Conference Session

Construction Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Behnam Shadravan

projects were related to the design projects assigned to the students in thecourses design of reinforced concrete I and II. The basics of the projects are the same. In Spring2018, the project was defined as a tourist pedestrian bridge in an environmentally unique regionin the Smokey mountains. In spring 2019, the project was defined as expanding and developing atown in a forest area near Mexico gulf in Central Florida. In both projects, similar conditions areassumed. The environmental condition is considered unique species, some of which are in dangerof extinction. The Native Americans consider the region a sacred heritage. The related roles ondifferent sides, with different positions and professional backgrounds, are explained. This

Conference Session

Energy Conversion and Conservation Technical Session 5: Strategies for Increasing Classroom Engagement

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kenneth Walz, Madison Area Technical College; Michael Arquin; Joel Shoemaker, Madison Area Technical College; Scott Liddicoat; Gabrielle Temple; Kathleen Alfano, College of the Canyons

SustainabilityEducation, volume 17, March 2017.[3] K. Walz, C. Folk, S. Liddicoat, and J. Shoemaker. Impacts on Teaching Practices from aSolar Photovoltaic Institute Faculty Professional Development Program. ASEE AnnualConference Proceedings, Salt Lake City, UT, June 2018. 10.18260/1-2--30609[4] K.A. Walz, J.B. Shoemaker, S.M. Ansorge, A.Gusse, and N.J. Hylla. Enlightened Education:Solar Engineering Design to Energize School Facilities. ASEE Annual Conference Proceedings,virtual online, June 2020. 10.18260/1-2--34580[5] M. Slowinski, G. Temple, and K. Walz. International Faculty Professional Development:Utilizing Hybrid Environments to Deepen Learning and Grow Community. ASEE AnnualConference Proceedings, virtual online, June 2020. 10.18260/1-2--34867[6] L

Conference Session

LEAD Technical Session 1: Fostering Leadership Identity Development and DEI in Engineering Students and Professionals

Collection

2022 ASEE Annual Conference & Exposition

Authors

Katreena Thomas, Arizona State University, Polytechnic Campus

Conference Session

PCEE Session 3: Robotics and Design Competitions

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anurag Purwar, Stony Brook University; Amanjeet Bagga, Stony Brook University; Cynthia Colón, Stony Brook University; Imin Kao, Stony Brook University

best paper in Theoretical Kinematics at the 2017 ASME Mechanisms and Robotics Conference and the MSC Software Simulation award for the best paper at the 2009 ASME International Design Engineering Technical Conferences (IDETC) . He is the recipient of the Presidential Award for Excellence in Teaching by Stony Brook University and the winner of the 2018 FACT2 award for Excellence in Instruction given to one professor from the entire SUNY system. He also received the 2021 Distinguished Teaching Award from the American Society of Engineering Education (ASEE) Mid-Atlantic Division. He has been twice elected as a member of the ASME Mechanisms and Robotics committee and served as the Program Chair for the 2014 ASME Mechanisms and

Conference Session

Computers in Education 9 - Technology I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Emily Hammond, University at Buffalo, The State University of New York; Jayden Mitchell, University at Buffalo, The State University of New York; Jessica Swenson, University at Buffalo, The State University of New York

Beginnings of Engineering Judgment during Open-Ended Modeling Problems in an Introductory Mechanics of Materials Course,” in 2019 ASEE Annual Conference & Exposition  Proceedings, Tampa, Florida, Jun. 2019, p. 32786. doi: 10.18260/1-2--32786.[14] Cynthia Fenelli, Nguyen, Kevin, DeMonbrun, Matthew, Borrego, Maura, Prince, Michael, and Husman, Jenefer, “Reducing Student Resistance to Active Learning: Strategies for Instructors,” J. Coll. Sci. Teach., vol. 047, no. 05, 2018, doi: 10.2505/4/jcst18_047_05_80.[15] B. Rittle-Johnson, R. S. Siegler, and M. W. Alibali, “Developing conceptual understanding and procedural skill in mathematics: An iterative process.,” J. Educ. Psychol., vol. 93, no. 2, pp. 346–362, Jun. 2001, doi

