Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College; Lee Singleton; Todd Haskell; Kathryn Rupe, Western Washington University; Leslie Glen

principlesthat may be applicable to a wider array of STEM courses. We presented the project rationale,goals and research questions along with the overall research design in 2020 [1].One aspect of the project is to explore how students may be able to use their experiences with themanipulatives to improve their spatial visualization skills in the context of their Calculus orStatics course. The importance of spatial abilities for STEM majors in general is well-established[2]. Spatial abilities are malleable and can improve with targeted training [3], and there isevidence that such training can improve retention and graduation rates [4]. Colleges anduniversities widely use the Purdue Spatial Visualizations Test: Rotations (PSVT:R) [5] tomeasure students

Collection

2022 ASEE - North Central Section Conference

Authors

Patrick Connolly, Robert Morris University; Madyson Orlando-Jepsen , Robert Morris University

how each space was usedin different locations, and saw differences in how the spaces operated versus who used them. Forexample, the Izmir space was supported by the local government and presented itself as a “craftand vocational factory” primarily for small-scale manufacturing, whereas the Dortmund spacewas privately owned and whose “purpose was oriented to provide active and participatorycitizens in research studies, practices and projects.”4 These spaces show how maker spaces arebecoming increasingly popular around the world, and ER is likely to follow soon.3.5.3 LEGO Mindstorms and ArduinosThe reviewed literature indicated that Arduinos and LEGO Mindstorms are facing significantchallenges in terms of their longevity as popular platforms

Conference Session

ERM: Exploring Educational Technology in Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Tufts University; Harpreet Auby, Tufts University; Namrata Shivagunde, University of Massachusetts Lowell; Anna Rumshisky, University of Massachusetts Lowell

Paper ID #36574WIP: Using Machine Learning to Automate Coding ofStudent Explanations to Challenging Mechanics ConceptQuestionsHarpreet Auby Harpreet Auby is a STEM Education MS and Chemical Engineering PhD student at Tufts University. He is a graduate research assistant working with Dr. Milo Koretsky within the Institute for Research on Learning and Instruction (IRLI). Harpreet received his BS in Chemical and Biomolecular Engineering at the University of Illinois at Urbana-Champaign. His current work focuses on machine learning applications in educational research and evaluation, learning assistants, and uptake

Conference Session

ERM: Lessons Learned from COVID (COVID Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Maartje E.D. Van den Bogaard, Delft University of Technology; David Reeping, University of Cincinnati; Cynthia Finelli, University of Michigan; Joanna Millunchick, University of Michigan

Paper ID #36864Student experiences with the online learning environmentduring COVIDMaartje E. D. Van Den Bogaard (Research Fellow) Maartje Van den Bogaard holds a MSc. in Education Science from the University of Groningen and a Ph.D. from TU Delft, both in the Netherlands. She studied student success using linear and complex models and was awarded the Outstanding Dissertation Award by the International Society for Educational Planning. Maartje worked as a senior consultant in curriculum and instruction at Leiden University and served as head of program at the TU Delft STEM Education and Communication graduate

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ying Wang, Georgia Institute of Technology; Joy Harris; Janece Shaffer

academic behaviors,” Achiev. Achiev. Motiv., 1983, Accessed: Feb. 06, 2022. [Online]. Available: https://ci.nii.ac.jp/naid/10020820462/#cit[7] A. Y. Huang-Saad, C. S. Morton, and J. C. Libarkin, “Entrepreneurship Assessment in Higher Education: A Research Review for Engineering Education Researchers,” J. Eng. Educ., vol. 107, no. 2, pp. 263–290, 2018, doi: 10.1002/jee.20197.[8] S. E. Zappe, S. L. Cutler, and L. Gase, “A Systematic Review of the Impacts of Entrepreneurial Support Programs in Science, Technology, Engineering, and Math Fields,” Entrep. Educ. Pedagogy, p. 25151274211040424, Sep. 2021, doi: 10.1177/25151274211040422.[9] R. K. Mitchell, L. Busenitz, T. Lant, P. P. McDougall, E. A. Morse, and J. B. Smith

Conference Session

Construction Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Francois Jacobs, University of Wyoming; Renxiang Lu, University of Wyoming

practitioner-researcher divide in Industrial, Work and Organizational (IWO) psychology: Where are we now, and where do we go from here?” Journal of Occupational and Organizational Psychology, vol. 74, no. 4, pp. 391-411, 2010.[6] K. Chareonwongsak (2018), Balancing theory with practice. Available: https://www.universityworldnews.com/post.php?story=20180523132915572[7] A.R. Artino Jr., and A. Konopasky, “The practical value of educational theory for learning and teaching in graduate medical education,” Journal of Graduate Medical Education, vol. 10, no. 6, pp. 609–613, 2018.[8] C. Armatas, and T. Papadopoulos, “Approaches to work-integrated learning and engaging industry in vocational ICT courses

Conference Session

Civil Engineering Division - Innovating New Ways to Teach

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Swenty, Virginia Military Institute; Benjamin Dymond, University of Minnesota Duluth; Camilla Saviz, University of the Pacific; David Saftner, University of Minnesota Duluth; Jeffrey Shafer, University of the Pacific; Kacie D'Alessandro, Virginia Military Institute; Tanya Kunberger, Florida Gulf Coast University; Christopher Shearer

