Conference Session

Design in Engineering Education Division (DEED) - Research Investigations in the Context of Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Corey James Kado, Florida Polytechnic University; Elisabeth Kames, Florida Polytechnic University

Tagged Divisions

Design in Engineering Education Division (DEED)

disciplinescommonplace. These systems are further broken down into specialized subgroups to divide tasksequally and ensure tasks are completed by those most qualified for them, such as materialsselection. Due to the structure of engineering design teams, it is important to maintain propercommunication between the various groups, as alterations in one group’s designs could affect othergroups’ designs.To better prepare students and meet industry needs, new innovative teaching approaches have beendeveloped, such as Project-Based Learning (PjBL). This method of teaching seeks to encouragestudents to learn during a project (Uziak, 2016). The closer a project reflects reality, the more astudent will learn by utilizing the theoretical knowledge gathered through their

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Casey James Keulen, University of British Columbia, Vancouver; Christoph Johannes Sielmann P.Eng., University of British Columbia, Vancouver; Elly Park, University of British Columbia, Vancouver

Tagged Divisions

Faculty Development Division (FDD)

students at remote cohort(s) may feel that they are an afterthought or budgettightening measure, while the students at the local cohort may feel the tensions for competingattention and support. It may be necessary to rebuild and redesign labs, tutorial activities, andexams for each cohort that reflect the needs and constraints of each learning context.Understandably, due consideration and careful planning is required on behalf of theadministrative staff and instructor(s). Table 1: Differences between conventional and multi-campus courses Factor Conventional Multi-Campus Implications In-class Attend to students in Attend to students in Increased cognitive student

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Roya Salehzadeh, Lawrence Technological University; James A. Mynderse, Lawrence Technological University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

, robotics, and human-computer interaction. To comply with such demand, a new course titled “Brain-Computer Interface” was developedat Lawrence Technological University (LTU) located in the state of Michigan in Spring 2024. Thiscourse integrates theory, cutting-edge simulations, hands-on experience, and working with dataacquisition systems in real-time to provide students with a comprehensive understanding of BCItechnology and its practical applications. The course curriculum covers the fundamentals of neuralsignal processing, hardware and software components, and real-world case studies. Thisinnovative course also reflects our university’s commitment to offering cutting-edge educationthat prepares students to meet future challenges and

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aaditya Khanal, The University of Texas at Tyler; Prabha Sundaravadivel, The University of Texas at Tyler; Mohammad Abu Rafe Biswas, The University of Texas at Tyler

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

coreundergraduate class each engineering student takes before graduation. This approach introduces thesecritical topics to all graduating engineers, broadening the impacts across the overall engineering field.Hence, we implemented project-based learning (PBL) based on the framework proposed by Engineeringfor One Planet (EOP) for several undergraduate classes and one graduate class at the University of Texasat Tyler. EOP, started by the Lemelson Foundation and VentureWell, is an initiative to transform engineeringeducation to reflect the importance of sustainability in engineering education[5]. The goal of EOP is toensure all future engineers across various disciplines learn the fundamental principles of social andenvironmental sustainability. Thus

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dominic J Dal Bello, Allan Hancock College; Jens-Uwe Kuhn, Santa Barbara City College; Jason Curtis, Cuesta College; Christine L Reed, Allan Hancock College; Eva Schiorring, STEMEVAL; Sean Marc Gottlieb, Allan Hancock College; Sarah Hulick, Cabrillo College; Francisco E Jimenez, Cabrillo College; Gabriel Cuarenta-Gallegos, Cuesta College; Leila Jewell, Monterey Peninsula College; Thomas Rebold, Monterey Peninsula College; Marcella Klein Williams, Oxnard College; Justin William Miller, Oxnard College; Franco Javier Mancini, Santa Barbara City College; Joe Selzler, Ventura College

Tagged Topics

Diversity, NSF Grantees Poster Session

analyzing alliance Embedded Tutor data.In addition, the authors are indebted to Dr. Jane Lehr, Director, Office of Student Research,Director, CSU-LSAMP at Cal Poly, and Professor, Ethnic Studies and Women’s, Gender &Queer Studies, California Polytechnic University San Luis Obispo.The project team also appreciates the assistance of Briante Meeks, Grants AdministrativeAssistant, Allan Hancock College, for general support of the project.This material is based upon work supported by the National Science Foundation under AwardNo. 2110112. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.7. References[1] Foundation

