Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacob Henschen, University of Illinois at Urbana - Champaign; Arthur Schmidt, University of Illinois at Urbana - Champaign; Jeffery Roesler, University of Illinois at Urbana - Champaign; Jordan Ouellet, University of Illinois at Urbana - Champaign

© American Society for Engineering Education, 2022 Powered by www.slayte.com Work in Progress: Development of a Project-Based Civil & Environmental Introductory CourseIntroductionTeaching “soft” skills to engineering students presents a unique set of challenges compared totechnical skills. Topics like technical writing and oral presentation are not commonly perceivedby students to be in the domain of engineering while most practicing engineers would disagree[1]. Communication skills are just one example of a range of professional skills outside ofdiscipline-specific skills that can aid new engineering graduates. Our civil and environmentalengineering (CEE) curriculum committee developed

Conference Session

Community Engagement Division Technical Session 4- COVID and Virtual Learning

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shaoping Qiu, Texas A&M University; Malini Natarajarathinam, Texas A&M University

AppliedStatistics from The University of Alabama. She has experience working with many industriessuch as automotive, chemical distribution etc. on transportation and operations managementprojects. She works extensively with food banks and food pantries on supply chain managementand logistics focused initiatives. Her graduate and undergraduate students are integral part of herservice-learning based logistics classes. She teaches courses in strategic relationships amongindustrial distributors and distribution logistics. Her recent research focuses on engineeringeducation and learning sciences with a focus on how to engage students better to prepare theirminds for the future. Her other research interests include empirical studies to assess impact ofgood

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ellen Zerbe, Pennsylvania State University; Adjo Amekudzi-Kennedy, Georgia Institute of Technology; Kevin Haas, Georgia Institute of Technology; Susan Burns, Georgia Institute of Technology; Armistead Russell, Georgia Institute of Technology; Iris Tien, Georgia Institute of Technology; Kari Watkins, Georgia Institute of Technology; John Koon, Georgia Institute of Technology; Robert Simon, Georgia Institute of Technology; John Taylor, Georgia Institute of Technology; Donald Webster, Georgia Institute of Technology; Emily Grubert, Georgia Institute of Technology; Lisa Rosenstein, Georgia Institute of Technology

lines, the National Academies 2019 report: Environmental Engineering forthe 21st Century urges environmental engineers to respond to the grand challenges and provide theleadership required to address them, noting that this vision will require a new model forenvironmental engineering (EnvE) practice, education and research. The report calls for EnvEs to:(1) move away from a focus on addressing single problems toward systems-based solutions thataddress a broad set of issues; (2) become proactive in anticipating problems rather than reactingto them; and (3) cultivate diversity and engage collaboratively with stakeholders and otherdisciplines (National Academies of Sciences Engineering and Medicine, 2019). This call to educate and graduate

Conference Session

Broadening Participation and Inclusion in STEM: Equity, Culture & Social Justice in Education Division Technical Session 8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cecilé Sadler, Massachusetts Institute of Technology; Shaundra Daily, Duke University; Alicia Washington, Duke University

-PI of the Alliance for Identity- Inclusive Computing, Education and Workforce Director for the Athena AI Institute, and Faculty Director of the Duke Technology Scholars Program. Prior to joining Duke, she was an associate professor at the University of Florida in the Department of Computer & Information Science & Engineering. Having garnered over $40M in funding from public and private sources to support her collaborative research activities, Daily’s work has been featured in USA Today, Forbes, National Public Radio, the Chicago Tribune, and recognized by Governor Roy Cooper of North Carolina. Daily earned her B.S. and M.S. in Electrical Engineering from the Florida Agricultural and Mechanical University

Conference Session

Architectural Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ryan Solnosky, Pennsylvania State University; Robert Leicht, Pennsylvania State University; Ziyi Wang, Pennsylvania State University

deliver projects. Collaboration represents a key component in interdisciplinarycourse delivery for successful interdisciplinary student experiences in team-based learning (TBL)strategies. The goal of TBL strategies is to help students understand the advantages of interdisciplinarycollaboration skills [15]. TBL strategies are suitable for interdisciplinary education to cultivate a culture ofcollaboration among students [16]. In TBL, cooperative learning groups of students working in teams isone of the most common forms of collaboration that interdisciplinary course design adopts. Here, studentsengage with a learning attitude that promotes learning reflection and improves their performance [17].Bailey et al. [15] identified that members of the same