Conference Session

ETD - A Technology Potpourri I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Osazuwa Okundaye, Texas A&M University; Malini Natarajarathinam, Texas A&M University; Mathew Kuttolamadom, Texas A&M University; Francis Quek, Virginia Polytechnic Institute and State University; Sharon Lynn Chu, University of Florida; Qing Li; Shaoping Qiu, Texas A&M University

communities: Situated distance telepresence,” in Proceedings of the 18th ACM International Conference on Interaction Design and Children, pp. 494–500, 2019.[36] O. J. Okundaye, M. Natarajarathinam, M. Kuttolamadom, S. L. Chu, E. Deuermeyer, and A. N. Berman, “Developing communities of practice through peer mentorship in making through micro-manufacturing model,” in 2019 ASEE Annual Conference & Exposition, 2019.[37] S. L. Chu, F. Quek, S. Bhangaonkar, A. B. Ging, and K. Sridharamurthy, “Making the maker: A means-to-an-ends approach to nurturing the maker mindset in elementary-aged children,” International Journal of Child-Computer Interaction, vol. 5, pp. 11–19, 2015.[38] J. F. Kelly, 3D Modeling and Printing with

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tahsin Chowdhury, Virginia Polytechnic Institute and State University; Juan David Ortega-Alvarez, Virginia Tech (primary) and Universidad EAFIT (secondary); Catherine Twyman, Virginia Polytechnic Institute and State University; Matthew James, Virginia Polytechnic Institute and State University; Benjamin Chambers, Virginia Polytechnic Institute and State University

Behavior of Students in Online Problem-Based Learning,” Front. Psychol., vol. 12, no. June, 2021.[4] J. Ortega-alvarez, M. James, C. Twyman, B. Chambers, and T. Chowdhury, “Lessons Learned Adapting a First-Year-Engineering Project-Based Course to an Online Format,” in ASEE Annual Conference and Exposition, 2022.[5] I. Shimizu, H. Nakazawa, Y. Sato, I. H. A. P. Wolfhagen, and K. D. Könings, “Does blended problem-based learning make Asian medical students active learners?: A prospective comparative study,” BMC Med. Educ., vol. 19, no. 1, pp. 1–9, May 2019.[6] S. Edelbring, S. Alehagen, E. Mörelius, A. Johansson, and P. Rytterström, “Should the PBL tutor be present? A cross-sectional study of group

Conference Session

Civil Engineering Division ASCE Liaison Committee - Accreditation and Curriculums - What Changes Are Occurring?

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Swenty, Virginia Military Institute; Brian Swenty, University of Evansville

. 151-161, 2011.[2] M. K. Swenty, B. J. Swenty, "Is Engineering Education the Weak Link in Licensure's Three-legged Stool?," in 2021 ASEE Annual Conference, Virtual Meeting, 2021.[3] NCEES, "Model Rules," National Council of Examiners for Engineering and Surveying, Greenville, SC, 2021.[4] ASCE, "Civil Engineering Body of Knowledge, Third Edition," American Society of Civil Engineers, Reston, Virginia, 2019.[5] ABET Board of Directors, "Criteria for Accrediting Engineering Programs 2002-2003 Accreditation Cycle," Accreditation Board for Engineering and Technology, Inc., Baltimore, March 28, 2002.[6] ABET Board of Directors, "Criteria for Accrediting Engineering Programs 2008-2009 Accreditation Cycle," ABET, Inc, Baltimore

Conference Session

ERM: Lessons Learned from COVID (COVID Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gary Timko; Natalie Shaheen; Wade Goodridge, Utah State University; Theresa Green, Utah State University - Engineering Education; Daniel Kane, Utah State University

