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

Women in Engineering Division (WIED) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Monica Stephens, Spelman College; Tiffany Renee Oliver, Spelman College; Pamela M Leggett-Robinson, PLR Consulting

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

. A. Whittaker and B. L. Montgomery, “Cultivating Institutional Transformation and Sustainable STEM Diversity in Higher Education through Integrative Faculty Development,” Innov. High. Educ., vol. 39, no. 4, pp. 263–275, Aug. 2014, doi: 10.1007/s10755-013-9277-9.[3] S. Wadia-Fascetti and P. G. Leventman, “E-Mentoring: A Longitudinal Approach to Mentoring Relationships for Women Pursuing Technical Careers,” J. Eng. Educ., vol. 89, no. 3, pp. 295–300, Jul. 2000, doi: 10.1002/j.2168-9830.2000.tb00528.x.[4] M. J. Chang, M. K. Eagan, M. H. Lin, and S. Hurtado, “Considering the Impact of Racial Stigmas and Science Identity: Persistence Among Biomedical and Behavioral Science Aspirants.,” J. High. Educ., vol. 82, no. 5, pp

Conference Session

Student Division (STDT) Technical Session 6: Underserved Student Experiences

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anastasia M. K. Schauer, Georgia Institute of Technology; August Kohls, Carnegie Mellon University; Katherine Fu, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

only to benefit engineering retention as a whole, but alsoto begin to close the retention gap for underrepresented minorities in engineering. Our resultssupport our hypothesis, suggesting that interdisciplinary studies are appealing to URMs and mayhelp alleviate the push-pull pressure by bridging engineering with careers they better identifywith. These interdisciplinary interventions have not yet been implemented or assessed for actualimpact on URM recruitment and retention.References[1] M. M. Camacho and S. M. Lord, “‘Microaggressions’ in engineering education: Climate for Asian, Latina and White women,” in 2011 Frontiers in Education Conference (FIE), Oct. 2011, pp. S3H-1- S3H-6. doi: 10.1109/FIE.2011.6142970.[2] A. J. Koch, P. R

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Veto Matthew Ray, Indiana University - Purdue University, Indianapolis; Brandon Sorge, Indiana University - Purdue University, Indianapolis; Katrenia Reed Hughes, Indiana University - Purdue University, Indianapolis; Kevin Rose; Carol Rownd

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

specifically aligned to Herzberg’s [24] motivational andhygiene factors. Additionally, future investigation should include increased stratification ofdemographics, including gender and race, to help identify the impacts that factors have onvarying groups.References[1] McTaggart, R. (1991). Principles for participatory action research. Adult Education Quarterly, 41(3), 168-187.[2] Tugden, A. “On the Verge of Burnout: COVID -19’s Impact on Faculty Well-Being and Career Plans 2020,” The Chronicle for Higher Education, Washington, DC, USA, 2020. Accessed February 2023. [Online] Available: https://connect.chronicle.com/rs/931-EKA- 218/images/COVID%26FacultyCareerPaths_Fidelity_ResearchBrief_v3%20%281%29.p df[3] Coiro M.J

Conference Session

Design in Engineering Education Division (DEED) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robert E. Curtis, Jr. P.E., Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

to effectively argue their design solution is independent of thedisciplinary diversity of the team.Discussion and ConclusionsThe goal of this research was to investigate the relationship between disciplinary diversity andeffectiveness of design argumentation to determine if disciplinary diversity can be disregarded asa significant factor when analyzing engineering design teams’ argumentation skills. AsKrishnakumar et al.’s research on this data set determined that interdisciplinarity of a design teamdid not relate to the outcomes of the engineering projects or the quality of the design pitch asdetermined by sponsor satisfaction [41], our results also showed no statistically significantcorrelation between disciplinary distance and design

Conference Session

Mechanical Engineering Division (MECH) Technical Session 3: Student Success

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, The University of Texas Rio Grande Valley; Samuel Garcia, Texas State University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering Division (MECH)

