2016).”Developing entrepreneurial mind-set in industrial engineering classes: A case study”, Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016.[4] J. T. Klein, and W. H. Newell, “Advancing interdisciplinary studies,” in Handbook of the undergraduate curriculum: A comprehensive guide to purposes, structures, practices, and change, J. G. Gaff, J. L. Ratcliff, Ed. San Francisco

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Grondin, University of Wisconsin - Madison; Michael Swart, University of Wisconsin - Milwaukee; Fangli Xia, University of Wisconsin - Madison; Mitchell Nathan, University of Wisconsin - Madison

knowing and instruction, such as the role of gestures during classroom teaching, learning, collaboration, and assessment. Dr. Nathan has authored over 250 peer-reviewed publications and has served as PI and co- PI for numerous research grants from the National Science Foundation (NSF), the U. S. Dept. of Education-Institute of Educational Sciences (IES), and the James S. McDonnell Foundation (JSMF); most notably the NSF-funded “Aligning educational experiences with ways of knowing engineering (AWAKEN),” and IES-funded “National Center for Cognition and Mathematics Instruction.” Dr. Nathan has served on multiple committees for the National Academies of Sciences, Engineering, and Medicine to advance science and engineering

Conference Session

DEED Technical Session 4 Best in DEED

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tripp Shealy, Virginia Polytechnic Institute and State University; John Gero, University of North Carolina at Charlotte; Paulo Ignacio Jr., Virginia Polytechnic Institute and State University

infrastructure systems, and adaptive reuse.John S Gero (Dr)Paulo Ignacio Jr. PhD student at Virginia Tech. Working with Dr. Tripp Shealy. Passionate about human performance and wellbeing in the built environment. © American Society for Engineering Education, 2022 Powered by www.slayte.com How the use of concept maps changes students’ minds and brainsAbstractThe research presented in this paper tested whether drawing concept maps changes howengineering students construct design problem statements and whether these differences areobservable in their brains. The process of identifying and constructing problem statements is acritical step in engineering design. Concept

Conference Session

PCEE Session 2: Teacher Learning Experiences

Collection

2022 ASEE Annual Conference & Exposition

Authors

Abeera Rehmat, University of Nebraska - Lincoln; Alexandra Towner, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology; Michael Helms; Jeffrey Rosen, Georgia Institute of Technology; Julia Varnedoe; Marc Weissburg

. from Florida State University, an MBA from Stetson University, and an Ed. S. from Kennesaw State University in Instructional Technology.Marc Weissburg © American Society for Engineering Education, 2022 Powered by www.slayte.com Biologically Inspired Design for Engineering Education: A Multiple Year Evaluation of Teachers’ Professional Learning Experiences (Evaluation)AbstractThis evaluation paper focuses on how high school engineering teachers' professional learningexperiences advance their understanding of bio-inspired design integration into engineering as aresult of the professional learning environment

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marvin Durango, Purdue University at West Lafayette (COE); Jose Garcia; Erick Borders, Purdue Polytechnic Graduate Programs; Brittany Newell; Farid Breidi, Purdue University at West Lafayette (PPI)

/10.3200/JECE.38.2.143- 152, vol. 38, no. 2, pp. 143–152, Mar. 2007, doi: 10.3200/JECE.38.2.143-152.[5] A. Alleyne, “A fluid power lab for undergraduate education,” Proceedings of the American Control Conference, vol. 6, pp. 4398–4402, 2000, doi: 10.1109/ACC.2000.877053.[6] J. J. Heber, “Instrumented infinitely variable transmission,” Theses and Dissertations Available from ProQuest, Jan. 2011, Accessed: Feb. 03, 2022. [Online]. Available: https://docs.lib.purdue.edu/dissertations/AAI1501831[7] S. J. Ryan, B. L. Steward, and S. Kshetri, “Simulated Hands-On Laboratory Instruction for Fluid Power Systems,” American Society of Agricultural and Biological Engineers Annual International Meeting, ASABE 2021

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tua Bjorklund; Raimo Vepsäläinen; Vikki Eriksson, Aalto-yliopisto/Elektroniikan, tietoliikenteen; Senni Kirjavainen

], andeconomic factors (E), such as economic cycles, growth and production costs [12,25], on pursuingengineering opportunities. While social factors (S) have received less attention, a growingnumber of studies have explored how quality of life, cultural considerations and social trendscan give rise to new challenges and opportunities [12,23,25]. Technological factors (T), in turn,are often more readily identified by engineers, considering not only the technological aspects ofthe specific solutions they are working with, but the implications of more overarchingdevelopments such as digitalization and artificial intelligence [28]. For example, newdevelopments in opportunities in virtual prototyping can decrease development cycles and cost,opening up new