Conference Session

Military and Veterans Division (MVD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jason M Newell, Embry-Riddle Aeronautical University; Bryan Watson, Embry-Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans Division (MVD)

systems. ©American Society for Engineering Education, 2024 Academic Parallels from a Military Merit ListAbstract To explore the extent that military training can provide pedagogical insight, this research seeks todiscover relationships between classroom (on-campus formative assessment) and “real world”performance (summer training summative assessment) for Army Cadets. This analysis examinesdata from three years of one program’s Army Reserve Officer Training Corps participants. Weestablish what factors on-campus correlate to Cadet Summer Training success.The goal of this research is to spur a discussion about different assessments that could reflect real-world performance. Another goal of this

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

the ability to solve new problems. Interestingly it has been suggested thatdown shifting of this kind might the reason why students fail to apply higher levels of theBloom Taxonomy of Educational Objectives [21].We have to learn to be able recognize our biases and prejudices in order to adapt and that maybe achieved through reflection [22].The most pertinent example of dissonance at the present time are the press statements of thespokesman of the Israeli and Hamas in the Gaza War. The same differences in presentation areapparent in media reports of what members of the Israeli and Palestinian public think.Deception and controlIt is likely that we will readily concede that propaganda is a form of deception. It is less likelythat we will concede

Conference Session

NEE Technical Session 2 - Educator's experience and perspective

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yuzhang Zang, Western Washington University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

experiments and activities that reflect authentic sci-entific practices and applications relevant to industry or research fields. For example, using thecommercial available software which students will use in their future career; integrating case stud-ies, simulations, or hands-on projects that mirror real-world problems and scenarios, alongsideincorporating modern technologies, equipment, and techniques used in industry settings. 22.1.3 Assessing student learning outcomesVarious indicators can be employed to assess and evaluate the learning outcomes, including stu-dents’ performance in laboratories, completion of homework assignments, and examination results.Designing homework assignments and quizzes

Conference Session

MECH - Technical Session 13: Technological Advancements and Applications

Collection

2024 ASEE Annual Conference & Exposition

Authors

Golnaz Mirfenderesgi, The Ohio State University; Syedah Zahra Atiq, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering Division (MECH)

, and then share their thoughts withthe class [24], [25]. Additionally, the use of discussion boards provides students with a platformto engage in collaborative and reflective discussions on course topics, thereby promoting deeperunderstanding and critical thinking [8], [26]. Furthermore, the "muddiest point" techniqueencourages students to identify and articulate the most challenging or unclear aspects of thematerial, allowing instructors to address these areas of difficulty directly. By integrating theseactive learning strategies into the course, students are provided with opportunities for peerinteraction, self-reflection, and clarification of complex topics, ultimately contributing to a moredynamic and effective learning experience in the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Hasler, Georgia Institute of Technology

Tagged Topics

NSF Grantees Poster Session

required lecture nuggets. The hands-on part of the course is seen as the primaryfunction of the class, which is in contrast to cases where laboratory exercises are seen as a sideeffort of the class or something required for accreditation. Students are motivated by theavailability of time to work through technical issues as a community with their design systemphysically present.These project-based assignments tend to focus on higher-level learning, particularly synthesis /creation and reflection of the measured results. Each project is written in IEEE format with a hardpage limit (e.g. 4 or 9 pages) depending on the exercise particularly to require students tofine-tune their submission and encourage reflection on the hands-on experience

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Rebecca Thomas, Bucknell University; Michael S Thompson, Bucknell University

Tagged Topics

NSF Grantees Poster Session

Figure 3). We haveadapted the language used in the literature, replacing the term ‘capability’ with ‘opportunity’ and‘functioning’ with ‘achievement’ since this makes the framework more approachable forengineering educators. The list below comprises our working definitions: • Opportunities (capabilities) are a person's real freedoms or affordance to achieve a life they desire, including their capacities—both innate and learned—and the beings and doings that contribute to their identity. • Outcomes are included since they represent the current paradigm. They are educational milestones that reflect goals of the program and processes students go through in engineering education. • Achievements (functionings

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Valentina Kuskova, University of Notre Dame; Nitesh Chawla; Sugana Chawla, University of Notre Dame; Danielle Wood, University of Notre Dame; Ann-Marie Conrado, University of Notre Dame

Tagged Topics

Diversity, NSF Grantees Poster Session

summers (2022, 2023) of dataenabled researchers to examine the impacts of the C-EEEM on smaller subgroups by aggregatingthe two cohorts, thereby increasing statistical power.In the first year of the C-EEEM replication (2022), researchers began with data collectionprotocols and instruments developed in the original pilot at the University of Notre Dame, whichwere then modified slightly [1, 4, 5, 18-21]. Instruments included weekly check-in surveys forteam feedback, prompts to encourage reflection on the experiences, and the main post-internshipsurvey instrument. The original instruments reflected researchers’ consistent interest of theimpact of the C-EEEM on STEM-learning experiences for students generally andunderrepresented groups in particular

