Conference Session

Track: Graduate - Technical Session 9

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Eunsil Lee, Arizona State University; Jennifer M. Bekki, Arizona State University; Adam R. Carberry, Arizona State University; Nadia N. Kellam, Arizona State University

Tagged Topics

Diversity, Graduate Education

resulting in a call to view the concept of belonging as complex,multi-faceted, and impacted by extra-institutional factors [6]. Recent research on sense of belonging among graduate students has begun to consider demographicattributes and characteristics of the academic environment [7-10]. Gardner et al.’s [8] exploration ofdoctoral students’ sense of belonging across different disciplines indicates that engineering doctoralstudents reported a relatively lower sense of belonging within their academic department compared tostudents in other disciplines. Recent work by O’Meara et al. [11] echo this claim, reporting that fewerfacilitators of sense of belonging exist within STEM doctoral program environments than in non-STEMprograms. These

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Hirshfield, University of Michigan; Stacie Edington, University of Michigan; Michael Dailey, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, and A. S. Malik, “The influences of emotion on learning and memory,” Front. Psychol., vol. 8, no. 1454, 2017.[3] M. J. Riemer, “Integrating emotional intelligence into engineering education,” World Trans. Eng. Technol. Educ., vol. 2, no. 2, pp. 189–194, 2003.[4] D. Kim and B. K. Jesiek, “Work-in-Progress: Emotion and intuition in engineering students’ ethical decision-making and implications for engineering ethics education,” 2019.[5] A. Bandura, Self-Efficacy: The Exercise of Control. New York, NY: Freeman, 1997.[6] F. Pajares, “Self-efficacy in academic settings,” in American Educational Research Association, 1995.[7] D. W. McMillan and D. M. Chavis, “Sense of community: A definition and theory,” J

Conference Session

Women in Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robyn Paul, University of Calgary; Laleh Behjat P.Eng., University of Calgary; Bob Brennan P.Eng., University of Calgary

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

., & Leifer, L. J. A1 (2005). Engineering design thinking, teaching, and 1613 learning. Journal of engineering education, 94(1), 103-120. Atman, C. J., Adams, R. S., Cardella, M. E., Turns, J., Mosborg, S., & Saleem, J. (2007). Engineering design processes: A comparison A2 433 of students and expert practitioners. Journal of engineering education, 96(4), 359-379. Carberry, A. R., Lee, H. S., & Ohland, M. W. (2010). Measuring A3 engineering design self‐efficacy. Journal of Engineering 192 Education, 99(1), 71-79

Conference Session

Mechanical Engineering Technology Curriculum

Collection

2008 Annual Conference & Exposition

Authors

Kathleen Kitto, Western Washington University

Tagged Divisions

Engineering Technology

and active exercise would be to calculate the longitudinal speed ofsound in aluminum, point out the E/ is also the specific stiffness of a material, and thendemonstrate how easy it is to initiate both the longitudinal and transverse waves in a rodby hitting them with a hammer (a rubber mallet) parallel and perpendicular to the end ofthe aluminum rod14. The typical speed of sound in aluminum is 5150 m/s while in steel itis about 5100 m/s. 2.84 x10 9 N / m 2v? = 1551.4 m/s (Average Values, Extruded Acrylic11) 1.18 x10 3 kg / m 3 12.0 x10 9 N / m 2v? = 5855 m/s (measured values, soundboard Engelmann Spruce) 0.35 x10 3 kg / m 3The calculated speed of a longitudinal wave in a

Conference Session

K-12 Activities

Collection

2006 Annual Conference & Exposition

Authors

Dean Aslam, Michigan State University

Tagged Divisions

K-12 & Pre-College Engineering

is represented by green Lego plates.Red areas are n-Si and are called source (S) and drain (D). S/Dregions, in an actual Si microfabrication process, are created by No Channel (a)introducing n-type impurities (such as phosphorous) into a p-Siwafer using silicon dioxide (SiO2) as a diffusion mask. This is LED in S/D Circuit (b)possible because the diffusion constant of phosphorous in SiO2 isvery low as compared to that in Si. Thus, the presence of SiO2makes sure that the n-type impurities are introduced in red areas(S/D) only. Following the thick white arrows (see b1 through b4),the next step is to make metal contacts (blue plates) to form S/Dleads

