Conference Session

Technical Session S1B

Collection

2022 First-Year Engineering Experience

Authors

Todd R Hamrick, West Virginia University

Tagged Topics

Workshops

Conference Session

Technical Session M5A

Collection

2022 First-Year Engineering Experience

Authors

John Cole, The University of Texas at Dallas

Tagged Topics

Diversity, Full Papers

Computer Science Student.” This was basedon work by Steffen Peuker and Raymond Landis [1]. This was also an individual project.Choose from a list of projects supplied by the instructor.MethodologySince there was a wide range of coding knowledge and ability, I ruled out programming projectsof any kind. I also found that asking the students to come up with their own project had twoproblems. Either the project was so simple it could be completed in a day, or it was so complexit would have required a large team and a year or more to finish.The non-electronic computation device was inspired by a paper by Paul Fishwick [2] and wasfun, but students mostly looked things up on the Web rather than doing creative work. I also sawthat these did not lend

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Andrew Assadollahi, P.E., Christian Brothers University; Mardarius Liddell Thomas, Christian Brothers University

Tagged Topics

Works In Progress

points of contact, resources, and mentorship tobetter enhance their academic journey. In recent years, an increasing number of academic unitshave employed wrap-around advising practices to increase student persistence at the universityand in their chosen major. According to Hasenwinkel and Mack (2021), implementing a holisticwrap-around advising model at Syracuse University addressed several factors influencingmatriculation and graduation [1]. In this discussion, a wrap-around advising method has beendeveloped by a faculty member and a student success professional and implemented in a first-year civil engineering course. This wrap-around advising methodology involves a collaborativeand intensive process of fluid communication among the faculty

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Clodagh Reid, Technological University of the Shannon: Midlands Midwest; Gibin Raju, University of Cincinnati; Sheryl A. Sorby, University of Cincinnati; Niall Seery, Technological University of the Shannon

Tagged Topics

Works In Progress

Dr. Niall Seery is the Director of the Technology Education Research Group (TERG) American c Society for Engineering Education, 2022 WIP: Adaptive Comparative Judgement as a Potential Tool for Assessing First-Year Engineering Design Projects Clodagh Reid1, Sheryl A. Sorby2, Gibin Raju2, Niall Seery1 1 Faculty of Engineering and Informatics, Technological University of the Shannon 2 Department of Engineering Education, University of CincinnatiAbstractDesign projects are an important part of many first-year engineering programs. The desire toemploy holistic assessment strategies to student work with open

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Erica J Marti, University of Nevada - Las Vegas

Tagged Topics

Diversity, Works In Progress

courseIntroductionThis Work-in-Progress paper describes the application and outcomes of using contract grading ina second semester engineering seminar. A brief history of contract grading is provided, as well aspossible advantages of this grading system. This paper focuses on 1) the structure of contractgrading used in a first-year engineering seminar, 2) aspects of metacognitive learning inresubmitting assignments to meet the contract requirements, 3) student survey feedback, and 4)challenges and lessons learned from first-time implementation.BackgroundContract grading has a long history; it is not a new concept. Though there are numerouspublications from the late twentieth century (1970s–1990s), articles date back to the 1920s [1]. Inthe last fifteen years

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Jennifer I Clark, Montana State University - Bozeman; Bryce E. Hughes, Montana State University - Bozeman

Tagged Topics

Diversity, Works In Progress

solution for increasing nextgeneration experts (NGE) in engineering and computing careers [1]–[4]. Montana StateUniversity’s (MSU) open access mission is to educate the sons and daughters of its state’scitizens. In accordance with this mission, the Norm Asbjornson College of Engineering(NACOE) has preserved their practice of a single application and acceptance process forprograms in the college. Upon acceptance to MSU a student may declare any program in theNACOE regardless of their academic readiness. Both MSU and the NACOE recognize manycommunities in Montana have limited access to advanced coursework (e.g.: calculus, physics,computer science, etc.) anticipated for first year engineering or computing students. Open accessinvites first year

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Elizabeth A. Powell, Tennessee Technological University; Harry T Ingle Jr., Tennessee Technological University; Kumar Yelamarthi, Tennessee Technological University

Tagged Topics

Works In Progress

% of CoEstudents identified as at-risk (on warning, probation, or return from suspension). This work inprogress (WIP) paper describes the program and reports on an evaluation of the first year of theprogram. Program directors have determined that it has had success in helping students return togood standing, with recommendations for academic support services geared towardsundergraduate engineering majors.Introduction and BackgroundAttrition has long been a major concern in engineering education [1]-[2], with much researchconducted to better understand factors impacting retention and persistence [2]-[3]. Student GPAis continually cited as a factor for attrition: at-risk students, it has been found, may havedifficulties returning to good

