Conference Session

Biomedical Engineering Division (BED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anthony E. Felder, University of Illinois at Chicago; Michael Gordon Browne, University of Illinois at Chicago Department of Biomedical Engineering; Miiri Kotche, University of Illinois Chicago

Tagged Divisions

Biomedical Engineering Division (BED)

summer of2022, we revised CIP to better validate the needs identified in CIP according to the IDEO modelfor innovation, which examines project desirability, feasibility, and viability [16, 17].Desirability reflects real-world user needs as assessed by primary observation, synthesis, andstakeholder analysis culminating in needs statements similar to our previous versions of CIP.Feasibility assesses the ability of a team to create a solution, including the availability oftechnology and the evaluation of prior art. Viability leverages market analysis and valueproposition to determine the potential of a solution to make a long-term market impact. Themost compelling needs, being validated by this model, were submitted to BME SD fordevelopment. The

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Madalyn Wilson-Fetrow, University of New Mexico; Vanessa Svihla, University of New Mexico; Sherry Hsi, BSCS Science Learning

Tagged Topics

Diversity, NSF Grantees Poster Session

work supported by the National Science Foundation under Grant No.1751369 and Grant No. 2005784. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.References[1] V. Svihla, T. B. Peele-Eady, and A. Gallup, "Exploring agency in capstone design problem framing," Studies in Engineering Education, vol. 2, no. 2, pp. 96–119, 2021, doi: 10.21061/see.69.[2] V. Svihla and T. B. Peele-Eady, "Framing agency as a lens into constructionist learning," Proceedings of Constructionism, pp. 313-324, 2020. [Online]. Available: http://www.constructionismconf.org/wp-content/uploads/2020/05/C2020

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hillary E. Merzdorf, Texas A&M University; Donna Jaison, Texas A&M University; Samantha Ray, Texas A&M University; Anna Stepanova, Texas A&M University; Vimal Kumar Viswanathan, San Jose State University; Vinayak Krishnamurthy; Wayne Li, Georgia Institute of Technology; Julie S Linsey, Georgia Institute of Technology; Tracy Anne Hammond, Texas A&M University; Kerrie A Douglas, Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

, 29 MS theses, and 10 Ph.D. dissertations. Hammond is the 2020 recipient of the TEES Faculty Fellows Award and the 2011 recipient of the Charles H. Barclay, Jr. ’45 Faculty Fellow Award. Hammond has been featured on the Discovery Channel and other news sources. Hammond is dedicated to diversity and equity, which is reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu.Dr. Kerrie A Douglas, Purdue University, West Lafayette Dr. Douglas is an Associate Professor in the Purdue School of Engineering Education. Her research is focused on improving methods of assessment in engineering learning environments and supporting engineering students

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ellen Zerbe, Georgia Institute of Technology; Adjo A Amekudzi-Kennedy, Georgia Institute of Technology; Kevin Haas, Georgia Institute of Technology; Donald R. Webster, Georgia Institute of Technology

Tagged Topics

NSF Grantees Poster Session

maturity asthe students move through the courses. To create lasting change, the organizational structures must also be supportive. Twoinitiatives took place at this level. First, a School-wide climate study was conducted to assess senseof belonging, engagement, and perception of support in the undergraduate students, graduatestudents, and faculty and staff in the School. Second, modifications to the School’s strategic visionwere made to reflect a mission of EM and holistic education.Results Results presented in the poster represent a work in progress. These are the preliminaryresults and strategies we have used in this ongoing change process.RQ1: How can we develop effective learning environments for knowledge, skills, and

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katie Evans, Houston Christian University; Marisa K. Orr, Clemson University; Mitzi Desselles, Louisiana Tech University

