Conference Session

Mechanical Engineering: Fluids, Heat Transfer

Collection

2022 ASEE Annual Conference & Exposition

Authors

Xiyuan Liu, Syracuse University

project, I develop interactive activities at different development stages, including projectproposal, proposal peer review, project interview, preliminary report, and final report. The assessmentof the effectiveness of this new class was conducted by comparing exams and feedback of students bythe end of the semester. This class provides students with sufficient knowledge of both fundamentalstatistics and practical data analytical techniques for engineering fields, comprehensive experience indata analytic workflow, and the opportunity to exercise their data analytical skills in engineeringapplications.Introduction and BackgroundData science is an emerging field based on statistical methods and machine learning techniques toconvert extensive

Conference Session

Industrial Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Manuel Rossetti, University of Arkansas; Edward Pohl, University of Arkansas; Bryan Hill, University of Arkansas; Xintao Wu, University of Arkansas; Ronna Turner, University of Arkansas; Wenjuo Lo, University of Arkansas; Jeffrey Offord, University of Arkansas

-peer interaction is to form social cohesion between the students anddevelop a shared purpose. In addition, the bootcamp provides for engagement between thestudents and the faculty that execute the bootcamp units. The faculty-student engagement hasbeen shown to be a key factor in retention.The expected outcomes from the MDaS Bootcamp include: • Students recognize each other and form long-term peer connections. • Students recognize and become comfortable with project faculty. • Students can explain the types of work data scientists perform and their potential impact. • Students can write scripts within Python that enable them to solve basic problems using data science methods

Conference Session

NEE Technical Session - Innovative Teaching Strategies II

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Alexander, Texas A&M University - Kingsville; NAZMUL RAHMANI, Texas A&M University - Kingsville

are their client, and graduates are their final product.There are experiences and skills developed from working in industry that can help a new facultymember in transitioning to an academic position [2, 4]. These include flexibility, trying newthings, having an enthusiastic attitude, and effective time management [5]. Conversely, thereare certain skills that could be helpful to a new academic that are not likely to have beendeveloped while in an industrial position [3]. These skills or experiences include motivatingstudents to learn, assisting struggling students, effective course planning and delivery, starting anindependent research program, obtaining external funding, writing rigorous assignments andtests, handling students in the

Conference Session

Remediation and Curricular Changes to Improve Student Learning and Outcomes

Collection

2022 ASEE Annual Conference & Exposition

Authors

Allen Guest, Clemson University; Jason Brown

based physics courses (Physics I and II). This has allowed me the unique opportunity to teach most of the students in Clemson's undergraduate engineering program. I have also taught a few Physics majors courses. Since 2017, I have also participated in Clemson engineering's PEER/WISE experience (PWE) which seeks to prepare incoming freshmen (especially under-represented groups) for the rigors of college life. © American Society for Engineering Education, 2022 Powered by www.slayte.com Promoting Women and Minorities in Engineering: A Summer Program for Incoming FreshmenAbstractSince 2017 our institution has hosted, through a special

Conference Session

Professional Skills and Community Building in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christopher Chen

brought about by our redesign, and wouldencourage our colleagues to consider how to center community building within the design ofengineering courses as we have shown in this case.IntroductionPrior to the broad shift to online teaching in response to the COVID-19 pandemic, students whoselected to be online learners were quite different than students who chose in-person courses.Online learners tended to be older [1], [2]–seeking convenience of asynchronous learningenvironments [1] while they balanced work with their education [2]–as compared to residentialstudents who were more traditional aged and sought face-to-face connection with their peers andinstructors [3]. Since 2019, the group of students who are online learners has become larger andmore

Conference Session

Technical Session 2 - Paper 3: Increasing Academic Success for Underrepresented Minority PhD Graduate STEM Students Through Self-Advocacy Education

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Carmen M Lilley, The University of Illinois at Chicago; Gregory V Larnell, University of Illinois at Chicago