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Amy Trowbridge, Arizona State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

students to showcase and reflect on their experiences. Amy has contributed to the development of an interdisciplinary grand challenges focused course and introduction to engineering course in both in-person and online (MOOC) formats at ASU. She is also actively involved in the ASU Kern project and Kern Entrepreneurial Engineering Network (KEEN), focused on students’ development of entrepreneurial mindset. Amy received the national 2019 KEEN Rising Star award from KEEN for her efforts in encouraging students in developing an entrepreneurial mindset. She is also a member of the current interim Executive Committee for the international GCSP Network, and mentors schools to develop GCSPs as part of the GCSP New Programs

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Reeping, University of Cincinnati; Aarohi Shah, University of Cincinnati

Tagged Divisions

Computers in Education Division (COED)

Literature Review of Empirical Research on ChatGPT in Education.” Rochester, NY, Sep. 06, 2023. doi: 10.2139/ssrn.4562771.[18] C. K. Lo, “What Is the Impact of ChatGPT on Education? A Rapid Review of the Literature,” Educ. Sci., vol. 13, no. 4, Art. no. 4, Apr. 2023, doi: 10.3390/educsci13040410.[19] C. M. L. Phillips, J. S. London, W. C. Lee, A. S. Van Epps, and B. A. Watford, “Reflections on the messiness of initiating a systematic literature review on broadening participation in engineering and computer science,” in 2017 IEEE Frontiers in Education Conference (FIE), Oct. 2017, pp. 1–8. doi: 10.1109/FIE.2017.8190482.[20] L. Krupp et al., “Unreflected Acceptance -- Investigating the Negative Consequences of ChatGPT

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Danielle Wood, University of Notre Dame; Hazel Marie, Youngstown State University; Faisal Aqlan, University of Louisville; Jay B. Brockman, University of Notre Dame; Kerry Meyers, University of Notre Dame

Tagged Topics

Diversity, NSF Grantees Poster Session

replication (2022), researchers began with data collectionprotocols and instruments developed in the original pilot at the University of Notre Dame, whichwere then modified slightly [1, 4, 5, 18-21]. Instruments included weekly check-in surveys forteam feedback, prompts to encourage reflection on the experiences, and the main post-internshipsurvey instrument. The original instruments reflected researchers’ consistent interest of theimpact of the C-EEEM on STEM-learning experiences for students generally andunderrepresented groups in particular; these integrated considerations informed by research onhigh impact practices for STEM motivation and retention, as well as those for facilitatinginnovation ecosystems and place attachment [3-12, 22, 23

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Todd Jeffrey Freeborn, The University of Alabama; Sarah T Dunlap, The University of Alabama; Debra Moehle McCallum

Tagged Topics

NSF Grantees Poster Session

a reflection to a guided "3-2-1" prompt. After the tour of Brno, this prompt was: o What were the 3 most interesting pieces of Czech culture or history you learned from these sites? o What are 2 questions you have after these tours you would like to learn more about? o Share 1 picture of an artifact or piece of art that you found most compelling and give a brief paragraph of its history (or the artist’s biography). A similar prompt was provided after travel to Prague (and all other trips for the remainder of the summer). These reflections aimed to increase the active engagement of the students in the sites and history in which they were being

Conference Session

Architectural Engineering Division (ARCHE) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ignacio Guerra P., Universidad San Francisco de Quito

Tagged Topics

Diversity

Tagged Divisions

Architectural Engineering Division (ARCHE)

Sustainability (49senior students). This study analyses the outcome of students’ performance in terms of theknowledge highlighted in their mind maps and the application in their exams. Finally,instructors conducted a survey to inquire students about their perception about the rolemind mapping plays in their learning and course performance. The authors reflect on thedesign of the intervention and explore the avenues academia could take to form newpedagogical approaches to connect skills from both pedagogies in architecture education.Implications for research and practice are provided.IntroductionMind maps serve as a visual pedagogical tool, particularly suitable for students inclinedtowards this learning method. It is essential to underscore that visual