) levels to ensure that every student seeking anengineering degree is afforded the necessary support systems to complete degree requirements.Future WorkFuture work of this study includes associating the impact of grades with the socioeconomic factorsidentified by Bandura which include racial gaps, school sector, school environment, and familyconditions. A survey was created and administered in the Fall of 2022 with a cohort of studentsenrolled in a Rigid Dynamics course. Specifically, students were asked about the non-academicfactors that affect their academic performance such as family responsibilities, employment, andfinancial issues. The data is under review, and more will be collected in the Spring 2023.REFERENCES[1] Abdi, H. M., Bageri, S

Conference Session

Committee on Effective Teaching Presents: Evaluation, Assessment, & Performance

Collection

2023 ASEE Annual Conference & Exposition

Authors

Timothy Aaron Wood, P.E., The Citadel; Stephanie Laughton, The Citadel

Tagged Divisions

Civil Engineering Division (CIVIL)

-directed, intrinsically motivated learning characteristic of graduatestudents and practicing engineers.References[1] A. C. Estes, R. W. Welch, and S. J. Ressler, “The ExCEEd Teaching Model,” Journal of Professional Issues in Engineering Education and Practice, vol. 131, no. 4, pp. 218–222, Oct. 2005, doi: 10.1061/(ASCE)1052-3928(2005)131:4(218).[2] K. M. DeGoede, “A Chegg® Era Model for HW,” presented at the 2020 ASEE Virtual Annual Conference Content Access, Jun. 2020. Accessed: Feb. 07, 2023. [Online]. Available: https://peer.asee.org/a-chegg-era-model-for-hw[3] T. A. Wood, D. D. Nale, and R. K. Giles, “Closing the Homework Feedback Loop Using Dual-Submission-with-Reflection Homework Methodology,” in 2020 ASEE Virtual Annual

Conference Session

Engineering Technology Division (ETD) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mohamed Khalafalla, Florida A&M University - Florida State University; Tejal Udhan Mulay, Florida A&M University - Florida State University; Doreen Kobelo Regalado, Florida A&M University - Florida State University; Behnam Shadravan, Florida A&M University - Florida State University; David Akinsanya, Florida A&M University - Florida State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology Division (ETD)

. By incorporating these elements, an enjoyable andinformative experience for underrepresented minority students can be attained and encourage themto pursue careers in STEMReferences[1] E. O. McGee, Black, brown, bruised: How racialized STEM education stifles innovation. Harvard Education Press, 2021.[2] M. Elam, B. Donham, and S. R. Soloman, "An engineering summer camp for underrepresented students from rural school districts," Journal of STEM Education: Innovations and Research, vol. 13, no. 2, 2012.[3] K. Kricorian, M. Seu, D. Lopez, E. Ureta, and O. Equils, "Factors influencing participation of underrepresented students in STEM fields: matched mentors and mindsets," International Journal of STEM

Conference Session

Committee on Educational Policy Presents: Pillars of Student Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Priyantha Wijesinghe, University of Vermont; Holly Ann Buckland Parker, University of Vermont

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

, Laura Hill, Kristen Andrews,John Lens, and others in the Contemplative Practices Learning Community, graduate studentMaddy Pimental and along with all the undergraduate student focus group leaders: SachiSakaniwa, Zoe Schlosser, Maja Paulk, River Bond, and student participants of the StructuralSteel Design course.References:[1] T. Estrada and E. Dalton, "Impact of Student Mindfulness Facets on Engineering Education Outcomes: An Initial Exploration," ASEE Annual Conference & Exposition, Tampa, FL, USA, June 15, 2019.[2] B. Rieken, M. Schar, S. Shapiro, S. Gilmartin, and S. Sheppard, "Exploring the relationship between mindfulness and innovation in engineering students," in Proceedings of the American Society for

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

First-Year Programs Division (FYP) - Technical Session 2: Program Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joseph A. Lyon, Purdue University at West Lafayette (COE); Jacqueline Callihan Linnes, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

/publication/319650562[4] National Research Council, Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. 2012. doi: 10.17226/13362.[5] National Research Council, “Report of a Workshop on the Pedagogical Aspects of Computational Thinking,” National Academies Press, Washington, D.C., 2011. doi: 10.17226/13170.[6] O. of the P. S. The White House, “Fact Sheet: President Obama Announces Computer Science For All Initiative,” pp. 1–16, 2016, doi: 10.1111/j.1741-5705.2009.03698.x.[7] A. N. Rinn and J. A. Plucker, “High-Ability College Students and Undergraduate Honors Programs: A Systematic Review,” Journal for the Education of the Gifted, vol. 42, no. 3