Conference Session

Technical Session T1B

Collection

2022 First-Year Engineering Experience

Authors

Charles E. Pierce, University of South Carolina

Tagged Topics

Full Papers

semester, it is often difficult to prioritize personal time and space for thinking about andreflecting on new academic experiences. Yet this is a critical phase for students to build afoundation from their first-year courses and capitalize on opportunities to discover and practicehow to succeed in engineering.Reflection in engineering education has been underutilized and is often neglected. However,recent growth in reflective activities for engineering courses [1] has led to improvedunderstanding of pedagogical approaches utilized in reflective practices [2]. Reflectionencourages students to make meaning of their learning experiences and to consider future actionsthat are grounded in those experiences. Like other skills, one must practice

Conference Session

Technical Session T2

Collection

2022 First-Year Engineering Experience

Authors

Lee Kemp Rynearson, Campbell University

Tagged Topics

GIFTS

: Incorporating Patent Review into First-Year Student Design Projects to Support Ideation, Concept Selection, and CommercializationCampbell University requires every engineering student to take a rigorous 3-credit semester-length design course, typically in their second semester of study. Student teams of 3-5 pursue adesign problem of their selection from problem finding through prototyping and the presentationof prototypes and the results of testing to engineers from local industry. Integration of patentreview into the course presented the opportunity to enhance design instruction and projectoutcomes by providing students with 1) an additional source of potentially relevant mechanismsand design inspiration, 2

Conference Session

Technical Session M5B

Collection

2022 First-Year Engineering Experience

Authors

Michael Cross, Norwich University; David M. Feinauer P.E., Virginia Military Institute; Roger J Marino P.E., Drexel University; James R McCusker PhD, Wentworth Institute of Technology; Johanna P Casale, Drexel University

Tagged Topics

Full Papers

coping.Before delving into the authors’ views regarding the value of enduring pedagogical andoperational shifts that have resulted from teaching in a Covid environment, it is important toexplore some key trends identified in recent literature. The shift to emergency remote teaching inthe Spring of 2020 spawned a flurry of self-study, casual, collegial conversations, andconsultations with teaching and learning support staff by engineering faculty around the country.In [1], it was found that throughout the second half of the Spring 2020 semester, participation inactivities to assess and redesign teaching pedagogies, modalities, and assessments was high andsustained. Despite this increased energy around pedagogical conversation, self-study, andredesign

Conference Session

Technical Session T1A

Collection

2022 First-Year Engineering Experience

Authors

Susan L. Amato-Henderson, Michigan Technological University; Jon Sticklen, Michigan Technological University

Tagged Topics

Full Papers

, have some level of control over their learning [1]. Empowerment is rooted in Deci and Ryan’s self- determination theory [2] [3] [4] [5]. Specifically, motivation is thought to lie on a continuum of autonomy, ranging from completely autonomous (either intrinsic or extrinsic) to controlled. Either autonomous or controlled motivation is sufficient to initiate an activity, but autonomous motivation is required to maintain it. Therefore, factors that can increase autonomous motivation are beneficial within the academic environment. According to the theory of self-determination, autonomous motivation can be fostered when the following 3 basic psychological needs are met: autonomy (sense of control), competence (how much success one

Conference Session

ERM: Instruction and Engagement

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rachel Sangree, The Johns Hopkins University

taking notesfrom a chalkboard in a lecture hall, and then doing homework assignments on their own usingthe material they took notes on in class, students in a flipped (or inverted) class watch pre-recorded video lectures before attending class, and during class they use the material theyalready learned about in the video lectures to complete active-learning exercises with theirclassmates under the guidance of their instructor. According to Strelan and Osborn [1] “whatdistinguishes a flipped classroom from traditional teaching is not so much that information ispre-recorded, or that students engage with fundamental information using technology outside thelecture theatre but, rather, that students have an opportunity to engage in active learning

Conference Session

International Division Technical Session 4 - Global South Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rodrigo Martinez-Duarte; Magda Guerra-Ayala; Jaime Molina-Verdugo, ITESO University