Conference Session

Assessing Perceptions of Engineers and Engineering

Collection

2006 Annual Conference & Exposition

Authors

Reginald Hobbs, Tufts University; Nataliia Perova, Tufts University; Igor Verner, Technion-Israel Institute of Technology; Chris Rogers, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

20 10 0 1 (Explanation) 2 (Demonstration) 3 (Hands-on) ScaleFigure 3: Results from the Post-Questionnaire: What part of the instructional unit helped you the most tounderstand the concept of cardio-vascular system? These results are based on the following scale:(1) Explanation (2) Demonstration (3) Hands-on Activity W h a t P a r t o f t h e I n s t r u c t i o n a l U n i t H e l p e d t h e mo s t t o U nde r s t a nd t he C onc e pt of P r e s s ur e ? 80 70 60 50

Conference Session

Climate Issues for Women Students

Collection

2006 Annual Conference & Exposition

Authors

Elizabeth Litzler, University of Washington; Sheila Edwards Lange, University of Washington

Tagged Divisions

Women in Engineering

. This research study conducted at a PacificNorthwest university sought to understand the extent to which assumptions about climate at theundergraduate and graduate level are true. The study found that while undergraduate andgraduate women in engineering deal with some of the same climate issues, the contextualdifferences relative to faculty interactions and classroom experiences were significant in howclimate is perceived. The differences in perceptions about climate speak to the fact that a one-size solution does not fit all, and policy changes must account for the contextual differences inthe education of female undergraduate and graduate students.IntroductionFirst coined by Hall & Sandler in the early 1980’s to describe the classroom

Conference Session

Embedded Computing

Collection

2006 Annual Conference & Exposition

Authors

Anshuman Panda, Polytechnic University; Hong Wong, Polytechnic University; Vikram Kapila, Polytechnic University; Sang-Hoon Lee, Polytechnic University

Tagged Divisions

Computers in Education

advanced feedback control algorithms.In recent research, we have developed a low-cost DAC platform which allows microcontrollers 3to be programmed by Matlab and Simulink thus providing an inexpensive tool for dataacquisition and control tasks. This platform is well suited for tasks that require graphical user Page 11.1354.2interface and/or advanced computational capabilities, but do not require stringent hardwareperformance. It uses the advanced computing power of Matlab, the graphical user interface ofSimulink, and Parallax Inc.’s Basic Stamp 2 (BS2) microcontroller4 to provide an environmentwhich allows users to implement

Conference Session

Integrating Engineering & Liberal Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dominic M. Halsmer PE, Oral Roberts University; Peter Wesley Odom, Oral Roberts University; Jessica Fitzgerald, Oral Roberts University; Taylor Gipson Tryon, Oral Roberts University

Tagged Divisions

Liberal Education/Engineering & Society

year 1612. It was in this station that Harvey began to start hisresearch and further his understanding about the anatomy of the human body. Harvey spent theseyears focused upon the circulatory system of the body. He was fascinated with the process ofblood circulation, and was continually searching for the truth behind the process. As “physicianextraordinary” to James I, Harvey had some access to cadavers by which to conduct his research.This access to the human body proved invaluable in Harvey’s research, however he began to seethings that did not match up to the commonly held teachings of the time.During the 1600’s the view of the circulatory system was that of a body full of veins which couldpump blood both to and from the heart

Conference Session

Design Based Energy Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer M Peuker, University of Alaska, Anchorage; Steffen Peuker, University of Alaska Anchorage

Tagged Divisions

Energy Conversion and Conservation

Heat Exchanger In-Class ActivityDirectionsIn groups of two solve the following heat exchanger design problem using EES.DeliverablePer group, fill out one solution sheet (attached). The answer sheet is set up such that you can fillit out as you go, and gives you a hint to the order of equations you can solve as you determine asolution, i.e. you can solve as you go along, not just at the end.ProblemA counter flow heat exchanger is used to heat 1.25 kg/s of water form 35 to 80◦ C by coolingan oil (specific heat of 2.0 kJ/kg◦ C) from 150 to 85◦ C. The overall heat transfer coefficient is850 W/m2◦ C. A similar arrangement is to be built at another plant location, but it is desired tocompare the performance of the single counterflow heat exchanger