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yanjun Yan, Western Carolina University; Hugh Jack P. Eng. P.E., Western Carolina University; James Coffin

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

students: one student reported low participation inboth projects and s/he attended the classes about half in person and half online, which mighthave contributed to the low participation. The other student reported low participation in thesecond project although s/he attended the classes fully in person and s/he reported fullparticipation in the first project. There was no data to explain the reason, but project 2 wasstudent-driven by the team leader who came up with that project topic. As instructors, we need toencourage all students to contribute to the final design and prototyping.Course ManagementA mixture of teaching modalities was used in this course, as explained in the Course Setupsection.Depending on the course content, such as for

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Ray Waller, Purdue University, West Lafayette; Yukiko Maeda, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Louis Tay, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

female and minoritized student representation. We will alsowork to identify other department-level metrics that could help explain disciplinary differencesin persistence.ReferencesAstin, A. W. (1985). Achieving educational excellence: A critical assessment of priorities and practices in higher education. San Francisco: Jossey-Bass.Astin, A. W. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.Berger, J. B., & Milem, J. F. (2000). Organizational behavior in higher education and student outcomes. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. XV, pp. 268–338). Agathon.Brawner, C. E., Lord, S. M., Layton, R. A., Ohland, M. W., & Long, R. A. (2015). Factors

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Li Tan, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

mentor and benefits they derive from the process. Journal of Multicultural Counseling and Development. 22(1), 37–48.Bjursell, C., & Sädbom, R. F. (2018). Mentorship programs in the manufacturing industry. European Journal of Training and Development. 42(7/8), 455-469.Brown II, M. C., Davis, G. L., & McClendon, S. A. (1999). Mentoring graduate students of color: Myths, models, and modes. Peabody Journal of Education, 74(2), 105-118.Byars-Winston, A., Womack, V. Y., Butz, A. R., McGee, R., Quinn, S. C., Utzerath, E., ... & Thomas, S. B. (2018). Pilot study of an intervention to increase cultural awareness in research mentoring: Implications for diversifying the scientific workforce. Journal of

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea Arce-Trigatti, Tennessee Technological University; Stephanie Jorgensen, Tennessee Technological University; Robby Sanders, Tennessee Technological University; Pedro E. Arce, Tennessee Technological University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

-YearExperience & Students in Transition.[8] S. Ahmed. On being included: Racism and Diversity in Institutional Life. North Carolina:Duke University Press, 2012.[9] C. Brammer. Communicating as Women in STEM. London, UK: El Sevier, Academic Press,2018.[10] A. Sithole, E.T. Chiyaka et al, “Student attraction, persistence, and retention in STEMprograms: Successes and continuing challenges,” Higher Education Studies, vol. 7, no. 1, 2017,46-59.[11] J. Wyn, H. Cuervo et al, “Gendered transitions from education to work: The mysteriousrelationship between the fields of education and work,” Journal of Sociology, vol., 53, no. 2,2018, 492–506. https://doi.org/10.1177/1440783317700736[12] P. Bourdieu. “Cultural Reproduction and Social Reproduction”, in Power

Conference Session

Pre-College Engineering Education Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kai Jun Chew, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Cheryl Carrico P.E., E4S, LLC

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

prestige.Learning Experiences Influence Outcome Expectations Related to Engineering Careers In high school 271, both 271T1 and T2 talked about influences of courses or programs ontheir students’ postsecondary outcome expectations. T1 mentioned that “taking these classes 8[basic drawing classes] in high school is good because it's helping them narrow their focus andsee if it's something that they are interested in and if they're good at it,” implying that classesthat students take can influence their postsecondary outcome expectations, particularly on theirinterest in certain fields. This is further supported by a T1’s example:“she's [one of her

Conference Session

Multidisciplinary Endeavors: Engineering, Art and Society

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cristian Eduardo Vargas-Ordonez P.E., Purdue University at West Lafayette (COE); Morgan M. Hynes, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