Tagged Topics

Diversity, NSF Grantees Poster Session

specifically designed for the program.ConclusionsHaving concluded the execution of the summer program, the team has started to reflect on NSFproject outcomes. The stated goal of the program was for 80% of the S-STEM Scholars tograduate with a STEM degree within four years. The 4-year graduation rates in STEM forCohorts 1 through 3 were 83%, 53%, and 84%, respectively. Program goals were met in two ofthe three years for which data is available. As mentioned above, the extent to which COVID-19had an impact on retention and graduation is unknown.Program sustainability is a significant challenge given that the scholarship funding covered fullcost of attendance for students, i.e. tuition, fees, books, housing, and meals. Sustaining theprogram will require

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lesley M. Berhan, The University of Toledo; Bryan Thomas Bosch

Tagged Topics

Diversity, NSF Grantees Poster Session

requirements and are admitted to anExploratory Studies major in the university’s University College. Historical data indicates thatapproximately 170 students per year with a high school GPA of 3.00 or higher are admitted toExploratory Studies because they do not meet the College of Engineering admissions criteria. Ofthose, roughly 78 students remain at the University after one year. Of those 78, only about 45students per year transition to College of Engineering majors by the end of their first year, withthe majority of these students transferring to engineering technology majors. The low transferrate for students to the College of Engineering in general and to engineering majors in particulardoes not accurately reflect the ability of these students

Conference Session

Using Computation and Modeling, Engineering Physics and Physics Division (EP2D) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ruben D. Lopez-Parra, University of New Mexico; Ravishankar Chatta Subramaniam; Jason Morphew, University of Illinois, Urbana-Champaign

Tagged Divisions

Engineering Physics and Physics Division (EP2D)

find efficient solutionsto the problem. When this logical sequence of steps or instructions are developed to form aneffective procedure, this process can be automated to solve similar problems. Debugging refersto identifying and fixing errors in the algorithm, both during the development of the algorithmand when students attempt to transfer the algorithm to a new context. Iteration is the process ofrevisiting effective algorithms to improve their efficiency until an optimum state is reached.Generalization occurs when the algorithms and CT skills are transferred to effectively addressproblems in other domains. Because iteration and generalization require the problem context toallow sufficient time for reflection and modification of the solution

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Valerie A. Carr, San Jose State University; Jennifer Avena, San Jose State University; David Schuster, San Jose State University; Wendy Lee, San Jose State University; Belle Wei, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

learningcommunity (FLC) with a local two-year institution to foster a collaborative community andsupport faculty in adopting APEX materials, which included helping them to consider, plan,apply, and reflect on effective practices for integrating computing into their courses. Buildingupon these pilot efforts, we are actively expanding adoption of the APEX program in severalways. First, we have begun holding summer and winter training workshops for faculty at severaladditional community colleges. Second, we are refining and improving the FLC experience aswe initiate new FLCs with these institutional partners. Finally, we will continue to assess theprogram’s efficacy through a research plan that evaluates student and faculty experiences,allowing us to optimize

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Catherine Mcgough Spence, Minnesota State University, Mankato; Emilie A. Siverling, Minnesota State University, Mankato; Michelle Soledad, Virginia Tech

Tagged Topics

Diversity, NSF Grantees Poster Session

State University, Mankato. She has a Ph.D. in Engineering Education, an M.S.Ed. in Curriculum and Instruction - Science Education, and a B.S. in Materials Science and Engineering.Dr. Michelle Soledad, Virginia Tech Michelle Soledad, Ph.D. is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fun- damental engineering courses, faculty development and support initiatives – including programs for the future engineering professoriate, and leveraging institutional data to support reflective teaching practices. She has degrees in Electrical Engineering (B.S., M.Eng.) from the Ateneo de Davao University

Conference Session

Chemical Engineering Division (ChED) Technical Session 5: Work-in-Progress Part 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gaurav Giri, University of Virginia

Tagged Divisions

Chemical Engineering Division (ChED)

techniques. A few reasons could explain the results. One, as the students spend a disproportionateamount of time using analytical solutions, they are more likely to recall instances where theirknowledge was limited. Conversely, good programming technique is not utilized heavily in thecore curriculum, so they do not have the chance to continuously struggle with new material, andthus have an inflated sense of knowledge concerning the material. Another reason could be that,it is possible that the coding-heavy nature of the course enabled the students to remember goodprogramming practices, and this is reflected in the subsequent semesters. The lowest self-rating was given to the question “I can code my own numerical solutionsto PDEs