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ashkan Negahban, Pennsylvania State University, Great Valley; Omar Ashour, Pennsylvania State University, Behrend College; Mahgol Nowparvar, Pennsylvania State University, Great Valley; Daniel Knight, University of Colorado Boulder; Sabahattin Ozden; Parhum Delgoshaei, Pennsylvania State University

modules are integrated into the course to mimic real-life systems and engineeringeconomy problems. Students are given a week to complete each ISBL assignment following thelecture on the respective topic. The document that comes with each module includes adescription of the system at hand and the engineering economy problem(s) to be solved. In eachISBL module, the students are given a role. For example, in one of the modules the student is“hired” as a consultant to help a restaurant compare different loan options and select the mosteconomical alternative. Each module is also accompanied by a 3D, VR-compatible, animatedsimulation model that is to be treated as the “real-world system” under study. The ISBL modulesused in our experiments are related

Conference Session

Engineering Design Graphics Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, University of California, San Diego; Nathan Delson, University of California, San Diego; Elizabeth Cowan, eGrove Education; Bahar Memarian, University of Toronto

indicator, the Mini-Hint messages aim to keep the student in the ZPD and do not tellthe student exactly where their mistake is, but require the student to actively engage and find itthemselves. Some of the Mini-Hint text messages include: “You may be missing a line(s)”, “Youmay have an extra line(s)”, “Hidden Line Incorrect”, or “Close! Draw more carefully” (Fig. 4).The purpose of a Mini-Hint is to provide some guidance to the student without showing them thesolution. One objective of this paper is to determine if the current Mini-Hints are effective andunder what circumstances additional Mini-Hint messages could be provided to support studentlearning. Figure 4. Textual Mini-Hints Provided to Students Based on Errors in Submitted Sketch3

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Barbara Karanian, Stanford University; Mona Eskandari, University of California, Riverside; Annika Speer, University of California, Riverside; mariam salloum, University of California, Riverside

Conference Session

ECE Division Technical Session 4: Student-centered Learning and Teaching Methodologies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Saharnaz Baghdadchi, University of California, San Diego; Theresa Meyerott, University of California, San Diego; Paul Hadjipieris

- Winter 2021, 115 students were included in the study. Five out of 120 enrolledstudents did not submit the midterm or final or both of these tests so they were not included inthis study.Table 2. A summary of the student-designed assessment configurations in the courses understudy. Course Require/ Peer 1-1 meeting Guidance on Frequency Integration to the title Optional review with IA(s) the selected course and grade questions weight ECE 101 - Required for No Yes, minimal 4 sets with 5-10 Replaced the midterm exam, Summer 2020 all students

Conference Session

Engineering Ethics Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Josephine Meyer, University of Colorado Boulder; Bethany Wilcox, University of Colorado Boulder; Noah Finkelstein, University of Colorado Boulder

workforce development – Multiple studies in the quantum community has focused on the need for workforce education and development to drive the coming “quantum revolution” [7], [8], [54]. Without careful attention to equity and inclusion, however, QIS runs the risk of replicating the patterns of its progenitor fields, which have made among the least progress among STEM fields in tackling longstanding diversity problems [55], [56]. To combat these trends, Aiello et al. call specifically for an Course Pseudonym Home Dept Institution Type Course Level Listed Dept(s) Since A Albert Computer Science Private R1 BFY Undergrad Computer Science 1999 B

Conference Session

LEAD Technical Session 1: Fostering Leadership Identity Development and DEI in Engineering Students and Professionals

Collection

2022 ASEE Annual Conference & Exposition

Authors

Katreena Thomas, Arizona State University, Polytechnic Campus

. This voidof Black leaders in engineering is felt across the field. For example, only 2.4% of all theengineering faculty are Black [1]. As we continue advancing our understanding of engineeringleadership, we must include the perspectives of engineers holding marginalized identities, suchas Black engineers. Black engineers, who may also be at the intersection of other marginalized identities inengineering, often find themselves as involuntary representatives of their identity group(s) evenbefore assuming leadership roles. Thus making their experience in leadership even more uniqueand complex. This work seeks to explore the lived experience of Black engineers in leadershipby addressing the research questions: What are the experiences of