Technical Direction. Professor of Practice. Emphasis on theater technical direction. Prof. J.-LA College of Liberal Arts Professor of Dance. Emphasis on contact dance improvisation. Prof. S.-LA College of Liberal Arts Professor of Art and Design. Professor of Art Education. Prof. Y.-LA College of Liberal Arts Professor of Interior Design. Data collection consisted of semi-structured interviews, which helped to understand better thecontext where the answers came from and tailor "follow-up questions within and across interviews" [10,p. 154] according to the participants' response. The questions were structured according to one element ofthe correspondence analysis

Conference Session

Engineering Physics and Physics Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Geraldine L. Cochran, Rutgers University; Bryce Troncone, Rutgers University; Bianca R. Evangelista, Rutgers University; Pablo J. Cueva Vera, Rutgers University; Gafar O. Tajudeen, Rutgers University; Nazeer Mosley, Rutgers University; Russell Thomas Soto, Rutgers University; Nathaniel Debebe Asefa, Rutgers University; Nkenna Opara, Rutgers University; Corey Ptak, Rutgers University

Tagged Divisions

Engineering Physics and Physics

, the followingquestions were asked of all interviewees prior to conducting the interview: ● What is your name? (to ensure the correct person was interviewed) ● Are you over the age of 18? (this study was not IRB approved for minors as participants) ● Were you an LA in the Spring of 2020? ● What course(s) were you an LA for in Spring of 2020?These questions were for the purposes of pre-screening for eligibility and were not recorded as apart of the data collection process. As established in our approved Institutional Review Boardprotocol, we reviewed approved consent documents with each participant and gained verbalconsent for engaging in the interview or recording the audio.Course Contexts. The interviewees in this study supported

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Morgan M. Fong, University of Illinois, Urbana-Champaign; Seth Poulsen, University of Illinois at Urbana-Champaign; Geoffrey L. Herman, University of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods

, Inc, 2013. doi: 10.1145/2534860.[2] R. Bockmon, S. Cooper, J. Gratch, J. Zhang, and M. Dorodchi, “Can Students’ Spatial Skills Predict Their Programming Abilities?,” in Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education, Trondheim Norway, Jun. 2020, pp. 446–451. doi: 10.1145/3341525.3387380.[3] S. Cooper, K. Wang, M. Israni, and S. Sorby, “Spatial Skills Training in Introductory Computing,” in Proceedings of the eleventh annual International Conference on International Computing Education Research - ICER ’15, Omaha, Nebraska, USA, 2015, pp. 13–20. doi: 10.1145/2787622.2787728.[4] S. Jones and G. Burnett, “Spatial Ability and Learning to Program,” Hum. Technol

Conference Session

Electrical and Computer Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carl B. Dietrich, Virginia Polytechnic Institute and State University; Nicholas F. Polys, Virginia Polytechnic Institute and State University; Christian W. Hearn, Weber State University; Kenneth Reid, University of Indianapolis; Joshua Alexéi García Sheridan, Virginia Polytechnic Institute and State University

Tagged Divisions

Electrical and Computer

protocols for interference mitigation.The WSU author had the privilege of teaching a senior/first-year graduate student class onantennas and RF propagation in the Fall 2020. The anTpaTT system was demonstrated andmeasured results were compared to simulated results as part of the exercise.Students employed by a DoD contractor expressed appreciation for ‘real-world’ applications thatapplied directly to their job(s). Course evaluations were positive, and the department plans tocontinue a long-term plan to build an applied-EM curriculum.The anTpaTT system also offers opportunities for a wide variety of undergraduate research andsenior capstone projects due to its interdisciplinary nature; potential topics include signalprocessing to improve pattern

Conference Session

Design Mental Frameworks

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea MacGregor, James Madison University; Shraddha Joshi, James Madison University

Tagged Divisions

Design in Engineering Education

and creativetechniques in the classroom.For future work, this study can be expanded to include more participants, or even participantsfrom different backgrounds. The study can be replicated with a different creative intervention ordesign problem, to see if the hypothesis hold true. More research can be done on how a creativeintervention effects work that we do not generally view as creative, like math or science. Futureresearch can aim to answer the following research questions: 1) How does completing a creativity activity over a long period of time effects self- perception of creativity and novelty of a design? 2) How does a creativity intervention effect the outcomes of a non-design engineering course?References[1] S. M