. Lowrie, and T. Logan, “Measurement of spatial ability: Construction and validation of the spatial reasoning instrument for middle school students,” J. Psychoeduc. Assess., vol. 35, no. 7, pp. 709–727, Oct. 2017, doi: 10.1177/0734282916659207.[4] J. Buckley, N. Seery, and D. Canty, “Investigating the use of spatial reasoning strategies in geometric problem solving,” Int. J. Technol. Des. Educ., vol. 29, no. 2, pp. 341–362, Mar. 2019, doi: 10.1007/s10798-018-9446-3.[5] C. Julià and J. Ò. Antolì, “Enhancing spatial ability and mechanical reasoning through a STEM course,” Int. J. Technol. Des. Educ., vol. 28, no. 4, pp. 957–983, Dec. 2018, doi: 10.1007/s10798-017-9428-x.[6] D. H. Uttal et al., “The malleability of spatial skills: A

Conference Session

DEED Technical Session 6 Design Pedagogy

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joan Tisdale, University of Colorado Boulder; Angela Bielefeldt, University of Colorado Boulder; Katherine Ramos, University of Colorado Boulder; Rebecca Komarek, University of Colorado Boulder

CEAE Department (2008-2018). Bielefeldt is active in the American Society of Civil Engineers (ASCE), serving on the Civil Engineering Program Criteria Task Committee (2019-2022) and the Body of Knowledge 3 Task Committee (2016-2018). She is the Senior Editor for the International Journal for Service Learning in Engineering (IJSLE) and a Deputy Editor for the ASCE Journal of Civil Engineering Education. Her research focuses on engineering education, including ethics, social responsibility, sustainable engineering, and community engagement. Bielefeldt is also a Fellow of the American Society for Engineering Education.Katherine Ramos (Teaching Assistant Professor)Rebecca Komarek (Graduate Student) Rebecca Komarek is the

Conference Session

Social Identities and STEM Experiences: Equity, Culture & Social Justice in Education Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michelle Ausman; Atsushi Akera, Rensselaer Polytechnic Institute; Alan Cheville, Bucknell University; Sarah Appelhans, University at Albany-SUNY; Melissa Shuey, Virginia Polytechnic Institute & State University

Education, vol. 90, no. 6, pp. 915–939, Nov. 2019. [9] A. Patrick and M. Borrego, “A Review of the Literature Relevant to Engineering Identity,” in 2016 ASEE Annual Conference & Exposition Proceedings, New Orleans, Louisiana, Jun. 2016, p. 26428. [10] K. J. Cross, K. B. H. Clancy, R. Mendenhall, P. Imoukhuede, and J. R. Amos, “The Double Bind of Race and Gender: A Look into the Experiences of Women of Color in Engineering,” Proceedings of the American Society for Engineering Education Annual Conference and Exposition, p. 13, 2017.[11] R. M. Marra, K. A. Rodgers, D. Shen, and B. Bogue, “Women Engineering Students and Self-Efficacy: A Multi-Year, Multi-Institution Study of Women Engineering Student

Collection

2022 ASEE Gulf Southwest Annual Conference

Authors

Ozoemena Chika Anyaegbu; Emmanuel Abiodun Dada, Prairie View A&M University

Processes ASEE GSW Annual Conference Paper Ozoemena C. Anyaegbu and Emmanuel A. Dada Chemical Engineering Department Prairie View A&M University AbstractArtificial Intelligence (AI) is an area of computer science that accentuates the development ofprograms that enable computer systems and machines to perform tasks that usually need humanintelligence and reactions. This implies that AI could eventually replace human input. Mostchemical industries use computational methods such as simulation design and optimization for theirprocesses; an area where AI could excel. AI could provide a significant

Conference Session

NEE Technical Session - the Best of NEE

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hongye Liu, University of Illinois at Urbana - Champaign; Lawrence Angrave, University of Illinois at Urbana - Champaign; David Dalpiaz, University of Illinois at Urbana - Champaign; Chrysafis Vogiatzis, University of Illinois at Urbana - Champaign; Zhiyuan Xiao, University of Illinois at Urbana - Champaign; Sujit Varadhan, University of Illinois at Urbana - Champaign; Jeremy Louie, University of Illinois at Urbana - Champaign; Deepak Moparthi, University of Illinois at Urbana - Champaign; Jennifer Amos, University of Illinois at Urbana - Champaign

additional challenges whendigital content is inaccessible or difficult to use. Accessibility for SWD using Universal Design ofLearning (UDL)-based methodologies is recognized as a best practice [2–5].Engineering education researchers have previously reported that SWDs preferred searchablelecture video with transcriptions for the content delivery compared with students withoutdisability (SWOD) [2]. Furthermore, the statistical analyses reported in SIGCSE and ASEE andone-on-one student interviews in the past showed all students in a course benefited from multiplemodalities of content delivery in online learning [2, 3]. In addition, previous results foundstudents would have wanted lecture video with transcripts and/or a course textbook