Processes and their Applications; the course at ITESO, of 22 students total with 14 industrial engineering and therest business administration majors, was Manufacturing Services and Strategies. The course was required for graduation for all engineering majors and optional for business majors. The project was split into 5 major team deliverables, mapping a COIL framework as follows: in week 1, emphasizing team building and the development of trust; in weeks 2, 3 and 5, comparative discussion, team organization; and in week 9, collaborative project work. Different speakers from industry facilitated discussion on international teamwork and supply chain. There were individual reflections in week 1 and 9, before and after the project

Conference Session

ERM: Systematic Reviews!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ethan Geheb, University of Maine; Asli Sezen-Barrie, University of Maine; Karissa Tilbury

-12classrooms in the US due to insufficient numbers of high quality engineers that will meet thedemands of the 21st century jobs [1], [2]. The incorporation of engineering in K-12 classroomshas grown in popularity since the publication and widespread adoption of the Next GenerationScience Standards (NGSS) [3] and its supporting Framework [4]. This focus on “engineering inK-12” has spurred invigorated educational research endeavors seeking to understand the impactof engineering activities on students' learning outcomes and interest in STEM careers [5]. The overarching goal of this study is to share results of a systematic review ofengineering education research published broadly across the K-12 education research field over arecent 10 year period

Conference Session

LEES Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

R. Downey; Idalis Villanueva, University of Florida

uses in her research. © American Society for Engineering Education, 2022 Powered by www.slayte.comReading the World of Engineering Education: An Exploration of Active and PassiveHidden Curriculum AwarenessAbstract This paper seeks to better understand the distinct, and sometimes intersectional ways thatparticular identities receive the hidden curriculum (HC) (unacknowledged and often,unintentional systemic messages that are structurally supported and sustained) in engineering [1].From the validated instrument (UPHEME; [2]), 120 participants communicated, in written form,that the HC they received was either active (intentionally and explicitly transmitted) or passive

Conference Session

ERM: Mental Health and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Corin Bowen, California State University, Los Angeles; Lizabeth Thompson, California Polytechnic State University, San Luis Obispo; Gustavo Menezes, California State University, Los Angeles; Christina Nazar, California State University, Los Angeles

unfortunately, students caneasily lose their understanding of their personal abilities as learners when they feel powerless inthe face of a monolithic factory model of education that appears indifferent to their individualstruggles and successes” [1, p. 15, emphasis in original]. The history of the development of thecurrent factory model of Western engineering education is eloquently explained by Tsai, et al.[1]. This factory-like system is ideologically supported by the metaphorical “pipeline” model ofengineering education, in which students are assumed to enter and exist their educationaljourneys in a uniform manner [2]. However, as Pawley and Hoegh point out, “in a country wherepublic education systems (both K-12 and higher education) still seem

Conference Session

CIT Division Technical Session #9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stephen Mujeye

computers. Mobiledevices comprise cell phones and tablets, while desktop computers include laptops. Mobile devices arepreferred over desktop computers because of their accessibility and convenience. Figure 1 shows acomparison of global mobile device users and desktop users. Number of Global Users (Millions) 2500 2000 # OF USERS 1500 1000 500 0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 YEAR Desktop MobileFigure 1. Desktop and mobile user comparison. Average Daily Media Use in

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matilde Sanchez-Pena, University at Buffalo, The State University of New York; Julianna Gesun, Purdue University at West Lafayette (COE)

, faculty recognized the absence of explicit messages but acknowledged the existenceof institutional structures that could support them if necessary (such as counseling services orprofessional societies). Finally, when comparing their experiences with those of currentundergraduates, faculty identify issues with excessive technology, imposter syndrome, lowextracurricular engagement, and low functionality among the elements against the newergeneration's wellbeing.Keywords: engineering culture, health, wellbeing, faculty, student success.ContextThe ongoing mental health crisis in U.S. colleges and universities [1] has only been exacerbatedby current societal challenges such as the COVID-19 pandemic [2] and racial reckoning [3]. Inresponse to these

Conference Session

ERM: Mental Health and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Catherine Spence, Minnesota State University, Mankato; Luke Nyberg; Justine Chasmar, Minnesota State University, Mankato; Jodi Nelson, Minnesota State University, Mankato; Marissa Tsugawa, Utah State University - Engineering Education

identified relatedness as key to feelings of belonging inengineering and imposter syndrome as a key barrier to belongingness.IntroductionIn this work we seek to describe undergraduate engineering student wellbeing in a co-op basedprogram through the analysis of reflective prompts on general health, wellbeing, and engineeringbelongingness. We take an exploratory qualitative approach, backed by theoretical foundations ofself-determination theory [1], engineering identity [2] and belongingness [3].Student success has often been measured by academic outcomes; in this work we frame studentsuccess more broadly using the framework of Engineering Thriving [4], which takes a moreholistic approach to student success considering many different perspectives