Conference Session

ERM: New Research Methods and Tools

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nadia Kellam, Arizona State University; Madeleine Jennings, Arizona State University, Polytechnic Campus

minimize bias in research articles, it is important toconsider that we are part of a community and that our research and resulting journal articles areinfluenced by the broader EER and engineering community. Beddoes (2014) writes about this inone of her papers where she reflects on her experience publishing a journal article. She describeshow her paper evolved in response to reviewers and editors during the review process. Shedescribes this process as “multiple and competing deliberations and negotiations” (p. 273)between the author(s) and the editorial team. These deliberations and negotiations may also beinfluenced by power and privilege where some authors may feel agency to push back onreviewer comments while others may feel that they need to

Conference Session

Pre-College Engineering Education Technical Session 7: Cybersecurity and Computing

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mike Borowczak, University of Wyoming; Andrea Burrows, University of Wyoming; Andey Robins, University of Wyoming

each other; and 3) How was the CS PD translated to classroom activity? The first PD opportunity (n=14), was designed to give hands-on learning with CS topics focused on cybersecurity. The second PD opportunity (n=28), focused on integrating CS into existing curricula. At the end of each of these PDs, teacher K-12 teachers incorporated CS topics into their selected existing lesson plan(s). Additionally, a support network was implemented to support excellence in CS education throughout the state. This research study team evaluated the lesson plans developed during each PD event, by using a rubric on each lesson plan. Researchers collected exit surveys from the teach- ers. Implementation metrics were also gathered, including

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Zahed Siddique, University of Oklahoma; Md Tanvir Ahad, University of Oklahoma; Wei Sun; Jiaze Gao, University of Oklahoma

andFall 2020. In the future, we plan to extend the evaluation to additional years with the samemethodology. A few recommendations to enhance teamwork for project-based learning are: (i)The project report may be submitted in multiple stages based on the progress; (ii) Team-mateevaluation could be implanted to ensure the involvement of the all-group members; (iii)Accountability could be achieved by dividing the work among the members and by providingnecessary materials on project management.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.1700640. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect

Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

Ying Tang, Rowan University; Ryan Hare, Rowan University

Tagged Topics

Diversity

. [6] D. Brabazon, L. Donovan, M. Melia, M. P. O’Mahony, A. Egan, and B. Smyth, “Supporting problem-based learning in moodle using personalised, context-specific learning episode generation,” Proceeding of 1st Moodle Research Conference, 2012. [7] D. Zapata-Rivera, “Adaptive, assessment-based educational games,” Intelligent Tutoring Systems Lecture Notes in Computer Science, p. 435–437, 2010. [8] W. Ravyse, S. Blignaut, V. Leendertz, and A. Woolner, “Success factors for serious games to enhance learning: a systematic review,” Virtual Reality, vol. 21, 03 2017. [9] Y. Tang, K. Jahan, and T. Bielefeldt, “The effectiveness of an adaptive serious game for digital logic design,” 2015 ASEE Annual Conference and Exposition

Conference Session

Technical Session M5A

Collection

2022 First-Year Engineering Experience

Authors

Katrina L Carlson, Michigan Technological University; Akua B. Oppong-Anane, Montana Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Amanda Marie Singer, Michigan Technological University

Tagged Topics

Full Papers

.​ Table 1. Systems Engineering Coding Results Michigan Montana Code Code Description Tech Tech Total Example Student Quotes “Working to improve whatever S Systems 46.6% 27.8% 39.4% systems they are working with.” “Design and prototype computing CD Modeling & Design 44.9% 19.5% 33.3% systems.” Project/operations/system “Someone who acts as an overseer M s management skills 17.3% 41.7% 25.9% to a project

Conference Session

Technical Session M5B

Collection

2022 First-Year Engineering Experience

Authors

Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Juan David Ortega, Virginia Polytechnic Institute and State University / Universidad EAFIT

Tagged Topics

Full Papers

development was studied using the Tuckman model, first popularized in the 1960's forworkplace teams and later updated [5], [6]. This model consists of four stages: Forming,Storming, Norming and Performing. Tuckman demonstrated that team members tend to act asindividuals during the first two stages, and then realize that, as contributors to a team, morecould be accomplished with the team than individually. This realization leads team memberperformance toward the Norming and Performing stages. A summary of each of the stagesand their key characteristics is given in Table 1 below [1], [5]–[7]. This table was adaptedfrom a prior study using similar methods with introductory engineering transfer student teams:Table 1: Team Development Stages and Key

Conference Session

Technical Session T1B

Collection

2022 First-Year Engineering Experience

Authors

Hannah Nolte, The Pennsylvania State University; Elizabeth Marie Starkey, Pennsylvania State University; Christopher McComb, Carnegie mellon University; Nicolas F Soria Zurita, The Pennsylvania State University & Universidad San Francisco de Quito