Conference Session

Faculty Development Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bala Vignesh Sundaram, Arizona State University, Polytechnic Campus; Nadia Kellam, Arizona State University

. 143–147, 2015.[12] S. Meyers, K. Rowell, M. Wells, and B. C. Smith, “Teacher Empathy: A Model of Empathy for Teaching for Student Success,” College Teaching, vol. 67, no. 3, pp. 160–168, 2019, doi: 10.1080/87567555.2019.1579699.[13] K. Mikkonen, H. Kyngäs, and M. Kääriäinen, “Nursing students’ experiences of the empathy of their teachers: a qualitative study,” Adv in Health Sci Educ, vol. 20, no. 3, pp. 669–682, Aug. 2015, doi: 10.1007/s10459-014-9554-0.[14] B. V. Sundaram, N. N. Kellam, and S. S. Jordan, “Understanding the Perspectives of Empathy Among Engineering Faculty Members,” presented at the 2021 ASEE Virtual Annual Conference Content Access, Jul. 2021. Accessed: Aug. 03, 2021. [Online]. Available

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

of the first-year engineering design curriculum throughoutthe post-secondary system. Vancouver Island University (VIU) is a mid-sized teaching institutionwhere students typically take one year of engineering studies prior to transferring to a largerengineering school to complete their degrees. Due to COVID-19, VIU shifted instruction of the first-year engineering design curriculum entirely to remote learning environment during the 2019/20academic year. Students were not expected to be in physical contact at any point during the term. Inmaking this transition, factors considered included: • Ensuring the learning outcomes of the curriculum continued to meet the requirements of VIU’s transfer partners. • Demonstrating empathy

Conference Session

Civil Engineering Division ASCE Liaison Committee - Supporting the Development of the Next Civil Engineers

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebecca Kiriazes, Georgia Institute of Technology; Ellen Zerbe, Pennsylvania State University

profession- and ASCE,” ASEE Annu. Conf. Expo. Conf. Proc., vol. 2016-June, 2016, doi: 10.18260/p.25567.[2] NCEES, “Engineering Licensure,” 2022. https://ncees.org/licensure-engineering/.[3] A. R. Bielefeldt, “Professional Licensure among Civil Engineering Faculty and Related Educational Requirements,” J. Prof. Issues Eng. Educ. Pract., vol. 145, no. 3, pp. 1–9, 2019, doi: 10.1061/(ASCE)EI.1943-5541.0000411.[4] J. Crepeau et al., “Generation-Z learning approaches to improve performance on the fundamentals of engineering exam,” ASEE Annu. Conf. Expo. Conf. Proc., vol. 2020-June, 2020, doi: 10.18260/1-2--34705.[5] G. S. Liaw, P. Saha, and J. Foreman, “Preparing minority engineering students to pass the fundamentals of

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Doris Espiritu, Wright College; Ruzica Todorovic; Bridget O'Connell

, Minorities, and Persons with Disabilities in Science and Engineering”, National Science Foundation, Alexandria, VA, 2019.[18] G. M. Bettencourt, C. A. Manly, E. Kimball and R. S. Wells, “STEM Degree Completion and First- Generation College Students: A Cumulative Disadvantage Approach to the Outcomes Gap”, The Review of Higher Education, vol. 43, no. 3, pp. 753-779, 2020.[19] C. Rozek, G. Ramirez, R. Gerardo, R. D. Fine and S. L. Beilock, “Reducing Socioeconomic Disparities in the STEM Pipeline Through Student Emotion Regulation”, Proceedings of the National Academy of Sciences, vol. 166, no. 5, pp. 1553-1558, 2019.[20] D. J. Espiritu and R. Todorovic, “Increasing Diversity and Student Success in Engineering and Computer