Conference Session

MECH - Technical Session 11: Integration of Problem-Solving and Design Thinking

Collection

2024 ASEE Annual Conference & Exposition

Authors

Danahe Marmolejo, Saint Louis University; Chris Carroll P.E., Saint Louis University; Scott A. Sell, Saint Louis University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering Division (MECH)

engineeringeducation. The significant improvements observed in students' scores on the EntrepreneurialMinset Learning Assessment (ESEMA) surveys indicate that these pedagogical approaches havethe potential to enhance both theoretical understanding and practical skills. Despite the challengespresented by the traditional emphasis on theoretical knowledge, the integration of PBL and EMLhas provided students with practical skills and an entrepreneurial mindset essential for success inthe field.In reflecting on the results of this study, it becomes evident that the integration of Problem-BasedLearning (PBL) and Entrepreneurial Mindset Learning (EML) holds promise for enhancingmechanical engineering education. The significant improvements observed in students

Conference Session

Virtual Design and Construction (VDC) in Construction Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sooin Kim, Wayne State University

Tagged Divisions

Construction Engineering Division (CONST)

greatly when it is adopted in multiple courses or programs of construction education. [19] Multidisciplinary AECO Students reflected that they could better learn program communication practices and strategies when using the BIM software with actual project data in the industry. [41] Multidisciplinary AECO Interdisciplinary BIM-based joint capstone course in program highway engineering improved students’ collaborations and communication skills with other professionals. [42] Multidisciplinary AECO

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robyn Mae Paul, University of Calgary

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

, andthe richness of human experiences—and write it up based on the simplified, linear sequencedemanded in academia. It was not just about the aesthetic structure (introduction, literature,methods, results, discussions, etc.), it was how this dominant dissertation rhetoric silenced thetrue ambivalence and complexities of my findings. This traditional style and structure focused onknowledge production more than depth of holistic understanding (Kociatkiewicz & Kostera,2023). I relate to this reflection from another PhD student as she considered this same challenge: “How could I condense my research into a series of neatly defined chapters? I was attempting to follow the normative pattern of a conventional thesis [...] It seems

Conference Session

Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Candice Wicker Bolding (CJ), Clemson University; Robert M O'Hara, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

belonging at theuniversity level consists of five items that assess students’ sense of belonging within theiruniversity. Items were answered on a 7-point Likert-type scale (1= Not at all, 7= Very much so).An average score across items was calculated with higher scores reflecting higher sense ofbelonging at the university level. A sample item for sense of belonging- university level is “I feelthere is a sense of community at this school.” Sense of belonging- engineering major level. Sense of belonging at the engineeringmajor level consists of ten items that measure students’ perceptions of belonging within theirengineering major. Items were answered on a 7-point Likert-type scale (1= Not at all, 7= Verymuch so). An average score across items

Conference Session

Student Division Technical Session 7: Teaching and Learning Practices

Collection

2024 ASEE Annual Conference & Exposition

Authors

Caroline Cresap, Louisiana Tech University; Ashtyne Klair Monceaux; David Hall, Louisiana Tech University; Krystal Corbett Cruse, Louisiana Tech University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

, “Seeingthe faculty frequently and being able to talk to them about more than just school or assignmentshas given me a better relationship with them than other students. I feel as though I'm a welcomedpart of the engineering program.” The student who answered “Unsure/other” when asked if thelunches allow them to feel more connected to their engineering program remarked, “I feel likeI’d still have the same relationships with the same people, but I would see those people less so Iam unsure of the result.” However, most scholars reflected the sentiment of one scholar whostated, “Since all of us have split up into our major based classes, we rarely see all of each othernow. The lunches allow all of us to reconnect, even if it is just one day a week

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Charlotte Gottilla, University of Delaware

Tagged Topics

Diversity

commitments typically demanded by student organizations at the university,reflecting the indication that increased ownership of the project improves student investment [3].PMs have a large amount of autonomy in their work, with students responsible for their projectsfrom inception through completion. Students identify partner communities in conjunction withVIP, evaluate contractors and negotiate drilling prices, draft construction plans and choose welllocations, and monitor wells post-construction. Through this process, students’ confidence intheir ability to make project decisions increases [1]. When students feel qualified to guide theirown work and make choices about the project’s future, these feelings support their sense ofproject ownership [3

Collection

2024 ASEE North Central Section Conference

Authors

Chan-Jin Chung, Lawrence Technological University; Joshua E Siegel, Michigan State University; Mark Wilson, Michigan State University

Tagged Topics

Diversity

, methods, outcomes and evaluation,and a conclusion reflecting on the program’s findings to-date and plans for the future.Program OverviewThe REU is run as an interactive opportunity bringing together eight previously-unfamiliarstudents to tackle existing and novel challenges over an eight-week period. Students areintroduced to, and immersed in, industry-standard tools and the latest advancements in computervision and automated systems. Exposure is critical in bridging theoretical knowledge withpractical skills, preparing students for the evolving demands of industry. The development ofalgorithms using full-scale vehicles reflects the significance of testing in actual operatingenvironments, where variables are uncontrolled and outcomes are

