Conference Session

ERM: ERM Medley Session!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Reagan Curtis, West Virginia University; Jason Gross, West Virginia University; Evana Nusrat Dooty, West Virginia University; Sumaia Ali Raisa, West Virginia University; Yu Gu, West Virginia University

55 DOF, from 50mg to 200kg. The Interactive Robotics Laboratory (IRL) that Gu is directing is currently working on precision robotic pollinators, autonomous planetary rovers, teams of robots for exploring underground environments, and swarms of ground and space robots. The outcomes of IRL research have been featured in 150 media stories. Gu also led the initiation and development of the WVU Robotics program. © American Society for Engineering Education, 2022 Powered by www.slayte.com Human-Swarm Interaction Robotics as Context for Training Diverse Undergraduate ResearchersOur objective in this Evidence-Based

Conference Session

Engineering Libraries Technical Session 2: Instruction

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jodi Bolognese, Northeastern University; Bridget Smyser, Northeastern University

, and Rubrics, Oh My! Authentic Assessment of an Information Literacy Program,” Libraries and the Academy, vol. Vol. 19, no. 1, p. No. 3 (2019), pp. 429–460., 2019.[16] W. W. Tsai and A. Janssen, “Reinforcing information fluency: Instruction collaboration in senior capstone laboratory course,” ASEE Annual Conference and Exposition, Conference Proceedings, vol. 2018-June, 2018, doi: 10.18260/1-2--30930.[17] M. Phillips, S. Lucchesi, J. Sams, and P. J. van Susante, “Using direct information literacy assessment to improve mechanical engineering student learning - A report on rubric analysis of student research assignments,” ASEE Annual Conference and Exposition, Conference Proceedings, vol. 122nd ASEE

Conference Session

LEES Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cayla Ritz, Rowan University; Cheryl Bodnar, Rowan University; Melissa Montalbo-Lomboy, Rowan University

/case studies and the engineering lab was made to help students drawconnections between what they had just heard and what they were doing in their design projects.The semester was split such that the first third of the semester focused on rubber laboratorytesting, while the last two-thirds focused on an engineering design-build-test project.During the laboratory testing portion, students performed various strength tests on different typesof rubber. This included tensile tests and puncture tests on unmodified rubber, as well as tensiletests on rubber samples that had been heat aged and submerged in liquid. Students tested nitrile(Buna-N), neoprene, styrene-butadiene (SBR), and silicone rubber samples and recorded theirresults. Students then

Conference Session

ERM: Exploring Educational Technology in Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Erik Hurlen, University of Washington

approaches to learning in fluid mechanics: A case study.” European Journal of Engineering Education, 32, 503–516. 10. Hailey, C.E., & Hailey, D.E. 2000. “Evaluation of Instructional Design of Computer Based Teaching Modules for a Manufacturing Processes Laboratory.” Journal of Engineering Education, 89 (3), 345-352. 11. Hunsu, N., Abdul, B., VanWie, B.J., & Brown, G.R. 2015. “Exploring Students’ Perceptions of an Innovative Active Learning Paradigm in a Fluid Mechanics and Heat Transfer Course.” International Journal of Engineering Education, 31, 1200–1213.12. Mason, G.S., Rutar Shuman, T., & Cook, K.E. 2013. “Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an

Conference Session

Environmental Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Pfluger, United States Military Academy; Michael Butkus, United States Military Academy; Benjamin Michael Wallen P.E., United States Military Academy

Conference Session

Civil Engineering Division - Mechanics Applied and the Best in Five... Get Ready!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Harry Cooke, Rochester Institute of Technology (CET)

(ASEE) Annual Conference & Exposition, Seattle, WA, June 14 – 17, 2015. 9 pp.[4] D. Hall, P. Hadala and F. Roberts, “Laboratory Exercises for Statics and Mechanics of Materials on a Shoestring,” Proceedings, 2000 American Society for Engineering Education (ASEE) Annual Conference & Exposition, St. Louis, MO, June 18 – 20, 2000. 24 pp.[5] D. Flaherty, “How-to-Guide: The Use of Physical Models and Demonstrations in Civil Engineering Education,” University of Colorado, Boulder, CO, 2017. [Online]. Available: https://www.colorado.edu/ceae/sites/default/files/attached-files/how-to_guide_- _physical_models_and_demos_in_engineering_education.pdf. [Accessed: May 12, 2022].[6] T. Emerson, “Enhancing Student’s Understanding of Key