Conference Session

DEED Technical Session 7 Design Mental Frameworks

Collection

2022 ASEE Annual Conference & Exposition

Authors

Corey Schimpf, University at Buffalo, The State University of New York; Andrew Olewnik, University at Buffalo, The State University of New York

integrating new theoretical or analytical frameworks (e.g., from data science or complexity science) and (3) conducting design-based research to develop scaffolding tools for supporting the learning of complex skills like design. He is the Program Chair for the Design in Engineering Education Division for the 2022 ASEE conference.Andrew Olewnik (Assistant Professor) Assistant Professor | Engineering Education | University at Buffalo © American Society for Engineering Education, 2022 Powered by www.slayte.comSurfacing Students Design Problem Understanding through System Mapping: A Novice-Expert ComparisonAbstractAn engineer or engineering

Conference Session

Multidisciplinary Engineering Division Technical Session - NAE Grand Challenges, Graduate Students, Sustainability, and Makerspaces

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kavitha Chandra, University of Massachusetts Lowell; Trina Kershaw, University of Massachusetts Dartmouth; Susan Tripathy, University of Massachusetts Lowell; Max Denis, University of the District of Columbia; Jorge Allen, University of Massachusetts Lowell; Hong Liu, University of Massachusetts Dartmouth; Tzuyang Yu, University of Massachusetts Lowell; Charles Thompson, University of Massachusetts Lowell

; (c) Strategizing: By prioritizing questions, identifying an action plan for next stepsand sharing; (d) Reflecting on the process as a team. This process led to initial exchangesbetween project teams and faculty mentors who responded to the questions posed by thestudents. During weekly team meetings with faculty mentors, the teams continued to pursueinquiry on their individual projects and they were encouraged to practice the questioningtechniques presented. The final step in the seven stage PjBL gold standard process is the public product. In thisresearch, the teams developed papers on the CPS and PLM topics and submitted drafts of therespective publications to the ASEE 2022 regional conference that took place place atWentworth Institute

Conference Session

WIED: Activities and Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Canan Bilen-Green, North Dakota State University; Adrienne Minerick, Michigan Technological University; Cinzia Cervato, Iowa State University of Science and Technology; Sonia Goltz; David Wahl, Iowa State University of Science and Technology; Patricia Sotirin; Mark Rouleau

AAAS and ASEE, a National Science Foundation CAREER Award, the Raymond W. Fahien Award from the Chemical Engineering Division of ASEE, and Michigan Tech's Fredrick D. Williams Instructional Innovation Award. She and her students have published over 100 archival journal publications, book chapters, or proceedings articles and earned 23 best paper/presentation awards. Adrienne previously served as the President of the AES Electrophoresis Society and on the ASEE's Board of Directors as First Vice President and Professional Interest Council I Chair. She also chaired ASEE's National Diversity Committee. Her research and service interests regularly intersect and involve underserved individuals with an emphasis on research

Conference Session

First-Year Programs Division Technical Session 5: Design and Robotics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Megan Hammond, University of Indianapolis; Joan Martinez, University of Indianapolis; Elizabeth Ziff

/#:~:text=According%20to%20the%20United%20States,the%20U .S.%20workforce%20in%202018.[2] M. Mann and G. Tan, “Recent Strategies for improving Undergraduate Engineering Education: A Review,” in Proceedings of ASEE 2021 Gulf-Southwest Annual Conference, Waco, TX, Mar. 2021, https://peer.asee.org/36397[3] Accreditation Board for Engineering and Technology, “Criteria for Accrediting Engineering Programs, 2018-2019,” abet.org, [Online]. Available: https://www.abet.org/accreditation/ accreditation-criteria/criteria-for-accrediting-engineering-programs-2018-2019/#4. [Accessed Feb. 25, 2021].[4] S. Smith, “Exploring compatibility with words and pictures,” Human Factors, vol. 23, no. 3, pp. 305-315, 1981.[5] M

Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Peter N. Knox, State University of New York at Binghamton; Sawsan Werfelli, Binghamton University; Amber Simpson, State University of New York at Binghamton

summing and visualization of prominenthabits of mind that emerged across all study participants [43]. The inclusion of child participantperspectives from 15 families provides diverse data for the interpretation of narrow units ofanalysis (i.e., statements, phrases) and aggregation into broader units (i.e., themes, meanings)[44].ContextThis study is part of a larger grant project, began in 2019, working in partnership with familiesand community members to develop, implement, and refine an out-of-school elementaryengineering program. The current study explored the perceptions and demonstrated creativehabits of mind of children who participated in the out-of-school engineering program duringYear 2 and 3 of this project. Children’s families were

Conference Session

Pedagogy in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Laura Ford, The University of Tulsa; Janie Brennan, Washington University in St. Louis; Kevin Dahm, Rowan University; David Silverstein, University of Kentucky; Lucas Landherr, Northeastern University; Christy West, University of South Alabama; Jennifer Cole, Northwestern University; Stephen Thiel, University of Cincinnati; Bruce Vaughen, American Institute of Chemical Engineers; Marnie Jamieson, University of Alberta

, L. G. Bullard and M. A. Vigeant, "How We Teach: Material and Energy Balances," in American Society for Engineering Education, 2012.[2] J. Roy, "Engineering by the Numbers," American Society for Engineering Eduction, 15 07 2019. [Online]. Available: https://aseecmsprod.azureedge.net/aseecmsprod/asee/media/content/publications/pdf/2018- engineering-by-numbers-engineering-statistics-updated-15-july-2019.pdf. [Accessed 14 02 2022].[3] Chemical and Biological Engineering, West Virginia University, "Projects," [Online]. Available: https://cbe.statler.wvu.edu/undergraduate/projects. [Accessed 13 May 2022].[4] "Safety and Chemical Engineering Education (SAChE) Certificate Program," [Online]. Available: https://www.aiche.org

Conference Session

Intersections of Identity and Student Experiences: Equity, Culture & Social Justice Technical Session 10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rachael Cate, Oregon State University; Aiden Nelson

engineering education research onthe sense of belonging and success among underrepresented students, a lack of a sense ofbelonging in the major due to a less-than-hospitable culture is a clear factor in this imbalance[36-39].According to ASEE’s Engineering By Numbers report on 431 institutions published in 2019,Hispanic students earned 11.4% of all undergraduate engineering degrees, Black/AfricanAmerican Students earned 4.2%, Native American students earned .3%, and Pacific Islandersearned .2% [34]. In contrast, in the same year, 20% of all students enrolled in undergraduateprograms in the U.S. were Hispanic, and 15% were Black [35]. While some Asiannational-heritage demographic populations may be considered minority in relation to others,since these

Conference Session

Civil Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammad Jonaidi, Kennesaw State University; Simin Nasseri, Society of Manufacturing Engineers

AcademicSuccess,” Scholarship and Practice of Undergraduate Research, v1-n3 pp.9-29, 2018.[7]- S. Nasseri, ‘Analysis of a Fluid Bubble Rising in a More Viscous Medium; AnUndergraduate Research Project’, ASEE South-eastern Section Conference, Mississippi StateUniversity, April 2012.[8] M. Jonaidi and C. Cooper, “Lateral Force Transfer in Post‐Tensioned Slab to Shear Wall,”23rd Annual Symposium of Students Scholars, KSU, 2019.[9] M. Jonaidi and G. Bautista, “A Special Slab-Wall Connection in Post-Tensioned Concrete,”24th Annual Symposium of Students Scholars, KSU, 2020.[10] M. Jonaidi and G. Williams, “Review of Finite Element Analysis (FEA) of ConcreteReinforced Materials,” 25th Annual Symposium of Students Scholars, KSU, 2021.[11] R. Hernandez and M