Tagged Topics

CoNECD Paper Sessions, Diversity

health disordersand decreased physiological health is well known [1-3], evidence-based practices of supportsystems specifically for minoritized graduate students to reduce the effects of climates ofintimidation are not common. Indeed, researchers have found that minoritized students “wouldbenefit if colleges and universities attempted to deconstruct climates of intimidation [4].” In a comprehensive study of Latinx graduate students in STEM at a Hispanic Servinginstitution found that “Faculty mentors played a greater role in their success compared to theirnon-Latino peers. In addition, Latinos/as were also more likely to use support services on campusthan their non-Latino/a peers” [5]. The same researchers also found that it was of

Collection

ASEE-NE 2022

Authors

Emily Deterding, University of Massachusetts Lowell; Nathan Agyeman; Susan Thomson Tripathy, University of Massachusetts Lowell; Carter Keough, University of Massachusetts Lowell; Sumudu Lewis, University of Massachusetts Lowell; Kavitha Chandra, University of Massachusetts Lowell

Tagged Topics

Diversity

gender identities that have been historically underrepresented in engineering programs. Using participatory action research (PAR) and qualitative research methods, this study explores whether engaging students in a series of focus groups can help disrupt negative teamwork interactions and encourage inclusive student engagement with team projects in an Introduction to Mechanical Engineering class. All participants in this study are engineering students at a college of engineering in New England, and include 6 undergraduates in the focus groups and two undergraduates (one junior, one senior) who served as peer facilitators. This work-in-progress paper describes the process and challenges associated with recruiting participants, training student

Conference Session

Student Success and Interactions

Collection

2022 ASEE Zone IV Conference

Authors

Adam Steven Weaver, Utah State University; Jack Elliott, Utah State University

Tagged Topics

Conference Submission

purposes reported an enhanced learning experience at aChinese public university. Further, Hurst, Wallace, and Nixon [3] surveyed undergraduatestudents and concluded that students believe social interactions increased their enjoyment oflearning, interest in topics, and level of responsiveness. Beyond academic success, engineers ofthe 21st century must effectively engage with peers [7], and as noted by Passow [7], teamworkand communication are among the most valuable skills in the engineering industry. Byresearching these benefits, educators can capture and incentivize the positive attributes ofstudents’ interactions. Further, such research often requires methods, like SNA, forcharacterizing interactions of the research participants.Social Network

Conference Session

Professional Skills and Community Building in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Eva Chi, University of New Mexico; Abhaya Datye, University of New Mexico; Yan Chen, University of New Mexico; Sang Han, University of New Mexico; Catherine Hubka, University of New Mexico; Jamie Gomez, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Susannah Davis, University of New Mexico

, 2021, doi: 10.1021/acs.jchemed.1c00479.[51] M. Miletic et al., "Student retention barriers in a chemical engineering program," Proceedings of the American Society for Engineering Education Annual Conference & Exposition, 2020, doi: 10.18260/1-2--35239.[52] C. Hubka et al., "A writing in the disciplines approach to technical report writing in chemical engineering laboratory courses," Proceedings of the American Society for Engineering Education Annual Conference & Exposition, 2019, doi: 10.18260/1-2-- 32019.[53] C. Hubka, E. Chi, and V. Svihla, "Peer review and reflection in engineering labs: Writing to learn and learning to write," Proceedings of the American Society for Engineering

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

write a literature review in the social sciences and engineering, how towrite a research publication, how to select a peer reviewed journal, where to look for funds fortheir research, how to write a research proposal, and science communication. For more see courseschedule in Table 1.Table 1: NRT capstone schedule spring 2021 Week Day Topic Lead M Welcome- interdisciplinary teams formed Engineering faculty 1 W Working in interdisciplinary teams- team goals Education faculty Working in interdisciplinary teams- Engineering faculty M 2 communication W Team work day M