Conference Session

Architectural Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacoba Ubidia, Universidad San Francisco de Quito; Miguel Andrés Guerra, Universidad San Francisco de Quito; Víctor Viteri, Universidad San Francisco de Quito; Homero Murzi, Virginia Polytechnic Institute and State University

at theundergraduate level: civil engineering and architecture. In contrast, at a global scale, there arethree majors related to the conception of infrastructure: architecture, civil engineering andconstruction engineering/management with more than 20 areas of specialization. In Ecuador,civil engineering students may share their faculty with other engineers, while architecturestudents may fall under the faculty of arts, history, and design.Throughout each major, there are different ways to develop activities that require group orindividual assignments. Knowing these methods is relevant to understand how collaborativework is fostered. In the first semesters of civil engineering at USFQ, in some activities and inalmost all laboratories

Conference Session

Technology Integration in Manufacturing Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joseph Ekong, Western New England University; Vedang Chauhan, Western New England University; Janose Osedeme; Seyed Niknam, Western New England University; Richard nguyen

constraints were considered in designing the assembly line for classroompurposes: the available laboratory space and the number of students expected to register for coursesthat will utilize the facility. The assembly line was designed to have seven (7) stations based onthese factors. The line was designed to produce two models (Sports Car and Airplane) from aLEGO creator 3 in 1 product, making it a mixed-model production line. The item number for the 3LEGO product is 6288722, with 134 pieces. Figure 1 shows the seven stations mixed-modelassembly line and the two models produced on the line. Figure 1. (a) Seven Station Mixed Model Assembly Line and models produced on the mixed-model

Conference Session

ETD - ET Curriculum and Programs I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ashis Nandy

reports and discussions on continuous improvement plan, g) development andenhancement of laboratories, facilities, and other student support services through external grants,and institutional support. These initiatives were prioritized in terms of timelines, resourceallocation, and personnel responsibilities as demanded by the program accreditation requirements,and were reviewed periodically. These strategies were found to be extremely useful in securingthe initial full-accreditation by ABET (in August of 2020) within five years of program inception,with the optimized use of limited resources of our small rural institution serving underrepresentedminority (URM; 77%, approximately 72% Hispanics) and academically underprepared students

Conference Session

PCEE Technical Session 6: Engineering Design in High School

Collection

2022 ASEE Annual Conference & Exposition

Authors

Karen Plaster, The University of Akron; Nidaa Makki

]. Bakırcı & Karışan [8] found that math PSThad lower STEM awareness than science and primary PST teachers. Many teach how theylearned within traditional settings [9]. PSTs can feel intimidated and overwhelmed whenincorporating engineering design or STEM [10], and need more help creating interdisciplinaryideas when un-siloing STEM content [11]. Katehi et al. [4] suggest that for teachers to teachengineering confidently, they must either have a STEM background or partner with someonewho does.PST education programs have a variety of methods to integrate STEM and Engineering into theircourse work. Some have a specific university course where PSTs learn about STEM and visitSTEM laboratories within the university [12] [13]. Others have a design

Conference Session

First-Year Programs Division Technical Session 3: Online Learning and the Impact of COVID-19

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brian Dick

, laboratory work, project work, andparticipation. ENGR 112 also consisted of a midterm exam and a comprehensive final, while ENGR121 consisted of a term exam and a major project presentation.2.2. Modified COVID-19 StructureWith the direction to limit face-to-face content unless deemed essential for program learningoutcomes, the first-year engineering curriculum was shifted entirely online. In this context, studentswould not be expected meet face-to-face; all interactions between students and their instructors wouldtake place virtually.Incoming Student SurveyTo aid course planning, the incoming first-year class (N=42) was surveyed early in the applicationprocess. The survey found that a significant majority (~75%) would be located in the local region