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

students/year) and are enrolled by a wide variety of science,engineering, and design majors at the University of Minnesota (a large public research university.)Three key adaptations from these two courses show potentially lasting promise. The first isutilizing individual projects where students collaboratively support each other’s projects (fromideation to implementation). The second is the use of static, responsive, and teleconference- basedvideo submissions for project check-ins, reports, and design reviews. The final is using onlinecommunications tools, including Learning Management Systems (LMSs) and particularly theDiscord service.Student ratings of teaching, comments, usage reports, and self-reflections are analyzed. While thedata are far

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

unsuccessful participation of industry practitioners in academia describedabove, this research details an innovative teaching model in which the industry practitionersare integrated in the classroom to teach chapters of classes that take part of the curriculummandatory for students to graduate. The process of selection of the industry practitioners, andtheirs and students’ feedbacks on this model are assessed. This teaching model was applied ina newly founded Construction Management program at the University of Wyoming. Theprogram developed this teaching model as a supplementary feature for attaining AmericanCouncil for Construction Education (ACCE) accreditation status by Spring 2022. Thoughsome changes would be required, the model is expected to be

Conference Session

Multidisciplinary Engineering Division Technical Session - Best Diversity Paper

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shuvra Das, University of Detroit Mercy

Advanced Electric Vehicles, and a thriving partnership for student recruitment with several universities in China. He has also been the dissertation advisor for and graduated many Ph.D. students. Dr. Das’s areas of research interests are modeling and simulation of multi-disciplinary engineering problems, modeling multi- physics problems in manufacturing, engineering education, and curriculum reform. He has worked in areas ranging from mechatronics system simulation to multi-physics process simulation using CAE tools such as Finite Elements and Boundary Elements. He has authored or co-authored five books on these topics. © American Society for Engineering Education, 2022

Conference Session

Thinking Outside the STEM Box: Equity, Culture & Social Justice in Education Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jan Fertig, Milwaukee School of Engineering; Subha Kumpaty, Milwaukee School of Engineering

mechanical engineering students to enhance their academic success and transition them into a career in STEM.Subha Kumpaty Dr. Subha Kumpaty is a professor of mechanical engineering and program director of master of science in engineering at the Milwaukee School of engineering. Besides teaching a variety of engineering courses in both undergraduate and graduate programs, he leads the research experiences for undergraduates program sponsored by the National Science Foundation. He has led Engineering Education track of the ASME International Mechanical Engineering Congress for more than a decade. He currently co-leads the S-STEM grant with Dr. Fertig which provides scholarships and activities to 20 diverse mechanical

Conference Session

ERM: Self-Efficacy, Motivation, and MORE!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Nagel, James Madison University; Bethany Popelish, James Madison University; Melissa Aleman, James Madison University; Tobias Reynolds-Tylus, James Madison University

autoethnographic, ethnographic, and qualitative interview projects on a wide- range of topics, has taught research methods at the introductory, advanced, and graduate levels, and has trained research assistants in diverse forms of data collection and analysis.Robert L. Nagel © American Society for Engineering Education, 2022 Powered by www.slayte.com Student competency, autonomy, and relatedness in a practice-oriented engineering program: An application of self-determination theoryAbstractFor engineering students, how might three basic needs—competency, autonomy, andrelatedness—promote intrinsic motivation among students? In this

Conference Session

ERM: Instruction and Engagement

Collection

2022 ASEE Annual Conference & Exposition

Authors

Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Devang Patel, Purdue University at West Lafayette (COE); Yi Zhu, Purdue University at West Lafayette (COE); Jin Su Lee, Purdue University at West Lafayette (COE); Alejandra Magana, Purdue University at West Lafayette (COE)

students as part of a sophomore-level systems analysis and design course. In this evidence-based practice paper, we report on students’ reflections regarding their perceptions of teamwork.This study approaches the following research questions: What are students' reflections about therole of communication while working in teams in a cooperative project-based learningenvironment?The guiding pedagogical framework for this course is cooperative learning. The course requiresthe students to work in teams in a semester-long software development project. To elicit reflectionon action about their teamwork experience. Specifically, we exposed students to concreteexperiences as part of their teamwork interactions, which became the basis for observations