Collection

2005 GSW

Authors

Richard Hoehn; Dr. Saleh M Sbenaty

. They have opportunity to work in teams with sharing, respect, and contribution towardsone goal. A project is either selected by the team or assigned by the instructor. The scope ofactivities generally includes design, research, costing, building, testing, demonstration, andpresentation. All teams must have meetings, consultations, proposal writing, project planningand management during the course duration. At each stage student have to make decisionsregarding various aspects of their project. Most of these decisions come from their owndeliberations. Proceedings of the 2005 ASEE Gulf-Southwest Annual Conference Texas A&M University-Corpus Christi Copyright © 2005

Collection

2005 GSW

Authors

Mohan Ketkar

. They have opportunity to work in teams with sharing, respect, and contribution towardsone goal. A project is either selected by the team or assigned by the instructor. The scope ofactivities generally includes design, research, costing, building, testing, demonstration, andpresentation. All teams must have meetings, consultations, proposal writing, project planningand management during the course duration. At each stage student have to make decisionsregarding various aspects of their project. Most of these decisions come from their owndeliberations. Proceedings of the 2005 ASEE Gulf-Southwest Annual Conference Texas A&M University-Corpus Christi Copyright © 2005

Conference Session

Technical Session 10 - Paper 2: Lived Experiences and Literature Reviews: Leveraging Experiential Knowledge in STEM Education Doctoral Studies

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sharetta M. Bufford M.Ed., Clemson University; Stephanie A Damas, Clemson University; Matthew Voigt, Clemson University; Eliza Gallagher, Clemson University

Tagged Topics

CoNECD Paper Sessions, Diversity

are multiple factors thataffect the experience of graduate students as they transition from their previous identities to therole of researcher and scholar. Our review of the literature paired with our personal experiencessuggest that there are several factors that affect these three aspects of graduate student identitydevelopment. First, students are more likely to develop a stronger graduate student identity when theyfeel more competent in their disciplinary and writing skills (Burt, 2014). In a study thatinvestigated the impact writing had on graduate student identity, graduate students shared thatthey often feel ashamed of their work and compare themselves to their peers (Del Toro, 2017).Students were afraid to share their work in

Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

Sarah E Zappe, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University

Engineering, Industrial and Systems Engineering, and a PhD in Engineering Education from Virginia Tech. She is an Assistant Research Professor and the As- sessment and Instructional Support Specialist in the Leonhard Center for the Enhancement of Engineering Education at Penn State as well as a co-founder of Zappe and Cutler Educational Consulting, LLC. Her primary research interest include faculty development, the peer review process, the doctoral experience, and the adoption of evidence-based teaching strategies. American c Society for Engineering Education, 2022 From Remote to Flipped: Increasing Student Engagement through the Classroom FlipOne of the most

Conference Session

CIT Division Technical Session #10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Afsaneh Minaie, Utah Valley University; Reza Sanati-Mehrizy, Utah Valley University; Janis Raje

published.Writing Intensive Courses. The capstone courses are writing-intensive courses. This was not thecase when the LEAP project began but was initiated as UVU sought to incorporate more HIPsinto the curriculum. Each program was charged with designating two required courses as WritingIntensive Courses. The Writing Enriched Committee recommended that faculty of these coursesneed to intervene in students' writing processes by providing in-class instruction, guidingfeedback on plans and drafts, and engaging in one-to-one conversations with students aboutwriting. Key HIP characteristics of the writing intensive courses dovetail with the capstoneprojects but reinforce “interactions with faculty and peers about substantive matters” and“periodic, structured

Conference Session

Technological and Engineering Literacy - Philosophy of Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joshua Gross; Keyoni McNair

are important to identity, interests are part of identity formation, too. Byconsidering CS students’ interests in a broad range of activities, we can help potential students seethat students in CS share some interests with them, even if they struggle to find peers and mentorswho represent their race, gender, disability status, or other factors relevant to them. Exploring thiswill allow us to show diversity of interests, one of the few areas in which CS is diverse.Engineering is defined by the students who become engineers, and by the people who educate thosestudents. The question of “What is engineering?” cannot be answered without also answering“Who are engineers?” Our hope is that we can improve the discipline by providing a more

Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Doga Yucalan, Cornell University; Celia A. Evans PhD, Cornell University; Lisa Schneider-Bentley, Cornell University