Conference Session

Pedagogy in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sidney Stone, The University of Toledo; Breanne Crockett; Kevin Xu, The University of Toledo; Matthew Liberatore, The University of Toledo

) Laboratory. Prior to that, he held industry research positions at Technicolor and 3M. His main research interests are in machine learning and network science with applications to human dynamics, health care, education, and wearable computing.Matthew W Liberatore (Professor) Matthew W. Liberatore is a Professor in the Department of Chemical Engineering at the University of Toledo. He earned a B.S. degree from the University of Illinois at Chicago and M.S. and Ph.D. degrees from the University of Illinois at Urbana-Champaign, all in chemical engineering. From 2005 to 2015, he served on the faculty at the Colorado School of Mines. In 2018, he served as an Erskine Fellow at the University of Canterbury in New Zealand. His

Conference Session

DEED Technical Session 4 Best in DEED

Collection

2022 ASEE Annual Conference & Exposition

Authors

Courtney Pfluger, Northeastern University; Sindia Rivera-Jimenez, University of Florida; Anastasia Hauser, University of Kentucky

[22]. Professor Courtney Pfluger has taught design related courses for over 10 years, 6 years inFirst Year Engineering design courses including developing and implementing the redesign of the first-year engineering curriculum incorporating design and problem solving through data analysis usingcomputer tools. Professor Pfluger taught unit operations laboratory courses for 3 years and seniorcapstone design for 4 years. Professor Anastasia Hauser from University of Kentucky has two years ofexperience teaching capstone design and has integrated team-based learning into both capstonecourses. Prior to teaching capstone design, Professor Hauser worked in development within thepharmaceutical and medical device industries.3.3. Site Selection and

Conference Session

ETD Technical Session 5 - ET Curriculum and Programs II

Collection

2022 ASEE Annual Conference & Exposition

Authors

Orlando Ayala, Old Dominion University; Kristie Gutierrez, Old Dominion University; Francisco Cima; Julia Noginova; Min Jung Lee, Old Dominion University; Stacie Ringleb, Old Dominion University; Pilar Pazos, Old Dominion University; Krishnanand Kaipa, Old Dominion University; Jennifer Kidd, Old Dominion University

simulation of multiphase flows while acquiring skills in high-performance parallel computing and scientific computation. Before that, Dr. Ayala held a faculty position at Universidad de Oriente where he taught and developed courses for a number of subjects such as Fluid Mechanics, Heat Transfer, Thermodynamics, Multiphase Flows, Hydraulic Machinery, as well as different Laboratory courses. Additionally, Dr. Ayala has had the opportunity to work for a number of engineering consulting companies, which have given him an important perspective and exposure to the industry. He has been directly involved in at least 20 different engineering projects related to a wide range of industries. Dr. Ayala has provided service to

Conference Session

DEED Technical Session 1: Adapting to COVID and other Design Challenges

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Orser, University of Minnesota - Twin Cities; Lorraine Francis, University of Minnesota - Twin Cities; John Sartori; Kyle Dukart, University of Minnesota - Twin Cities; Brody Hultman, University of Minnesota - Twin Cities; Lauren Linderman, University of Minnesota - Twin Cities; Aaron Massari, University of Minnesota - Twin Cities; R Penn, University of Minnesota - Twin Cities

Paper ID #38013Innovating Through a Pandemic: Zooming in on theSustainable Lessons Learned in Engineering EducationDavid John Orser (Distinguished Teaching Professor) David Orser a Distinguished University Teaching Professor in the Department of Electrical and Computer Engineering at the University of Minnesota. He is a teacher, lab coordinator, and mentor with over a decade of industry experience. David teaches and leads the development of undergraduate curricula with a focus on project-based learning, experiential learning, and laboratory courses. His leadership brings together faculty, TAs, staff, and students