Conference Session

Computers in Education 5 - Modulus 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Adurangba Oje, University of Georgia; Oluwafemi Sunday; Nathaniel Hunsu, University of Georgia; Dominik May; Robert Baffour, University of Georgia

immediacy ofcontrol), (usability experience e.g., perceived usefulness and perceived ease of use), psychologicalfactors (e.g., presence, motivation, perceptions of cognitive benefits, and reflective thinking),learner traits (e.g., spatial abilities and learning styles), and learning outcomes (includingperformance achievement, perceived learning effectiveness, and satisfaction).Lee’s conceptual framework highlighted causal links between VR features and psychologicalfactors that are germane to fostering meaningful learning in instructional VR environments. Themodel is illustrated below with links showing direct effects and a dashed line showing indirecteffects of variables on the outcomes they proposed. In their conceptual framework, Lee

Conference Session

Biomedical Engineering Division: Best of Works in Progress

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Marcia Gail Headley, University of Delaware; Amy Trauth, University of Delaware; Laura Meszaros Dearolf; Margo Donlin, University of Delaware; Kelsey Neal, University of Delaware; Kayla Pariser; Judson Wagner

performance settings • Watch and discuss multiple videos of motion analysis Motion applications. Written reflection on worksheet. • Class discussion and active modeling of how to experimentally measure knee flexion and jump height during a standing jump Apply math concepts, like geometry • Paper-based analysis using ruler, compass, and geometry for and direct measurement, to analyzing a CC: Math HSN.Q.A.2 planar view of standing jump. Individual

Conference Session

Biomedical Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Dawn Kilkenny, University of Toronto; Karly Franz, University of Toronto

to baselinemeasurements. After 1 hour each group presented their findings to the class with the TA supportingmore holistic discussions relating to the physiology of observed effects. At course completion, all participants wrote a one-page reflection essay on their perceptions of‘asynchronous’ and ‘synchronous’ online lab experiences. Sentences contextually relevant toeither experience or providing feedback on lab development, were manually separated into twolarge text files and MATLAB R2021b Text Analytics Toolbox was used to analyze the distinctcategories of student responses for determination of keywords and student sentiment [8]. Text waspreprocessed as per the toolbox’s documentation and word frequency for each category wascounted with

Conference Session

Social Justice and the Curriculum: Equity, Culture & Social Justice in Education Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sydney Turner, University of Virginia; Bethany Gordon, University of Virginia; Tomeka Carroll; Katelyn Stenger, University of Virginia; Patrick Hancock, University of Virginia

gathered by analyzing students’descriptions and facilitators’ reflections of their experiences with the intervention. These resultsprovided insights into how connected students felt to the experience. RECRUITMENT AND DATA COLLECTION. All procedures were reviewed andapproved by the University of Virginia Institutional Review Board. Students did not receivecompensation for participation in the surveys. Responses from the pre-survey were collected fromSeptember 21 and September 27, 2021. The in-class workshop occurred on September 28. Post-survey data collection occurred from September 30 to October 21. Table 2 depicts participationwithin the pre-survey and post-survey. Participation in the survey refers to students who (1)consented to participate

Collection

2004 GSW

Authors

Eyad Masad; Dan Zollinger

the theory espoused by Kolb2 describingfour modes of learning as: • Concrete experience • Reflective observation • Abstract conceptualization, and • Active experimentation 2Masad and Zollinger 2004 ASEE Annual Conference-Gulf Southwest SectionEvery student possesses portions of each learning mode but actually has a preferred or adominant learning style and typically consists of 2 modes of learning. However, Kolbstates that the most effective learning takes place when the student learns from each modeof learning.Concrete experience can provide the student a personnel