Conference Session

DEED Technical Session 2: Postcard Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Hicks; Michael Preuss; Matthew Alexander, Texas A&M University - Kingsville; Rajashekar Mogiligidda, Texas A&M University - Kingsville; Mahesh Hosur

taught during the past four years with arange in percent Hispanic/Latinx students of 33% to 81% and an average of 70% which is similarto the percent in the overall student population of the institution, 74.7% in fall of 2021 [5]. Table 1 Percentage of Hispanic/Latinx students in first-year GEEN 1201 courses percentage of Hispanic students in each course Chemical and Natural Electrical Engineering Mechanical Semester Gas Engineering and Computer Science Engineering Fall 2018 65% (17)* 81% (21) 70% (23) Fall 2019 82

Conference Session

Mechanical Engineering: Design and Labs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Adam Wickenheiser, University of Delaware; Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Marcia Gail Headley, University of Delaware

team: Goalorientation and gender-correlated task division. Paper presented at the ASEE/IEEE Frontiers inEducation Conference, Washington, DC, 2010, p. F4H–1[17] Buckley, J., Trauth, A., Grajeda, S. B., & Roberts, D. (2019, June). Gender and racialdisparities in students’ self-confidence on team-based engineering design projects. In 2019ASEE Annual Conference & Exposition.[18] Trauth, A., Headley, M. G., Grajeda, S., Roberts, D., & Buckley, J. (2020, May). IndividualDesign Experiences Improve Students' Self-Efficacy on Team-Based Engineering DesignProjects. In 2020 ASEE Virtual Annual Conference.[19] Headley, M. G., Trauth, A., Malladi, H., & Buckley, J. (2021, July). Examining the me inteam-based projects: Students’ perceptions

Conference Session

PCEE Session 12: STEM, Technology, and Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ryan Brown, Illinois State University; Allison Antink-Meyer, Illinois State University

domainthey teach (and therefore represent to their students) matters has been a subject of bothspeculation and scholarship for many years (Cosgrove & O’Reilly, 2020; Duschl, 2008;Lederman, 1999). Teachers’ conceptions of engineering knowledge and practice have beenfound to relate to their design of engineering instruction for their learners (Author 2 et al., 2021).Wendell et al. (2019) found that teachers’ epistemological stance is consequential for the waysthat they enact engineering learning and experience in their classrooms. We conceive of teachersas engineers themselves, who engage in engineering work for the sake of student learning, but doso while implementing epistemic practices of authentic engineering nonetheless. Their enactmentof

Conference Session

LEES 7: Experiments in Experiential and Project-Based Learning

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joanna Burchfield, University of South Florida; Olukemi Akintewe, University of South Florida; Jamie Chilton, University of South Florida

, and practice of teamwork and intercultural communication are taught inengineering classrooms; in short, they are not. Although engineering programs work towardhelping their students develop teamwork competencies, teamwork in engineering classrooms hasbeen largely bereft of direct teaching about the communication-rooted components of teamwork(Kedrowicz & Nelson, 2007), tending instead to focus on the process and organizationalelements of teamwork and various levels of assessment, such as peer-assessment and observation(Chowdhry & Murzi, 2019). Intercultural competency in engineering classrooms suffers asimilar fate (Warnick, 2011; Ndubuisi, et al., 2020) and is often discussed in essentialist termswherein intercultural competency is

Conference Session

CIT Division Technical Session #2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robin Hensel, West Virginia University; Katerina Goseva-Popstojanova, West Virginia University

-analysts.REDAed 11/07/2021.[2] Hughes, B. E., & Schell, W. J., & Tallman, B., & Beigel, R., & Annand, E., & Kwapisz, M.(2019, June), Do I Think I’m an Engineer? Understanding the Impact of Engineering Identity onRetention Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida.10.18260/1-2--32674[3] Rand.org/education-and-labor/Grit Score, accessed 11/07/2021[4] A. Duckworth, C. Peterson, M. Matthews, and D. Kelly. “Grit: Perseverance and Passion forLong-Term Goals,” Journal of Personality and Social Psychology, vol 92, no. 6, p. 1087– 2007.[5] Goseva-Popstojanova, K., & Hensel, R. A. (2021, July), Educating the Next Generation ofCybersecurity Experts Paper presented at 2021 ASEE Virtual Annual Conference