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

addition, tracking student gestures during laboratory work and explanationscan also reveal when students are in transitional knowledge states and are highly receptive tonew instruction. In particular, discordant gestures indicate a students’ heightened readiness tolearn [21] and can signal opportunities for instructors to enhance the learning experience.Gestures also reveal the importance of eliciting and cultivating embodied learning experiencesfor students. Highly math-centric approaches to engineering education do little to engage thepowerful and flexible resources for grounding and embodied simulation that are available to alllearners.Finally, this study has several limitations. The sample of size of this pilot study is small and thestudents

Conference Session

NEE Technical Session - Assessment/Evaluation

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joshua Dean; Gunnar Tamm, United States Military Academy; Jacob Reddington, United States Military Academy; Frederick Davidson, United States Military Academy; Michael Osmon

syllabus isuniform with standardized lesson objectives. Teams of instructors within each academic term areresponsible for developing homework assignments, exams, laboratory exercises, design projects,and in-class problems under the supervision of a course director. The course director schedulesperiodic lesson conferences for the MC311 team to assess course progress and to map outupcoming activities. It is both efficient and effective to work together to provide the best learningexperience.Retraining ApproachThe road to mastery in any field of human endeavor assumes a unique path based on theindividual. The time from novice to expert varies based on quantity of practice with educatedfeedback [8]. The beginning and end of a journey may be the same

Conference Session

LEES 3: Assessing/Addressing Mental Health

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Bruce, University of Ottawa

       projects Laboratory projects Independent study   Instructor-designed group  Independent research projects   projects Student teacher of the day  Position papers   Self-discovery activities     Student journals

Conference Session

First-Year Programs Division Technical Session 10: Best of First-Year Programs Division

Collection

2022 ASEE Annual Conference & Exposition

Authors

Connor Jenkins, The Ohio State University; Krista Kecskemety, The Ohio State University

Paper ID #37753Instructional Feedback Practices in First-Year EngineeringTechnical Writing Assignments: Qualitative CodingSynthesis, Analysis and ComparisonConnor Jenkins (Student Research Assistant) Connor is an Electrical Engineering PhD Student from Ohio State who graduated from the Ohio State University with a B.S. in Electrical and Computer Engineering in 2021. He currently works as a graduate research associate in the Wearable and Implantable Technology group at the ElectroScience Laboratory. His electrical engineering research interests include bioelectromagnetics, and electromagnetic device design, while his

Conference Session

Engineering Ethics Division: Approaches to Ethics Education (Part 3, Nature and Environment)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michaela Lapatin, University of Texas at Austin; Sara Barrens, University of Texas at Austin; Kyudong Kim, University of Texas at Austin; Cristina Poleacovschi; Kate Padgett Walsh, Iowa State University of Science and Technology; Scott Feinstein; Cassandra Rutherford; Luan Nguyen, Iowa State University of Science and Technology; Kasey Faust, University of Texas at Austin

: 10.1007/s11948-009- 9148-z.[33] M. A. Selby, “Assessing engineering ethics training,” ASEE Annual Conference and Exposition, Conference Proceedings, vol. 122nd ASEE, no. 122nd ASEE Annual Conference and Exposition: Making Value for Society, 2015, doi: 10.18260/p.23579.[34] W. R. Wilson, “Using the Chernobyl Incident to Teach Engineering Ethics,” Science and Engineering Ethics, vol. 19, no. 2, pp. 625–640, 2013, doi: 10.1007/s11948-011-9337-4.[35] E. A. Clancy, P. Quinn, and J. E. Miller, “Assessment of a case study laboratory to increase awareness of ethical issues in engineering,” IEEE Transactions on Education, vol. 48, no. 2, pp. 313–317, 2005, doi: 10.1109/TE.2004.842900.[36] D. F. Jennings and B. P

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yen-Lin Han, Seattle University; Kathleen Cook, Seattle University; Gregory Mason, Seattle University; Teodora Shuman, Seattle University; Jennifer Turns, University of Washington