Conference Session

Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christine Schnittka, Auburn University; George Edward Turner Jr., Auburn University; Randall William Colvin, Auburn University; Mary Lou Ewald, Auburn University

Tagged Divisions

K-12 & Pre-College Engineering

-the- Nation.pdfCullum, J., Hailey, C., Householder, D., Merrill, C., & Dorward, J. (2008). Formative evaluation of a professional development program for high school teachers infusing engineering design into the classroom. Paper presented at the meeting of the American Society for Engineering Education, Pittsburgh, PA.Donna, Joel D. (2012) A model for professional development to promote engineering design as an integrative pedagogy within STEM education. Journal of Pre-College Engineering Education Research (J-PEER), 2(2), Article 2. Downloaded from http://dx.doi.org/10.5703/1288284314866Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes

Conference Session

Methods, Techniques, and New Programs in Graduate Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dominic R. Primé, Arizona State University; Bianca L. Bernstein, Arizona State University; Amy K. Way, Villanova University; Liza Cohen Hita Hita, Arizona State University; T Michael Liddell, CareerWISE, Arizona State University; Arti R. Sarma, Arizona State University; Jennifer M Bekki, Arizona State University, Polytechnic campus

Tagged Divisions

Graduate Studies

modules engage visitors in learning to express their needs assertively,negotiate effectively when interests and positions may diverge, and manage conflict as it arisesin their environment(s). The Advanced Strategies rely on the mastery of the Essential Skills andunderstanding of Communication Elements. The Advanced Strategies modules and associatedskills are presented in Table 3. The following is a sample of text taken from the Introductionsection of the Advanced Strategy entitled, Negotiation: Negotiation is a discussion between two or more people that involves two main functions: identifying a common ground and reaching an explicit agreement regarding a matter of mutual concern. It’s an advanced strategy that relies on the

Conference Session

The Role of Engineering in Integrated STEM--uh STEAM--uh Education!

Collection

2012 ASEE Annual Conference & Exposition

Authors

Bettina J. Casad, California State Polytechnic University, Pomona; Mariappan Jawaharlal, California State Polytechnic University, Pomona

Tagged Divisions

K-12 & Pre-College Engineering

guided discovery approach posits that any subject can be taught effectively in someintellectually honest form to any child at any stage of development. A constructivist approach tolearning and teaching is based on the notion that learners construct their own knowledge ratherthan knowledge being transferred into learners‟ brains.8-10 Learners‟ construction of knowledgeis based on their past knowledge, the timeliness of new knowledge, and the learner‟s ability tounderstand the connections. This process forces learners to either modify existing knowledge ordevelop new knowledge. Learning experiences based on constructivism are reflected in popularinstructional strategies such as inquiry based learning11-12, problem based learning (PBL) 13-14

Conference Session

Graduate Education in ETD

Collection

2012 ASEE Annual Conference & Exposition

Authors

Enrique Barbieri, University of North Texas; Vassilios Tzouanas, University of Houston, Downtown

Tagged Divisions

Engineering Technology, Graduate Studies

Technology (ETEC), with at least 50 sustainingenrollments of 200+ students in fall 2010 according to ASEE data. On the other hand, since the1980’s only about 14 institutions have created master’s degrees in ETEC. Some M.S. programshave evolved from Master of Science in Technology (M.S.T.) or Master of Technology (M.T.)versions. One fundamental question posed in the debate is whether ETEC curricula rise to thenecessary scientific rigor of traditional M.S. degrees. This paper asserts that the M.S. in ETECshould stand on equal footing with M.S. programs in any other field and particularly inengineering when viewed from the perspective of (i) the scientific level of graduate ETECcourses; (ii) the roles that ETEC graduates perform in the engineering

Conference Session

Entrepreneurship Teaming and Collaboration

Collection

2012 ASEE Annual Conference & Exposition

Authors

David Pistrui, Acumen Dynamics, LLC; John K. Layer, University of Evansville; Sandra L. Dietrich, Eastern Michigan University