Collection

2023 ASEE Midwest Section Conference

Authors

Adam C. Lynch; Gary Brooking

open-source textbook funded by the NSF [12] withweb based, automatically graded homework problems, presentation slides, documented solutionsto all problems solved in class course materials, and all assessment tools, such as quizzes andexams. The scenario of the PBL exercise was reflective of practical engineering issues. Studentteams had to analyze, apply common engineering tools and techniques then apply the learned © American Society for Engineering Education, 2023 2023 ASEE Midwest Section Conferenceprinciples and propose solutions. A concept inventory assessment on Statics was administered atthe beginning and end of the course to evaluate students' understanding of the tools of Statics

Conference Session

Spotlight on Diverse Learners

Collection

2024 ASEE Annual Conference & Exposition

Authors

Minkyung Lee, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Sarah E Zappe, Pennsylvania State University; Sam Spiegel, Colorado School of Mines; Ibukun Samuel Osunbunmi, Pennsylvania State University

Tagged Divisions

Computers in Education Division (COED)

Paper ID #43097Student Preferences and Performance in Active Learning Online EnvironmentsMinkyung Lee, Pennsylvania State University Minkyung Lee is a doctoral candidate in the Department of Learning and Performance Systems at Penn State University and serves as a Graduate Assistant at the Leonhard Center, an engineering education center at Penn State. Her academic journey and professional contributions reflect her dedication to the field of educational technology and design.Dr. Stephanie Cutler, Pennsylvania State University Dr. Stephanie Cutler has degrees in Mechanical Engineering, Industrial and Systems Engineering

Conference Session

Wellness, Readiness, and Thriving

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nicholas Choi, University of California, Irvine; Natascha Trellinger Buswell, University of California, Irvine

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

healthcare spaces, our project aims to sharethe perspectives of engineering students engaged in an authentic activity and reflection. Theexercise allows for students to pursue any activities that they may associate with mental wellnessand their reactions highlight the impact that the activity had on them. This activity aims toimprove students’ wellness not only in the hour required but for the lessons to be carried onthroughout their educational and professional career. To better understand the goals and impactsof our intervention, we examine existing literature on mental wellness and how to share it as aresource.Literature ReviewAwareness towards mental wellness has an increasing importance placed on it for studentsstudying in higher education

Conference Session

Student Engagement in Construction Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kimberly Grau Talley P.E., Texas State University; Bobbi J. Spencer, Texas State University

Tagged Divisions

Construction Engineering Division (CONST)

negatively worded items tended to havea decreased agreement over that period. While the trends showed the expected movement thatwould reflect an increased sense of belonging to the construction industry, only two showedstatistical difference between pre- and post-internship scores. Item 8, “I am similar to the kind ofpeople who succeed in my career” was statistically significant at the 95% level (t(104) = -1.70, p= .046) and Item 13, “ I do NOT know what I need to do to make a supervisor in my companylike me” was statistically significant at the 90% level (t(104) = 1.49, p = .070). Strongly 7 Agree Agree 6 Somewhat 5 Agree Neither Agree nor 4 Disagree Somewhat 3 Disagree Disagree 2 Strongly Disagree 1

Conference Session

Programming Education 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert Scott Pierce P.E., Western Carolina University; Chaitanya Borra, Western Carolina University

Tagged Divisions

Computers in Education Division (COED)

Python in the introductory computing course. The course topics and learning goalsfor the course were not changed, and course lectures were only changed to reflect the change inprogramming language.This paper compares student achievement between classes that took the MATLAB-based versionof the course and those who took the Python-based version. Students in the two versions weregiven very similar exams and final project problems so that their achievement of course goalscould be compared.This work is the first phase of a longer-term project intended to assess the digital literacy ofWestern Carolina Engineering graduates. Students’ programming skills will be assessed as theyprogress through the four-year engineering curricula. A particular focus of

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Manish Roy, University of Connecticut; Christa L. Taylor, University of Connecticut; Maria Chrysochoou, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

such as this. Instead, students were encouraged to reflect ontheir own strengths and challenges and make choices based on their understanding of theirabilities. Following every exam and the group project, the students were asked to respond toreflection questions, encouraging them to take ownership of their learning. For example, after themidterm II exam, the students were asked to answer the following questions among others: a)What was/were the most important factor/s behind your performance in Midterm-II exam? b)“How well do you expect to perform in Midterm-III exam? What is/are your plan(s) to achievethat?”The term group project was part of the Project-Based Learning implementation in the course andhad specific milestones for deliverables