, the Industry Advisorwas on campus one day a week. During the pandemic, the Industry Advisor remained available,albeit online. The Industry Advisor is transitioning to be back on campus regularly this yearwhile continuing to hold online meetings with students and faculty.d. Remote teaching and learning. The pandemic gave faculty an opportunity to change how wedesign and deliver our courses. To promote inclusive practice, faculty utilized recorded lectures,online collaboration tools and instant messaging apps to provide multiple ways ofcommunication for students. To continue the emphasis of “doing engineering,” faculty alsoimplemented remote laboratories that utilized tools accessible to students. More details onchanges made to accommodate

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

choosingpartners for projects, assigning technical roles on teams, evaluating the contributions of others,and other common STEM activities. Utilizing the model, intervention methods and/oreducational tools could be developed by STEM educators to provideSTEM students withinformation and resources about how subtle bias is evidenced in STEM settings, which can helpthem learn to recognize it and avoid it in their own behaviors and choices.AcknowledgmentsThe authors acknowledge the contributions of Nadia Vossoughi, Desiree Aleibar, Ariana MunozSalgado, Koji Takahashi, Nicolas Anderson, Saleen Picard, Callie Cade, Katrina Castillano, andLeo Thiesen. These graduate and undergraduate students assisted with the laboratory study aswell as data analysis, and/or

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Arianne Collopy, University of Colorado Denver; Heather Johnson; Katherine Goodman, University of Colorado Denver; Tom Altman; Maryam Darbeheshti, University of Colorado Denver; Kristin Wood, University of Colorado Denver; David Mays

groundwater). As a nine-year-old boy, he filled sandbags to channel a river down State Street in his native Salt Lake City after the El Niño winter of 1982-1983. He earned his B.S. from the University of Pennsylvania in 1995, then taught high school through Teach for America and worked as a contractor at Los Alamos National Laboratory before earning his M.S. and Ph.D. from the University of California Berkeley in 1999 and2005, respectively. He has been at CU Denver since 2005, where he applies ideas from complex systems science to studyflow in porous media, leads the graduate track in Hydrologic, Environmental, and Sustainability Engineering (HESE),leads the NSF-sponsored faculty learning community Engineering is Not Neutral: Transforming

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Greg Strimel, Purdue University at West Lafayette (PPI); Sherylyn Briller; Douglas Pruim; Todd Kelley, Purdue University at West Lafayette (COE); Jung Sohn, Purdue University at West Lafayette (COE); Rebecca Martinez, Purdue Polytechnic Graduate Programs; Jackson Otto

followingchallenges for transdisciplinary or cross-college learning: a) different departmental norms (i.e.,grading, course delivery, class size, etc.), b) program awareness and marketing that is easy forstudents and advisors to interpret across colleges, c) competing value structures across academicunits (the value of teaching vs. research vs. revenue generation), d) scheduling systems based onthe traditional credit hour and faculty loading, e) duplication of efforts across the campus thatspurs internal competition instead of complimentary practices, f) curriculum approval structuresthat are not in coordination across academic units, g) course naming and course ownership, h)traditional course structures such as lecture and laboratory settings and course time

Conference Session

DEED Technical Session 10: Empathy and Human-centered Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Johanna Okerlund, University of North Carolina at Charlotte; David Wilson, University of North Carolina at Charlotte; Celine Latulipe, University of Manitoba

Steele, and Daniela K Rosner. 2016. An intimate laboratory? Prostheses as a tool for experimenting with identity and normalcy. In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems. 1745–1756. 8. Rodrigo Ferreira and Moshe Y Vardi. 2021. Deep Tech Ethics: An Approach to Teaching Social Justice in Computer Science. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education. 1041–1047. 9. Casey Fiesler, Mikhaila Friske, Natalie Garrett, Felix Muzny, Jessie J Smith, and Jason Zietz. 2021. Integrating Ethics into Introductory Programming Classes. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education. 1027–1033. 10. Daniel Fitton

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebecca Essig, Purdue University Fort Wayne