Conference Session

ERM: ERM Medley Session!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Nur Shahira Samsuri; Maizam Alias; Akbariah Ary Mohd Mahdzir, Universiti Teknologi Malaysia

human mind is called conation, which focuses on the individual's inner talent, will, drive,determination, and perseverance to learn [1],[2]. The conative domain has been ignored formany years, as it is often intertwined with the cognitive (knowing) and affective (feeling)domains [1],[2]. Defined as the conscious drive to perform the volitional act that encouragesan individual to strive towards attaining the goals, conation is very important as it describeshow a person naturally approach a challenging situation [1],[3]. Human beings are born with conative talent. Depending on their life experiences,conation may be diminished once they grow up. While learning, students will engage ordisengage their will to learn based on their perception

Conference Session

PCEE Session 4: Resource / Curriculum Exchange

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Taylor, University of Colorado Boulder; Amy Wilson-Lopez, Utah State University - Engineering Education; Ivonne Santiago, University of Texas at El Paso

, 2022 Powered by www.slayte.com Engineering and Data Science for Environmental Justice (Resource Exchange)Description:Engineers use their knowledge and skill to protect and improve the safety, health, and welfare ofpeople and the environment and are guided by the ideals of sustainable development [1].Similarly, one of the Environmental Justice (EJ) Principles [2] “mandates the right to ethical,balanced, and responsible uses of land and renewable resources in the interest of a sustainableplanet for humans and other living things.” Engineering ethics intersect with the right toenvironmental justice for all. However, communities of color have historically been and

Conference Session

ERM: New Research Methods and Tools

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joseph Mirabelli, University of Illinois at Urbana - Champaign; Karin Jensen, University of Illinois at Urbana - Champaign; Sara Vohra; Eileen Johnson, University of Illinois at Urbana - Champaign

of Exploratory Factor Analysis (EFA) inengineering education research. EFA is a commonly used method across many social sciencesdisciplines, including education, political science, psychology, and marketing [1]. The goal ofthe technique is to reduce an amount of data, such as a list of survey items, to a moreparsimonious form, such as a small number of factors which the survey items describe in bulk[1], [2]. These factors which summarize a larger number of items are called latent factors. Inengineering education research, the technique is frequently and powerfully applied to thedevelopment and validation of novel quantitative scales, with some recent examples from thefield including measures of students’ responses to instruction [3], quality

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Saharnaz Baghdadchi, University of California, San Diego; Alex Phan, University of California, San Diego; Carolyn Sandoval, University of California, San Diego; Huihui Qi, University of California, San Diego; Marko Lubarda, University of California, San Diego; Nathan Delson, University of California, San Diego

better understand students’ perceptions of oral exams, created with differentstructures, with the ultimate goal of improving such structures to have a more positive impact onstudents’ engagement and learning.Literature reviewSystems of assessment are well-evidenced to be able to significantly influence student learning[1-7]. The mechanism of such influence is explained with reference to properties of assessment,such as probing power, quality and timeliness of feedback, authenticity, reliability, equity, andresistance to academic misconduct [8-13]. Assessment types that fare well with respect to theseattributes are more likely to motivate students and positively shape their approaches to learning[4, 6, 14, 15]. High-quality assessment modalities

Conference Session

ERM: Problem Solving and Conceptual Understanding

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rakhi Batra, The Ohio State University; Syedah Atiq, The Ohio State University

skills [1]. The process of code comprehension is unlike comprehendingnatural languages because it involves complex cognitive processing. During cognitive processing,a programmer is required to develop or use the appropriate mental models of programmingconstructs, which makes code comprehension difficult for novice programmers [2]. Along withcognitive processing, it is important to analyze how students feel during code comprehensionbecause the literature suggests that emotions influence different aspects of cognition such asattention, reasoning, learning, memory, and problem-solving [3]. Novice programmers mayexperience a variety of emotions while comprehending code. These changes in emotions maysubsequently influence their academic performance

Conference Session

ERM: Exploring Educational Technology in Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Danielle Dickson; Rafal Jonczyk; Elif Gunay; Janet Van Hell, Pennsylvania State University; Zahed Siddique, University of Oklahoma