Collection

2005 GSW

Authors

Kevin M. Nickels

4377/4177 – Electronics II (VLSI)Odd Year 3321/3121 – Signals and Systems 4368 – Applied Signals & Systems 4390 – Mechatronics DLD Course ObjectivesThe DLD course mirrors the program philosophy, and therefore should cover the “fundamentals”of DLD, while keeping current with engineering practice. Objectives for the course reflect thismixture of goals. They include prerequisite knowledge and skills assumed by graduate schools inelectrical engineering, as many of our students continue to these. Also, they include anunderstanding or appreciation of digital systems design in industry, as many of our students will atsome point work on these

Conference Session

Redefining Manufacturing Education Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ismail Fidan, Tennessee Technological University

Tagged Divisions

Manufacturing Division (MFG)

aims to encourage continuousimprovement in engineering and technology education and ensure that graduates have thenecessary knowledge and skills to meet industry and society's evolving needs.ABET accreditation holds significant value for students, faculty, and programs, as it proves thatthe program has met rigorous standards and is dedicated to providing quality education.Accreditation by ABET also offers recognition and professional development opportunities forgraduates.2.4. Service LearningService learning is an educational method that blends community service with academicinstruction, reflection on the service experience, and connecting it to personal and social growth.Its aim is to offer students practical opportunities to use their

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Evelyn Hanna, Kent Place School; Suzanne Tracy, Kent Place School

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

;E Department.The school’s mission centers around empowering girls to be confident, intellectual, and ethicalleaders who advance the world. With the school’s mission in mind, the CS&E Departmentdefined a curricular scope and sequence aimed at introducing the various disciplines ofengineering, focusing on engineering as a “helping profession” and cultivating students’engineering habits of mind and identity. The focus of this paper is to zoom in on a 2nd gradelesson that reflects the goals of the CS&E curricular scope and sequence.At the Primary School level, which includes grades K-5, the pre-transformed curriculumenhanced students’ knowledge of and skills with block-based coding and robotics. Building onthis strength, and after a

Conference Session

Technical Session 6 - Paper 1: Who Gets to Be the Player Character? A Visual Content Analysis of Representation in Video Game Design Programs

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Caitlin Marie Lancaster, Clemson University

Tagged Topics

CoNECD Paper Sessions, Diversity

greater inclusivity in gaming, also illuminated the toxic qualities and exclusionaryattitudes prevalent in the video game sphere [13], [18]. The biases in games and the gaming industry are partially a reflection of those creatingvideo games. The International Game Developers Association (IGDA) found that about 71% ofdevelopers are binary (cis) men and 69% of developers are white; in comparison, only 24%identified as binary (cis) women, 3% of respondents identified as non-binary, and 24% identifiedas BIPOC [19]. This lack of diversity fits the overall perception of the video game industry as"overwhelmingly white, male, and straight" [20]. Like the cultures surrounding games, videogame companies are notoriously subject to scandals about

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexandra Gendreau Chakarov, University of Colorado Boulder; Jeffrey Bush, University of Colorado Boulder; Quentin Lee Biddy, University of Colorado Boulder; Jennifer Jacobs, University of Colorado Boulder; Mimi Recker, Utah State University; Tamara Sumner, University of Colorado Boulder

Tagged Topics

NSF Grantees Poster Session

professional learning model supports middleschool science and STEM teachers, many of whom have limited experience with computationalthinking, to implement these units in their classrooms.Professional LearningWe designed a professional learning approach, called the CT-Integration Cycle (Biddy et al.,2021; Gendreau Chakarov et al., in press), that supports teachers to design, adapt, implement,and reflect on instructional activities that use programmable sensor technologies. Thisprofessional learning model usually consists of an in-person summer workshop series and fourfull-day workshops throughout the school year. Due to the COVID-19 Pandemic, the summerworkshop shifted to a remote platform, and the school year workshops shifted to 90-minutebiweekly