Disciplines (CID) on Students’ Development as Engineers".[12] R. R. Essig, C. D. Troy, B. K. Jesiek, N. T. Buswell and J. E. Boyd, "Assessment and Characterization of Writing Exercises in Core Engineering Textbooks," Journal of Professional Issues for Engineering Education & Practice, vol. 144, no. 4, 2018.[13] D. Hutto, "Graphics and Invention in Engineering Writing," Applied Research, vol. 54, no. 1, pp. 88-98, 2007.[14] B. R. Belland, Instructional Scaffolding in STEM Education, Logan, UT: Springer Open, 2017.[15] K. Riegel, "A Scaffolded Approach to Laboratory Report Writing for Non-Major and Introductory Physics Classes," The Physics Teacher, vol. 58, pp. 488-490, 2021.[16] J. C. Bean, Engaging Ideas: The Professor’s

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yingying Qiao; Guangpei Chen

technologicalachievements of the college. . In view of the fact that there are few scientific and technological achievementsthat can be transformed and promoted in Chinese universities, the theoretical scientificand technological achievements of schools often stay in the laboratory "small test" stage,most of which are research results of scientific research projects, and the recognition ofenterprises is not high. The "last mile" landing bottleneck of productivity. SUES givesfull play to the advantages of application-oriented universities in local development,and deploys 8 technology transfer sub-centers (technological workstations) in theYangtze River Delta region. At the same time, it has a team of part-time technical andeconomic personnel through external

Conference Session

Engineering Libraries Technical Session 1: Library Services

Collection

2022 ASEE Annual Conference & Exposition

Authors

Leena Lalwani, University of Michigan; Nancy Allee, University of Michigan

CoE and to pilot different models for funding internships,fellowships, and other types of specialized positions.Engineering Faculty Library Advisory Committee (EFLAC)The EFLAC is a long-standing organizational structure component within the CoE, and membershave been appointed by CoE for over seventy years. The group comprises one of twentycommittees within the college, and it is part of the college’s faculty governance structure. Thefirst mention of the group was in the Engineering Library Annual Report for 1954-55, when acommittee was appointed to help with selection of the library materials in the Phoenix Librarylocated in the Phoenix Memorial Laboratory established on North Campus, as this was to be thenew location for CoE. Subsequent

Conference Session

Community Engagement Division Technical Session 3- Multi- and Inter-disciplinary, Collaboration, and Engagement in Practice

Collection

2022 ASEE Annual Conference & Exposition

Authors

Monica Quezada-Espinoza, Universidad Andres Bello; Ruben Bustamante-Encina, Universidad Andres Bello; Marcela Silva, Universidad Andres Bello; Nivia Diaz, Universidad Andres Bello

the formation of critical thinking and the development of the scientific method in students…” - “…deliver the knowledge I have acquired during my degree studies to an educational community…”These expressions show the level of impact that professional practice students had whenparticipating and developing the project with school students.When reflecting on improvement opportunities, several phrases stand out, such as: - “seeking opportunities so children may go to the university laboratory.” - “…improve planning, look for learning methods that could be a little more interactive…” - “…have more time in the classroom for workshops.” - "... planning activities so that they may be carried out in an easier and more

Conference Session

Graduate Studies Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mirit Shamir; Stacy Hutchinson, Kansas State University; Gaea Hock; Ryan Hansen, Kansas State University; Jonathan Aguilar, Kansas State University; Nathan Hendricks, Kansas State University; Prathap Parameswaran, Kansas State University; Matthew Sanderson; Rebecca Cors; Melanie Derby, Kansas State University

research was challenging for both faculty and students,as many conferences and journals are discipline-specific. One semester may not be sufficient tosubmit final research product for journal publication. Literature review papers may be more suitedto being completed in the one semester period. The two projects, which include laboratory-basedexperiments, required additional time beyond the course, and student teams may not have theability to complete them. During the spring 2021 semester, there was a lot of uncertainty aboutconferences modes (virtual, hybrid, or in person) and with conference deadlines six months ormore before the conference, these factors may have steered students away from selecting aconference paper as a product. Students were