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Pamela Brown; Melanie Villatoro, New York City College of Technology; Elizabeth Milonas, New York City College of Technology; Benito Mendoza, New York City College of Technology; Hon Jie Teo, New York City College of Technology; Mohammad Razani, New York City College of Technology; Diana Samaroo

support includes: (a) tuition waivers for any gap need beyond need-basedfinancial aid awards, (b) free use of textbooks, and (c) New York City transit cards(MetroCards).The ASAP model was evaluated using a random assignment experimental design and tested andproven to be successful when offered as the complete suite of supports just described, withassociate degree students (i.e., partial implementation and implementation with different cohortswas not evaluated). Students in ASAP had an impressive three-year graduation rate of 40.1%compared to 21.8% for matched non-participants (11). Previous internal research showed thatHispanic male students in ASAP had a 3-year graduation rate of 46.7% compared to 18.2% for amatched group.As students in this

Conference Session

Technical Session 13 - Paper 4: Promoting First-Semester Persistence of Engineering Majors with Design Experiences in General Chemistry Laboratory

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Corey Payne, University of Florida; Kent J. Crippen, University of Florida

Tagged Topics

CoNECD Paper Sessions, Diversity

for use with theMMRE. The research question was addressed with one-way multivariate analysis of variance(MANOVA). When disaggregating the groups by gender and URM status, one-way analysis ofvariance (ANOVA) was used because the bivariate correlations among constructs were low(<0.2). The participant pool was a convenience sample of 169 undergraduate students whoelected to take a lecture course titled General Chemistry for Engineers during the Fall semesterat a large public research university in the southern United States and provided informed consentfor the research. In parallel and without prior knowledge, participants self-enrolled in alaboratory course where two-sections represented our comparison and intervention conditions,one using

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Adrian Villalta-Cerdas; Faruk Yildiz, Sam Houston State University

chair of the department to assistantprofessors and lecturers in engineering) and one educational research faculty (from thedepartment of chemistry). The course design process started with a literature review onengineering bridge courses to understand prior work, followed by surveying current engineeringfaculty to propose goals for the course. The designed team met weekly after setting the coursegoals over two semesters. The design process was initiated with backward design principles (i.e.,start with the course goals, then the assessments, end with the learning activities) and continuedwith ongoing revision. The work herein presents this new engineering bridge course’s goals,strategy, and design process. Preliminary student outcomes will be

Conference Session

ETD Technical Session 6 - Curriculum and Programs III

Collection

2022 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University; Michael Johnson, Texas A&M University; Pouneh Abbasian, Texas A&M University

. Natarajarathinam teaches undergraduate and graduate capstone courses. She also teaches graduate and undergraduate courses in logistics, distribution, purchasing, supplier, and customer relationship management. She developed the distribution customer experience course for the graduate program and she has made significant curriculum changes to several courses in the department. Dr. Natarajarathinam’s research focuses on engineering education including service-learning and workforce skills development. She has received over $3.6 million in external research funding from several companies, governmental agencies, and National Science Foundation. Dr. Natarajarathinam has written 22 peer-reviewed journal articles, a business case with a

Conference Session

CPDD Technical Session 1 - Design of Professional Development Curricula

Collection

2022 ASEE Annual Conference & Exposition

Authors

Navid Yaghoubisharif, Oregon State University; Shane Brown, Oregon State University; Amy Brooks, Oregon State University

development for engineers is an essential part of career advancement and caninclude a wide variety of learning opportunities, ranging from asynchronous short courses tocomprehensive synchronous in-person courses. Adult learning theory supports the positiveinfluence of student engagement, but this engagement may be different from universityclassroom settings. There is an abundance of literature that indicates student engagement in thelearning experience is important for student learning and other important educational outcomes.There is also evidence that the adoption of engaging teaching practices in professionaldevelopment settings is limited. Much of the research on adoption is done in K-16 settings,which fails to address the impact among a

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacqueline Genovesi, Drexel University; Ian Marcus, Drexel University; Kimberly Sterin, Drexel University; Dominique Thomas, Drexel University

goals, the curriculum of the successful program was modified to feature theengineering design process in a culturally responsive manner through collaboration with anengineering college and school of education to create the new program. In addition to thecurriculum, this paper demonstrates the conceptual frameworks of Communities of Practice,Culturally Relevant Pedagogy, and a technique called Transformational Intergroup Dialogue toscaffold the emergence of mutually satisfying mentor-mentee relationships among individuals ofdiffering social identities. To accomplish this, a mixed methods research design, capturingqualitative and quantitative data is being used. Qualitative methods include student journals,class observations, interviews, and