Conference Session

Innovative Pedagogies Afforded Through Technology and Remote Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Manjina Shrestha, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

. Owen, "Implementing virtual learning environments: Looking for holistic approach." Journal of Educational Technology & Society 3.3 (2000): 39-53.[3] J. M. Spector, “The potential of smart technologies for learning and instruction,” Int. j. smart technol. learn., vol. 1, no. 1, p. 21, 2016.[4] B. J. DiSalvo and A. Bruckman, “Questioning video games’ influence on CS interest,” in Proceedings of the 4th International Conference on Foundations of Digital Games - FDG ’09, 2009.[5] M. Papastergiou, “Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation,” Comput. Educ., vol. 52, no. 1, pp. 1–12, 2009.[6] N. Jain, P. Youngblood, M. Hasel, and S

Conference Session

Sociotechnical Thinking I: Classroom Experiences, Identity, and Theory

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Desen Sevi Ozkan, Tufts University; Kenyetta Anisah Rose Neal Akowa

Tagged Divisions

Liberal Education/Engineering & Society

?. Science, Technology,& Human Values, 39(1), 42-72.8. Leydens, J. A., Johnson, K., Claussen, S., Blacklock, J., Moskal, B. M., & Cordova, O.(2018). Measuring change over time in sociotechnical thinking: A survey/validation model forsociotechnical habits of mind. In 2018 Proceedings of the American Society for EngineeringEducation.9. Malazita, J. W., & Resetar, K. (2019). Infrastructures of abstraction: how computer scienceeducation produces anti-political subjects. Digital Creativity, 30(4), 300-312.10. Slaton, A. E. (2015). Meritocracy, technocracy, democracy: Understandings of racial andgender equity in American engineering education. In International perspectives on engineeringeducation (pp. 171-189). Springer, Cham.11. Riley, D

Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nong Ye, Arizona State University; Ting Yan Fok, Arizona State University; James Collofello, Arizona State University; Tami Coronella, Arizona State University

Tagged Divisions

Educational Research and Methods

and numeric data together and uncover multivariate data associations fromdata. The PVAD algorithm was used to obtain data associations. Each association is in the formof X  retention = YES, where X represents specific value(s) of one or multiple variables.Hence, X in each data association reveals characteristics of students whose retention variable(s)indicates them staying in engineering after the first year at ASU. In this study, we looked intoonly 1-to-1 data associations with X containing one variable and its specific value, because p-to-1 data associations, p > 1, with X containing multiple variables and their specific value are oftencombinations of characteristics from 1-to-1 data associations. A supporting instance of a 1-to-1data

Conference Session

Capitalizing on COVID: Using This Disruptor to Change the Educational Model

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Paige West, Virginia Polytechnic Institute and State University; Frederick Paige, Virginia Polytechnic Institute and State University; Natasha B. Watts, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University

Tagged Divisions

Civil Engineering

provided instructors with critical information about theirstudents’ behaviors in courses. For example, learning analytics supply insight into the numberand time of student interactions [12]–[14] and the frequency of viewing content pages [15] andtools [10], [16]. Student behavior analytics is often compared to student performance and provento correlate significantly. Joksimovic et al. (2015) found that the count of student-studentinteractions in an entirely online course significantly correlated with the students’ grades. Also,the time spent interacting with the instructor had positive effects on the final learning outcomes[13]. Agudo-Peregrinal et al. (2014) looked at Moore (1989) and Hillman et al.’s (1994)interaction types and their correlation

Conference Session

Design Across the Curriculum 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katelyn Stenger, University of Virginia; Jennifer L. Chiu, University of Virginia; Sarah Jennings Fick, Washington State University

Tagged Divisions

Design in Engineering Education

, Student 6noticed missing representations in their conceptual model. Students 5 and 12 expressed theyadded additional descriptive details to their models like parking lots, arrows, words, andsediment to their second models. While noticing details and context is important to anyengineering design activity, the way in which quality was determined showed that many students(27/39 students for pictorial quality and 23/39 students for numerical quality) did not change inquality. Below we provide the conceptual models of Student 5, shown in Figure 4. (a) Before activity (b) After activity Figure 4: Conceptual models of Student 5Student 5’s conceptual model before the peer comparison