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Trina L. Fletcher, Florida International University; Alexandra Coso Strong, Florida International University; Jay Phillip Jefferson, Florida International University; Jade Moten, Florida International University; Sung Eun Park, Florida International University; D'Aundray James Adams, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

acrucial, albeit often overlooked, element of promoting the success, persistence, and retention ofminority students within STEM disciplines [11]. Furthermore, recent studies have highlightedthe relationship between race and gender (for example) in STEM identity development,demonstrating the importance and effectiveness in understanding identity in shaping Blackstudent experiences, particularly regarding student engagement as well as barriers to successwithin STEM majors [12] [13].Regarding HBCUs, these institutions seek to provide and preserve cultural aspects that are notgenerally reflected or offered to minoritized students within Predominately White Institutions(PWIs) and broader society. In reviewing the impact of institutional climate on

Conference Session

Faculty Development 1: Social Justice Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Katie Johanson, University of Colorado at Colorado Springs; Richard Carroll Sinclair, University of Colorado at Colorado Springs; Comas Lamar Haynes, Georgia Tech Research Institute; Rosario A. Gerhardt, Georgia Institute of Technology; Kinnis Gosha, Morehouse College

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

transcribed by a third-party service and permanently deletedonce reviewed and cleaned.Reflexivity and Positionality. Prior to data analysis, the researchers engaged in the process ofreflexivity, in which experiences, beliefs, values, and assumptions on the ways in whichmentoring is used in academe to support the career development of faculty were reflected uponindividually and discussed collectively (Watt, 2007). Reflexivity is integral in qualitativeresearch because it forces the consideration and exposure of researcher bias through analyticalreflection and dialogue. The theoretical underpinnings of the pragmatic lens were revisitedduring the reflexivity process to ensure practical implications were foundational to the way inwhich the transcripts

Conference Session

Pre-College Engineering Education Division Technical Session 14

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jake Walker Lewis; Angela R. Bielefeldt, University of Colorado Boulder

Tagged Divisions

Pre-College Engineering Education

, and the role of engineersin societal decisions about technology” [4, p, 683]. Macroethics are reflected in engineering codesof ethics. For example, the American Society of Civil Engineers (ASCE) code of ethics addedenvironmental protection, sustainability, and treating all persons fairly/equitable participation in1976, 1996, and 2017 [5], respectively. The update in 2020 moved to a hierarchical stakeholdermodel that places obligations to society and the environment first [6]. The ASEE code of ethicsincludes sustainable development and social justice [2]. Engineering educators need to teachstudents about both macroethical issues and microethics [2], and stay current as the ethicalexpectations of the profession evolve.Engineering education

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Micah Lande, South Dakota School of Mines and Technology

Tagged Topics

NSF Grantees Poster Session

thatcan paint the evolution of students’ knowledge and skills over time over a set of learningexperiences (Clements & Sarama, 2004; Simon, 1995; Sztajn et. al., 2012; Corcoran, Mosher &Rogat, 2009; Maloney and Confrey, 2010). We use a theoretical framework based on adaptiveexpertise and design thinking adaptive expertise to further advance a design learning continuum(Hatano and Inagaki, 1986; Schwartz, Bransford & Sears, 2005; McKenna, 2007; Neeley, 2007).Project OverviewThis research project has been to explore and understand how open-ended, hands-on makingwork and activities are reflected in the learning trajectories of students and their learning gains inthe product-based learning, undergraduate engineering classroom. The aim is to

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; Cara Margherio, University of Washington; Eva Andrijcic, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Sriram Mohan, Rose-Hulman Institute of Technology

Tagged Topics

NSF Grantees Poster Session

. During his time at Rose-Hulman, Sriram has served as a consultant in Hadoop and NoSQL systems and has helped a variety of clients in the Media, Insurance, and Telecommunication sectors. In addition to his industrial consulting activities, Sriram maintains an active research profile in data science and education research that has led to over 30 publications or presentations. At Rose-Hulman, Sriram has focused on incorporat- ing reflection, and problem based learning activities in the Software Engineering curriculum. Sriram has been fundamental to the revamp of the entire software engineering program at Rose-Hulman. Sriram is a founding member of the Engineering Design program and continues to serve on the leadership