Tagged Topics

Diversity, Full Papers

needed to wait for students to log into the online class before starting the practice.Author 3 noted that being able to move the time of the mediation to better fit in the coursematerial for the day was advantageous. Additionally, Author 3 noticed that different classsections had different preferences. For example, Author 3’s morning class section liked havingthe practice early during class (e.g., at the beginning), while the afternoon class section liked thepractices later in the class session, especially on Friday (e.g., at the end of class). Lastly, it is ofnote that Author 2 thought a five-minute practice might be too long for an online course,especially when done daily, but the same duration worked well for the in-person course,according to

Conference Session

WIED: Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sharon Mason; Margaret Bailey, Rochester Institute of Technology (CET); Carol Marchetti, Rochester Institute of Technology (CET); Elizabeth Dell, Rochester Institute of Technology (CET); Maureen Valentine, Rochester Institute of Technology (CET)

that the grants have for individual faculty rather than solelyfocusing on the value that faculty bring to the University through their funded work.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grants0811076 and 1209115.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation. References[1] AdvanceRIT. "NSF AdvanceRIT Archives (2012-2018)." Rochester Institute of Technology. https://www.rit.edu/advance/our-archives (accessed January 12, 2022).[2] S. Mason et al., "Institutional transformation at a large private

Conference Session

Computers in Education 3 - Modulus I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hector Erives, University of Texas at El Paso; Brian Skromme, Arizona State University; Ana Chavez, University of Texas at El Paso; Megan O’Donnell, Center for Bio-mediated and Bio-inspired Geotechnics; Miguel Velez-Reyes, University of Texas at El Paso

transformationstopics, which are covered in the Electric Circuits II course) from the textbooks most often used inthe past five years, the one by J. W. Nilsson and S. A. Riedel [1]. Another textbook used less oftenis the one by Ulaby and Maharbiz [2]. The later book includes examples on the use of modernSPICE packages like Multisim, which is a GUI tool that makes both circuit design and analysismore intuitive for the student. In general, the topics covered by the different instructors include a)Overview of Circuit Analysis and Terminology b) Simple Resistive Circuits c) Kirchoff’s VoltageLaw (KVL) and Kirchoff’s Current Law (KCL) d) Thévenin/Norton Equivalents e) OperationalAmplifier Circuits f) Inductor and Capacitors Circuits g) Sinusoidal Analysis and

Conference Session

DEED Technical Session 6 Design Pedagogy

Collection

2022 ASEE Annual Conference & Exposition

Authors

Paul Leidig, Purdue University at West Lafayette (COE); Robin Adams, Purdue University at West Lafayette (COE)

-content/uploads/2020/09/EAC-Criteria-2020-2021.pdf[7] T. J. Brumm, L. F. Hanneman, and S. K. Mickelson, “The data are in: Student workplacecompetencies in the experiential workplace,” American Society for Engineering Education AnnualConference, 2005.[8] R. F. Vaz and P. Quinn, “Benefits of a project-based curriculum: Engineering employers’perspectives,” ASEE Annual Conference and Exposition, 2015. https://doi.org/10.18260/p.23617[9] B. K. Jesiek, N. T. Buswell, and S. Nittala, “Performing at the boundaries: Narratives of early careerengineering practice,” Engineering Studies, 13(2), 86–110, 2021.https://doi.org/10.1080/19378629.2021.1959596 p. 104[10] R. S. Adams, T. Forin, M. Chua, and D. Radcliffe, “Characterizing the work of coaching

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bimal Nepal, Texas A&M University; Prabhakar Pagilla, Texas A&M University; Satish Bukkapatnam, Texas A&M University; Manan Shah, Texas A&M University

to find solutions toproblems from a business perspective.Acknowledgement: This research was supported by a REU Site grant from the National ScienceFoundation (# EEC 1757882). Any opinions, findings, conclusions, or recommendationspresented are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. Lastly, the project evaluation data was provided by an independent evaluator fromThe Mark USA.References1. Aheleroff, S., Philip, R., Zhong, R. Y., & Xu, X. (2019). The degree of mass personalisation under Industry 4.0. Procedia CIRP, 81, 1394-1399.2. Warnaby, G., & Shi, C. (2019). Changing customer behaviour: Changing retailer response? The potential for pop-up retailing. Journal of Customer