Tagged Divisions

Entrepreneurship & Engineering Innovation

. The Behavior latent variable is defined by the DISC instrument as a measurement model,where the four manifest variables Dominance (D), Influence (I), Steadiness (S), and Compliance(C) are depicted in Figure 3 [18] [19]. D I BEHAVIOR S C Figure 3. Hypothesized KEEN-TTI DISC Measurement ModelIn a similar fashion the Motivation and Skills latent variables are described by specific manifestvariables derived from TTI questionnaire items. The Motivation latent model is described by sixmanifest variables: Theoretical (TH), Aesthetic (AE

Conference Session

The Best of Design in Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Nicole Genco, University of Massachusetts Dartmouth; Katja Holtta-Otto, University of Massachusetts Dartmouth; Carolyn Conner Seepersad, University of Texas, Austin

Tagged Divisions

Design in Engineering Education

developing their original three concepts and 10 minutesmodifying other students’ concepts according to the modified 6-3-5 method.Measuring Creativity and Feasibility of the ConceptsIn this study we chose to measure the creative outcome rather than the creative personality of anindividual because the outcome is usually most important in engineering applications. There areseveral ways of measuring the creative outcome of a concept. Shah et al.’s novelty metric36 iscommonly used in engineering and was thus chosen for the innovative measurement criteria ofthis study. Before the metrics could be applied, each concept was analyzed holistically anddecomposed into a set of features. Once a set of features was identified it was then divided into a

Conference Session

Thermal Systems

Collection

2005 Annual Conference

Authors

Pamela J. Théroux; Gary Gabriele; Brad Lister; Deborah Kaminski

. Page 10.508.7 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright 2005, American Society for Engineering EducationFigure 3Distribution of Learning Styles Overall 8.67% Learning Styles Acco m m oda ting As s im ilating C onverging D iverging 11 .22 % 29 .34

Conference Session

ECE Laboratory Development & Innovations

Collection

2004 Annual Conference

Authors

Ahmed Rubaai

the terminals corresponding to input voltage, Vi, output voltage, Vo, one inductor current,iL, and controlled switch, S. The controller output variable is the switch duty cycle, δ.2.1 Fuzzy Controller Design Primarily, students will decide on the state variables of each converter topology that can betaken as the input signals to the controller. The controller-input variables include, output voltageerror, inductor current error, and inductor current, which will be used for current limiting only.Consequently, the input to the converter unit would be a signal proportional to the converter dutycycle that is actually the output of the controller. After choosing proper fuzzy variables as inputand output of the FLC, students must decide on the

Conference Session

IS and IT Education

Collection

2004 Annual Conference

Authors

Thomas Cullinane; Baris Yanmaz; Ronald Perry

. Six question items were identified as important outcomes: overall satisfaction (OS),feeling of being rewarded for efforts (RE), feeling of being stimulated and challenged (SC), op-portunities for career advancement (CA), length of time in an IT job (TJ), and salary (S). Thus,twelve regression equations were developed: six for the first job and six for the current job. Ta-ble 1 lists the outcome and predictor variables used for these analyses (All tables appear at theend of the paper). SPSS software was used in all of the analyses. The straight-forward approach to developing these relationships would be to offer all ofthe candidate predictor variables to SPSS and let it select the subset which provides the bet fit asmeasured by the

Conference Session

Ethics & HSS in Engineering

Collection

2004 Annual Conference

Authors

David Shaw; James Gidley

Session 3261 Ethics & HSS in Engineering Addressing the Liberal Arts in a Core Engineering Class: Theology, Philosophy, Social Ethics, and The Second Law of Thermodynamics Dr. David W. Shaw and Dr. James S. Gidley Department of Engineering, Geneva College, Beaver Falls, PAIntroductionCan an engineering professor address theological, philosophical, and social issues in a coreengineering class in a way that is relevant to the core content of the class? Our answer is yes.We have been addressing such issues for more than a decade in an introductory thermodynamicsclass required of all students in the general engineering program