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

Paper ID #37921A Cultural Approach to Teaching Teamwork inUndergraduate Engineering CoursesJoanna G Burchfield Dr. Joanna Burchfield is an Assistant Professor of Communication for the College of Engineering at the University of South Florida. Her current research interests focus on the links between interpersonal and intercultural communication competency and undergraduate engineering students’ professional proficiencies and professional identity development. Specifically, Burchfield’s research explores how the application of an interpersonal communication based curriculum impacts undergraduate engineering

Conference Session

Technical Session M5B

Collection

2022 First-Year Engineering Experience

Authors

Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Juan David Ortega, Virginia Polytechnic Institute and State University / Universidad EAFIT

Tagged Topics

Full Papers

for seven years. His research interests are focused on the practice and instruction of process design, simulation, and automatic control, as well as on faculty and institutional development through educational research. American c Society for Engineering Education, 2022 How Can We Make This Work? Design Team Development in Online vs. In Person EnvironmentsAbstractThis Evidence-Based Practice paper contains a study about the similarities and differences inteam development among first-year engineering students during an introductory design courseat a major university in the eastern United States. The study contained ten teams that operated ina

Conference Session

ERM: Mental Health and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Catherine Spence, Minnesota State University, Mankato; Luke Nyberg; Justine Chasmar, Minnesota State University, Mankato; Jodi Nelson, Minnesota State University, Mankato; Marissa Tsugawa, Utah State University - Engineering Education

Paper ID #37261Working Full Time and Earning an Engineering Degree:Wellbeing in a Co-Op-Based Engineering ProgramCatherine Mcgough Spence (Assistant Professor)Luke John NybergJustine Chasmar (Assistant Professor and Quantitative Reasoning CenterDirector)Jodi NelsonMarissa Tsugawa Marissa Tsugawa is an assistant professor in the Department of Engineering Education at Utah State University. Their research interest is in neurodivergence and how it manifests in engineering education. Past work includes exploring motivation and identity of engineering graduate students, women of color's experiences on engineering teams, and

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

, something that had not been anticipated when theprogram was proposed. In other words, a pivot was needed to support the faculty in waysbeyond simply addressing pre-pandemic issues. As such, the CIMC mentors and groupsfollowed a “just in time” format in terms of topics addressed in their discussions, such asmentoring on remote teaching, support for graduate students as research labs were shutdown, balancing work with childcare, and many other relevant and timely topics. As anexample, mentors learned from their new faculty mentees that, due to the pandemic, theywere having a lot of trouble adjusting given socialization (e.g., lunches with colleagues) thatwould have given them much-needed information about their departments and theuniversity. This

Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rob Sleezer, Minnesota State University, Mankato; Nicolle Revello; Morgan Round; Kristen O'Connell; Benjamin Orlin; Andrew Roberts, Minnesota State University, Mankato

dedicated academic instructors understand the valueof exploring new methodologies in teaching, both to reach different students and to moreeffectively promote mastery of the subjects in others, there are rarely reasons to truly reevaluatewhy we do what we do. This is one of the primary challenges that drove me to volunteer to teachin the prisons system.I have agreed to teach Physics 101, a lab based, conceptual physics course in a local federalprison. This class is offered at our institution in a variety of formats for primarily non-sciencemajors fulfilling their general education requirements for graduation. Despite the range ofclassroom experience I’ve had for this course, 5-15 weeks, 15-350 students, numerous teachingand evaluation modalities

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathryn Neeley, University of Virginia; Michael Alley, Pennsylvania State University

mentioned earlier, the design of our study assumes that the body of papers published in theproceedings of ASEE annual conferences is representative of practices and trends in engineeringcommunication pedagogy and research. Following the method used by Neeley and Alley (2020),we used the search function in the PEER repository to identify papers dealing with engineeringcommunication. Specifically, we conducted a title search for “communication or writing orspeaking or presentations.” Papers that served one or more of the four functions listed belowqualified as relevant to engineering communication as we have defined it here:(1) develop or assess the communication abilities of engineering students,(2) assess engineering students’ attitudes and

Conference Session

Statics Fanatics 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Damon Kirkpatrick; Michael Anderson, United States Air Force

Paper ID #37935Work-in-Progress: Redesigning an Introductory MechanicsCourse to Include Meaningful Design ExperiencesDamon KirkpatrickMichael Lawrence Anderson (Associate Professor) Mike Anderson is an Associate Professor and Director of Capstone Programs, Department of Mechanical Engineering, US Air Force Academy. He has pursued research in engineering education for several years in the areas of curriculum design and assessment, capstone design experiences, innovative design methodologies, and enhancing student creativity. In addition, he pursues technical research in autonomous systems, design of terrestrial and