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amy Kramer, The Ohio State University; Yiqing Li, The Ohio State University; Bailey Braaten, The Ohio State University; Rachel Kajfez, The Ohio State University; Emily Dringenberg, The Ohio State University

deeply in their engineering education data analysis. We also hope that withthis executive summary, we can start a conversation on how best to engage undergraduateresearchers in this type of work to foster a deeper understanding and meaning in our research. Inclosing, we end with a question to consider when hiring undergraduate researchers: What ways inyour work can you help connect your undergraduate researchers to their lived experiences andto the constructs being investigated?AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.1920421. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Deters, Embry-Riddle Aeronautical University - Daytona Beach; Brent Terwilliger, Embry-Riddle Aeronautical University - Worldwide; Emily Faulconer, Embry-Riddle Aeronautical University - Worldwide; Kelly George, Embry-Riddle Aeronautical University - Worldwide

Chapter, a member of the National Business Aviation Association (NBAA)’s Emerging Technologies committee, and a reviewer for ERAU’s Faculty Innovative Research in Science and Technology program.Emily Faulconer Dr. Emily Faulconer is Associate Professor within the Math, Sciences, & Technology Department at Embry-Riddle Aeronautical University – Worldwide Campus. She earned a Ph.D. in Environmental Engineering Sciences from the University of Florida in 2012. Her research interests are within the Scholarship of Teaching and Learning, primarily in undergraduate research and online education. Safety is also an area of interest, and she serves as a founding member of the Academic Safety Committee for Embry-Riddle

Conference Session

ERM: Find Out More About Faculty!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alejandro Espinal; Alejandra Magana, Purdue University at West Lafayette (COE); Camilo Vieira, Fundacion Universidad del Norte

E S Rural Urban Technology 2 5 1 6 0 7 Natural Sciences 2 0 0 2 0 2 Social Sciences 1 2 1 2 0 2 Math 1 2 0 3 0 3 All the areas 4 7 7 4 10 2 *E: Elementary – S: SecondaryThe participants answered items such as: I can define

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chris Ferekides, University of South Florida; Carol Haden, Northern Arizona University; Gokhan MuMcu, University of South Florida; Ismail Uysal, University of South Florida; Joel Howell; Chung Seop Jeong, University of South Florida; Wilfrido Moreno, University of South Florida; Arash Takshi; Kevin Yee; Paul Spector, University of South Florida

Paper ID #38294Breaking Boundaries: An Organized Revolution for theProfessional Formation of Electrical EngineersChris S Ferekides (Associate Professor) Chris S. Ferekides received the Ph.D. degree in electrical engineering from the University of South Florida. He has been a faculty member in the Electrical Engineering Department since 1992. He is currently service as the department chair, and is the principal investigator of a NSF Funded RED Project that addresses the professional formation of electrical engineering students. His research is in the areas of electronic materials with a focus on photovoltaics.Carol

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Cromley; Joseph Mirabelli, University of Illinois at Urbana - Champaign; Karin Jensen, University of Illinois at Urbana - Champaign

interview development for the study. The authors also thank the year 1 participantsfor their repeated insight, enthusiasm, and sharing their experiences during the study’s manylongitudinal commitments.References[1] H. Perkins, J. Gesun, M. Scheidt, J. Major, J. Chen, E. Berger, & A. Godwin, “Holistic wellbeing and belonging: Attempting to untangle stress and wellness in their impact on sense of community in engineering,” International Journal of Community Well-Being, vol. 4, pp. 549-580, 2021.[2] S. K. Lipson, E. G. Lattie, and D. Eisenberg, Increased rates of mental health service utilization by US college students: 10-year population-level trends (2007–2017), Psychiatric services, vol. 70, ed. 1, pp. 60-63

Conference Session

ECE Division Technical Session 8: Effective Teaching and Learning in Post-Pandemic Classrooms and Other Curricular Innovations

Collection

2022 ASEE Annual Conference & Exposition

Authors

Adel Al Weshah, University of Georgia; Ruba Alamad, Kennesaw State University

courseperformance. This project considers only one course over two academic years for undergraduatestudents. Hence the outcomes cannot be generalized to all majors or students. However, theresults could provide valuable insights to improve the learning outcomes of high educationinstitutions.References[1] S. Singer and K. A. Smith, "Discipline-based education research: Understanding and improvinglearning in undergraduate science and engineering," pp. 468–471, 2013.[2] R. R. Hake, "Interactive-engagement versus traditional methods: A sixthousand-student surveyof mechanics test data for introductory physics courses," American journal of Physics, vol. 66, no.1, pp. 64–74, 1998.[3] C. H. Crouch and E. Mazur, "Peer instruction: Ten years of experience and