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Hartenstine, Western Washington University; Perry Fizzano, Western Washington University; Joseph Arthur Brobst, Old Dominion University; Joanna K. Garner, Old Dominion University

Tagged Topics

Diversity, NSF Grantees Poster Session

contribute to the development of students’ self-efficacy, identity, andsense of belonging? and 2) How does early exposure to computer science through courseworkand career awareness affect the experience of CS/M Scholars? Data sources are focus groupinterviews, surveys of the Scholars and a comparison group, and Scholars’ written summaries ofconversations with their mentors. The summary presented here draws upon the latter two datasources. The summaries written by students reflect their perceptions of the mentoring experienceand along with the focus groups and surveys provide multiple points of triangulation, givingimportant insight into their experience with the program overall.Survey Sample – Scholars & Comparison StudentsAll CS/M Scholars are

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jill K. Nelson, George Mason University; Jessica Rosenberg; Kathryn Fernández, George Mason University; Julie Shank, George Mason University

Tagged Divisions

Faculty Development Division

collaboration inshared physical spaces. Faculty and GTA reflections on the changes to teaching and learning dueto the online pivot provide insight into support that can be provided to help instructional stafffacilitate implementation of ACL across various modes of instruction. The guiding question forthe current study was: How did the rapid shift to online instruction due to COVID-19 affectadoption of ACL in calculus courses?MethodsThis paper describes insights from interviews with faculty and GTAs who were teaching andsupporting Calculus I and Calculus II courses in the Spring 2020 semester. All faculty and GTAsinvolved in these courses and additional faculty involved in the course-based community ofpractice were invited by email to participate in

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Charles W. Patrick Jr, Texas A&M University

Tagged Divisions

Biomedical Engineering

of 294 students are assessed over five semesters. Average class grades andgrade distributions are statistically compared using ANOVA and Z test, respectively. Moreover,a 15-question survey was used to evaluate PBL through a five-level Likert scale. Selectedstudent comments from end-of-semester course surveys are included when informative. Finally,qualitative instructor reflections are presented.Preliminary Results and Reflections Course Grades: Grades were not curved in any semester and the type and level of formativeand summative assessments were equivalent, thus the mean average class grades offer directcomparison of mastery of learning outcomes assessed. There was no statistical differencebetween the final grades (p=0.2; average 91.3

Conference Session

Biomedical Engineering Postcard Session (Best of Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Mays, Michigan State University; Valerie A. Troutman, Milwaukee School of Engineering; Geoffrey William John Grimm; Elizabeth Rose Pollack, Michigan State University ; Michele J. Grimm, Michigan State University

Tagged Divisions

Biomedical Engineering

they foundthroughout the challenge and that might have been useful for all sessions. The journal and theglossary not only reflected UIs found in many investigative point-and-click games (e.g., Phoenix Figure 1: Investigator A Terminal A) Students were given a unique Case ID. After pressing start, the terminal appeared with

Conference Session

Making in Design Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kate Youmans, Colorado School of Mines; Idalis Villanueva Alarcón, University of Florida; Jana Bouwma-Gearhart, Oregon State University; Louis Nadelson, University of Central Arkansas

Tagged Divisions

Design in Engineering Education

technical and professional knowledge to authenticproblems [7,8]. The shifts reflect the growing need for an engineering workforce prepared toaddress the increasingly complex and interconnected problems that engineers will face in the 21stcentury [9,10]. The growth in the number of first-year project-based undergraduate engineeringcourses and senior capstone design courses [11,12] provide opportunities to prepare engineeringstudents with progressive knowledge of engineering. In these courses, students engage inauthentic project-based learning activities designed to support their professional engineering skilldevelopment and increase their capacity for effective communication and problem solving[1,11].In conjunction with curricular shifts and the