. Unfortunately, objective and rapid evaluation of AUT responses for levels oforiginality and usefulness is difficult. Recently, an automatized method for generating scores hasbeen developed, the freely accessible Semantic Distance (SemDis) tool [1]. Given the linguisticand cultural diversity of engineering students in the U.S., it seems fair to question how well thistype of automatic rating system, based on prototypical language models, captures the creativityof engineering students who may be nonnative speakers of English. We extensively trainedhuman raters to score the AUT responses of multilingual engineering students living in either anon-English environment or in the US, and the AUT responses of monolingual Englishengineering students. We found

Conference Session

ERM: Let's Continue the Conversation about Tests! Part 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Edward Gehringer, North Carolina State University at Raleigh

their answers toproblems, and the second time to engage in some reflective activity comparing their approach ortheir answers with solutions provided by the instructor. This study identifies 14 suchapproaches, looks at what they have in common and how they differ, and summarizes theirresearch findings.1. IntroductionAs almost everyone in academia now knows, web sites like Chegg and CourseHero enablestudents to download homework answers, rather than doing the problems themselves. Thismakes it challenging for instructors to get their students to undertake enough practice to learnconcepts thoroughly. Several recent ASEE conference papers report on strategies thatincorporate metacognitive activities into homework assignments, so that students cannot

Conference Session

ERM: Student Professional Development: Professional Skills and Moving Beyond the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Beata Johnson, Purdue University at West Lafayette (COE); Joyce Main, Purdue University at West Lafayette (COE)

students’ choice of activities can help inform universityprogramming and advising to support students in these choices.IntroductionThis research paper investigates engineering students’ participation in different types ofextracurricular and co-curricular activities and the factors that inform these choices for students.We further describe distinct types of participation to capture the breadth and variety of studentextracurricular and co-curricular experiences. Participation in extracurricular and co-curricular(hereafter extra-/co-curricular) activities has been associated with retention and graduation,leadership and professional development, and engagement and sense of belonging, among otherpositive outcomes [1]–[4]. Despite general support of the

Conference Session

ERM: Lessons Learned from COVID (COVID Part 2)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gianluca Guadagni, University of Virginia; Deepyaman Maiti, University of Virginia; Farzad Shafiei Dizaji, University of Virginia

tests may be delivered, and collected online.)The once in a lifetime pandemic we are living through has had many adverse effects on physical andmental health and livelihood of almost all of us. In addition to the challenges familiar to everyone, ourstudents had to experience something that they were not prepared for: online learning. The onlyenvironment they had been exposed to (so far) was face-to-face instruction in a traditional classroom.Our students faced potential loss of housing, food insecurity, financial troubles, physical and mentalhealth issues, and increased isolation from peers [1]. The rapid change of situation in all parts of theirlives, including their education, was made more challenging by the new vehicle of instruction.There

Conference Session

ERM: Lessons Learned from COVID (COVID Part 2)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ona Egbue, University of South Carolina, Upstate; Rania Al-Hammoud, University of Waterloo; Arshia Khan, University of Minnesota Duluth

-face, hybridand completely online classes to study students’ perceptions and attitudes as well as challengesrelated to changes in teaching formats during the pandemic. Furthermore, this study assessesstudents’ perceptions about the future of teaching in a post COVID-19 environment. Results ofthis study provide insights into both current and future impacts of the COVID-19 pandemic onengineering and computer science education.1 IntroductionCOVID-19 has had a significant impact on society causing immense physical, social, andeconomic challenges. Worsening the situation is the fact that the virus continues to mutateleading to variants that cause resurgences. One scenario proposed by Kissler, et al. [1] is that aresurgence of COVID-19 could occur

Conference Session

ERM: ERM Medley Session!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Karen Miel, Tufts University; Jessica Swenson, University at Buffalo, The State University of New York; Aaron Johnson, University of Michigan

productive beginnings of engineering judgment, that is, the emergence of the setof practices engineers use to mathematize objects, systems, or processes [1]. In particular, wefocus on students’ emerging practice of making assumptions as they develop mathematicalmodels. Engineers create, manipulate, interpret, and apply mathematical models to understand,describe, and predict the behavior of designed objects, systems, and processes [1]-[4]. As part ofdeveloping a mathematical model, engineers make assumptions, or decide which factors toinclude in and exclude from the model. Reasoning about assumptions is essential to proficientengineering judgment and has been documented and described in ethnographies of professionalengineers (e.g., [1], [3-5