Caple D'Alessandro (Visiting Assistant Professor) Kacie C. D’Alessandro received her B.S. and M.S. in Civil Engineering at Clemson University and her Ph.D. in Civil Engineering at Virginia Tech. She taught at Washington and Lee University for seven years before joining the faculty at Virginia Military Institute, where she is now a visiting assistant professor. Her research interests include ultra-high performance concrete, design of concrete structures, structural evaluations, and experiential learning. She teaches courses in structural engineering and engineering mechanics.Tanya Kunberger Dr. Tanya Kunberger is a Professor and Chair of the Department of Environmental Engineering, Civil Engineering and Construction

Collection

2022 ASEE Illinois-Indiana Section Conference

Authors

Suneer Angra, University of Illinois Urbana-Champaign; Drashti Sikligar, University of Illinois at Urbana-Champaign; Colin Widmer Castleberry, University of Illinois at Urbana - Champaign; Jennifer R Amos, University of Illinois at Urbana - Champaign

] G. Conole and B. Warburton, “A review of computer-assisted assessment”, Research in Learning Technology, vol. 13, no. 1, Mar. 2005, doi: 10.1080/0968776042000339772[2] S. N. Ikwumelu, Ogene A. Oyibe, and E. C. Oketa, “Adaptive teaching: an invaluable pedagogic practice in social studies education”, Journal of Education and Practice, vol. 6, no.33, 2015.[3] B. Balakrishnan, “Motivating engineering students learning via monitoring in personalized learning environment with tagging system”, COMPUTER APPLICATIONS IN ENGINEERING EDUCATION, vol. 26, no. 3, pp. 700–710, Feb. 2018, doi: /10.1002/cae.21924.[4] K. Soria, I. Chirikov, and D. Jones-White, “The obstacles to remote learning for undergraduate

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ignatius Fomunung, University of Tennessee at Chattanooga; Christopher Silver, University of Tennessee at Chattanooga; Marcy Porter, University of Tennessee at Chattanooga

Atomic and Molecular Physics from Clark Atlanta University, and a MS in Transportation Engineering from GaTech. Dr Fomunung teaches courses and conducts research in the fields of transportation-energy-air quality analysis and modeling, transportation planning and land use development, and in infrastructure systems analysis and design, monitoring, and rehabilitation. He is the director of UTC’s Center for Energy, Transportation and the Environment (CETE). Recently, Dr Fomunung has diversified his focus area to include research in STEM education, exploring strategies that promote student matriculation, persistence, and success in STEM fields.Marcy Porter (Program Accreditation & Assessment Manager)Christopher Frank

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joshua Jay, University of Oklahoma; Doyle Dodd, University of Oklahoma

, substantial quantitative data, such as recorded participant scoreson course assignments, have yet to verify these conclusions.The focal point for this study will be the quantitative data attained by the participating class withsupplemental qualitative data included. Student performance data will be a decisive indicator toempirically assess how the DSHM impacts retention of material and assignment grades incomparison to the SSHM. The investigators intent was to implement a new homework methodthat could benefit both students and instructors without compromising the academic goals of thecourse as dictated by the institution and ABET.MethodologyStudents enrolled in the ABET accredited Digital Design electrical engineering class at theUniversity of

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lorelle Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Darnishia Slade, Michigan Technological University; Logan Burley, University of Michigan

Institutional Diversity. She received the Harold R. Johnson Diversity Service Award (2015), and the Sarah Goddard Power Award (2012), from the University of Michigan for her work on diversity-related issues.Lorelle A Meadows (Founding Dean of Pavlis Honors College) Dr. Lorelle Meadows joined Michigan Technological University in 2014 where, as founding dean, she led the creation of a new honors college uniquely committed to inclusion and equity and eliminating barriers to high impact educational practices. Dr. Meadows received her B.S., M.S., and Ph.D. in Oceanic Science from the University of Michigan, College of Engineering. As an educator and administrator in higher education, she conducts interdisciplinary research at the

Conference Session

Civil Engineering Division - Innovative Changes to the Typical Civil Engineering Coursework.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Deborah Besser, University of St. Thomas; Anna Roiger, University of St. Thomas; Nick Pawlak; Emma Sullivan, University of St. Thomas

courses.Learning reflection was also included as a learning best practice and provided qualitative insightinto shifting student motivation throughout the semester. The data results provide interesting andunexpected insights on struggle, motivation, connectedness, autonomy, and competence.Additional outcomes of this study included micro-learning theory lessons and learning feedbacktools.Why Devote Instruction Time to Developing an Ability to Learn?Imagine a civil engineering undergraduate assignment where a student was expected to applyengineering design practices to design a structure, communicate with a range of audiences, andfunction effectively on a team. But this student was never given the opportunity to develop andpractice fundamental engineering

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Maria-isabel Carnasciali, University of New Haven; Nadiye Erdil, University of New Haven; Ronald Harichandran, University of New Haven; Jean Nocito-Gobel, University of New Haven

Powered by www.slayte.com Insights Provided by Student Feedback on Integrated E-Learning Modules Covering Entrepreneurial TopicsAs a best practice, it is customary to ask students for their feedback on curricular interventions. Thefeedback is typically used to justify further changes and ascertain how well they may accept theintervention for broader implementation. At the University of New Haven, 18 e-learning modules weredeveloped and integrated into courses spanning the 4-year engineering and computerscience majors' curricula. The modules centered on topics seen to contribute to the development ofstudents’ entrepreneurial mindset. We saw this as a way to assist faculty in leveraging