Collection

2000 Annual Conference

Authors

Domingo L. Uy

consideration will be incomplete,and it will lead to possible going out of context and the outcomes may be undesirable; 3) Also, one can embed or built-in the design context within the MDT itself.Note that for each decision point the branches of the tree are generated in the same way as in theDTA. The basic question to ask is: How many ways can I accomplish this task? An example of athree-level deep Modified Decision Tree (MDT) for the system S ( Figure 3) is shown inFigure 4. The square nodes are the decision points (DPs). The circular nodes are the outcomes. Eachoutcome consists of a set of alternatives. For example, in Figure 5, the outcome node SS2 contains thealternatives m, p, and u. Also, in Figure 4, the outcomes SSj, j = 1,2,..8, can

Conference Session

Research in Engineering Education I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sandra Loree Dika, University of North Carolina, Charlotte; Jae Hoon Lim, University of North Carolina, Charlotte

Tagged Divisions

Educational Research and Methods

Research We reviewed a total of 13 studies for the second component of our critical analysis.First, we reviewed classic retention studies by Astin 4,29 and Tinto 30, which have been frequentlycited as germinal research linking the construct of social engagement to college student retentionand/or academic success. Nora et al.’s study6 was reviewed as an example of more recentempirical investigations using an extensive national dataset. Next, we analyzed 10 empiricalstudies that examined relationships between peer-oriented social engagement and measures ofcollege student adjustment/persistence (e.g., retention, GPA, other persistence measures) inengineering education. We specified four criteria for the inclusion of a study in our review: a

Conference Session

Methods of Teaching and Learning in Construction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Edward Godfrey Ochieng, Liverpool John Moores University ; Andrew David Price, Loughborough University; Ximing Ruan Ruan, Robert Gordon University; Yassine Melaine, Liverpool John Moores University

Tagged Divisions

Construction

has always been believed that if there is a “fit”between the learner‟s preferred teaching style and method of instruction, the outcome wouldbe happier and more academically successful learners, although research often fails to sustainthis theory6 . As observed from the reviewed literature, one of the main problems inassociating the magnitude of data to successful learning is that knowledge is augmenting at anexponential rate7, 5. If teaching concentrates merely on content and opportunities to developmeta-cognitive strategies are limited, alumni will experience significant difficulty keeping up-to-date with their respective disciplines5. Whilst joining in with the debate, Kolb8 saw learningas a cyclical process comprising of a series of

Conference Session

Retention of Women Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ann M. Blasick, Georgia Institute of Technology; Christine Valle, Georgia Institute of Technology; John D. Leonard II, Georgia Institute of Technology

Tagged Divisions

Women in Engineering

graduation rate, assuming continuous enrollment).Ohland et. al. [4] present an extensive analysis of retention measures and studenteducational experiences at the undergraduate level. This paper uses the large, multi-institution dataset MIDFIELD (Multiple-Institution Database for InvestigatingEngineering Longitudinal Development) which contains records of over 75,000 studentsin engineering during the years of 1988 through 1998. Ohland and his colleagues [4, 7]determined that eight-semester persistence is highly predictive of six-year graduationrates. But, using eight-semester persistence can underreport the persistence of women tograduation. In general, it is shown that paths of persistence are nonlinear, gendered andracialized, so that it‟s

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Dale R. Baker, Arizona State University

Tagged Topics

NSF Grantees Poster Session

onReflections. Some quotes on the personal impact of filling in Meta Reflection on Reflections areshown below. Some quotes include:Wrap-up on Points of Interest: Across a semester what was the impact of Interest Points on your attitude & interest?"Relating things to my daily life helps me to retain info better"Wrap-up on Muddiest Points:Did your responses to Muddiest Points help you identify your issues on content andconcepts?"The muddiest point helped me realize what I may not be aware of"Did discussing Muddy Point(s) at the start of next class help your understanding (or not)?"Questions other people asked helped because, many times they were questions I didn't think toask"Wrap-up on Learning Points: Did your responses on Learning Points help you

Collection

1998 Annual Conference

Authors

Fred Weber; Daniel C. Yoder; Christopher D. Pionke; J. Roger Parsons

also how the direction of the force is related to the direction of the movement. If wepull straight up on the box and the upward force is less than the box’s weight we will reduce the contact force of the floor on thebox, but will do no useful work moving the box across the floor. If the force pulls directly in the direction that the box moves theforce does the most useful work. The work is therefore W = F s = F *s * cos(), where F is the size of the force, s is thedistance the object moves, and is the angle between the direction of the force and the direction of motion. Note the F s,which is read as “F dot s”. This is not the same as F * s (F times s), but is rather called the “dot product”. In general, A B =A * B * cos(), where A and B

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Vivian H Nguyen, City Colleges of Chicago ; Anthony Jesus Blanco, City Colleges of Chicago; Andrew Steppan, City Colleges of Chicago; Juan Munoz, City Colleges of Chicago ; Guadalupe Pina-Castillo, City Colleges of Chicago; Shlesha Patel, City Colleges of Chicago; Melvin Cabrera, City Colleges of Chicago; Tobias Wimmer; Doris J. Espiritu, City Colleges of Chicago

Tagged Divisions

Student Division (STDT)

importance of creating theseopportunities for college retention.VII. ACKNOWLEDGEMENTThis material is based upon work supported by the National Science Foundation under Grant No.DUE-1832553. Any opinions, findings, conclusions, or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. The authors would like to acknowledge Jason Osei-Tutu, Dr. RuzicaTodorovic and Bridget O’ Connell for supporting our research and facilitating the Center ofExcellence for Engineering and Computer Science at Wilbur Wright College, City Colleges ofChicago. This research is derived from the research “Building Bridges into Engineering andComputer Science” that is approved by the City

Conference Session

Engineering Physics and Physics Division (EP2D) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jason Morphew, Purdue University; Amirreza Mehrabi, Purdue Engineering Education; Ben Van Dusen, Iowa State University of Science and Technology; Jayson Nissen

Tagged Divisions

Engineering Physics and Physics Division (EP2D)

an accessible and reliable assessmentsystem for assessing conceptual STEM understanding for colleges and universities that aligns withSTEM curriculum and uses Artificial Intelligence (AI) based assessment methods. Table 1: Operational Definition of Terms Term Operational Definition Example(s) Proficiency The proficiency of a person reflects the probability • Percentage correct on of answering test items correctly. The higher the static exams. individual’s proficiency, the higher the probability • Theta estimate on CATs. of a correct response. Different fields refer to proficiency as ability, latent trait, theta. Content

Conference Session

Using technology in engineering ethics education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tracy Anne Hammond, Texas A&M University; Pauline Wade, Texas A&M University; Shawna Thomas, Texas A&M University; Hillary E. Merzdorf, Texas A&M University

Tagged Divisions

Engineering Ethics Division (ETHICS)

(Instructor 1: M = 4.79, SD = 1.64; Instructor2: M = 6.12, SD = 1.30). On average for both sections, students’ lowest ratings were for thebenefits that videos would have had during their sophomore year (M = 5.22, SD = 1.77).Figure 1 shows the distribution of student ratings for each question in the survey. Distributionsfor Questions 1, 2, and 4 were negatively skewed as students rated these aspects highly. For bothsections, distributions were similar for Question 1, “Helped in being knowledgeable aboutcurrent ethical issues in computing” and Question 4, “Picking your own ethics topics.” Instructor2’s section gave higher ratings to the importance of analyzing ethical implications of capstoneprojects. The two sections were somewhat opposite in rating

Conference Session

Educational Research and Methods Division (ERM) Technical Session 17

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sakhi Aggrawal, Purdue University ; Alejandra J. Magana, Purdue University

Tagged Divisions

Educational Research and Methods Division (ERM)

pedagogical strategies that harness the strengths of agile frameworks to enrich the educational experience of students. References[1] D. Lopatto, “Undergraduate research as a high-impact student experience,” Peer Rev., vol. 12, no. 2, pp. 27–31, Mar. 2010.[2] J. O. Shanahan, E. Ackley-Holbrook, E. Hall, K. Stewart, and H. Walkington, “Ten Salient Practices of Undergraduate Research Mentors: A Review of the Literature,” Mentor. Tutoring Partnersh. Learn., vol. 23, no. 5, pp. 359–376, Oct. 2015, doi: 10.1080/13611267.2015.1126162.[3] G. D. Kuh, “High-Impact educational practices.,” Peer Rev., vol. 10, no. 4, pp. 30–31, Sep. 2008.[4] S. Aggrawal and A. J. Magana, “Undergraduate Student Experience with Research Facilitated by Project