-centered learning activities with formal mentorship, 2) help improve students’comprehension of the course material by increasing peer interaction and reflection in the classroom, and3) provide faculty with a low-effort way to incorporate more student-centered learning opportunities intothe lecture portions of engineering courses while introducing them to pedagogical tools and strategiessuch as backward design, writing and sharing learning objectives, promoting student interaction, andpromoting metacognition. MethodsProgram participants and course characteristicsEach of the participating four instructors taught a distinct, lecture-based engineering course in a distinctdepartment, ranging from first- to

Conference Session

LEES 5: Preparing and Practicing Culturally and Ethically Sensitive Engagement

Collection

2022 ASEE Annual Conference & Exposition

Authors

Laura Fiss, Michigan Technological University; Darnishia Slade, Michigan Technological University

Honors Ability, which is more about deliberate action.Part of the origins of the Immersion Experience lay in international experiences. The honorsprogram developed out of several experiential, interdisciplinary programs using high-impactpractices. The Pavlis Institute for Global Leadership explicitly drew on international projectwork, conducted in student-led teams. As we broadened the specific international program into acustomizable honors program, we decided to let students select experiences that aligned with thecomponents (Academic Enhancement, Immersion Experience, Honors Project, andLeadership/Mentorship). At the time of writing, the Immersion Experience must consist of atleast 50 hours, spread out over a several-week period, typically 5

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brittain Sobey, University of Texas at Austin; Ariel Chasen, University of Texas at Austin; Maura Borrego, University of Texas at Austin; Thomas Lindsey, University of Texas; Laura Suggs, University of Texas at Austin; Mia Markey, University of Texas at Austin

their audience, purpose, and context; (ii) read research articles efficiently andcritically; (iii) write effective research abstracts; (iv) create effective research posters; (v) engagegeneral and expert audiences in conversations about research; and (vi) give peers constructivefeedback on research communications. The Scholars read and discussed instructional materials,including examples of research abstracts; drafted, presented, and revised their own researchcommunications; and gave, received, and applied feedback. With support from the professionaldevelopment vine, the Scholars prepared abstracts for the undergraduate research poster sessionof the Biomedical Engineering Society (BMES) annual conference (Figure 3). We also helped theScholars

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alison Polasik, Campbell University

new required 3- semester computational lab sequence in the MSE curriculum at OSU in 2013. From 2014 – 2017, she developed and led a program providing materials-science focused professional development to high school science teachers that was funded by the Ohio Department of Education. Much of her work in these areas has been presented at ASEE National Conferences and published in the peer-reviewed proceedings. Polasik has also presented her work at the North American Materials Education Symposium (2014 – 2017) and Materials Science and Technology (2015 and 2017) conferences. At Campbell, Dr. Polasik teaches courses in materials science, statics and mechanical behavior and thermodynamics. She spearheaded the initial

Conference Session

CIT Division Technical Session #3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Margaret Ellis; Godmar Back, Virginia Polytechnic Institute and State University; Walter Lee, Virginia Polytechnic Institute and State University; Kirk Cameron, Virginia Polytechnic Institute and State University; Crystal Pee

areCS faculty advisors of the group and two of the authors are external engineering educationresearchers who did an initial study on the student experience. Our strategies create asupportive student research team that propagates the recruitment and retention of a diverseset of students in an area of computer science that traditionally lacks such representation ofwomen, black students, and students with disabilities.Table 1: Effective High Impact Practices Identifies by The Association of American Collegesand Universities (AAC&U) [3] High Impact Practices 1 High-performance expectations 2 Students investing a significant amount of time and effort 3 Faculty and peer interaction 4 Integration with

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Malle Schilling, Virginia Polytechnic Institute and State University; Jacob Grohs, Virginia Polytechnic Institute and State University

ensure alignment with general expectations within the researchcommunity.Author Positionalities The following positionality statements are informed by recent research from Secules etal. [26] and recognition that we, as the primary researchers on this paper, understand the context,methods, and data through a lens of our own experiences and identities. Given the context inwhich this work was written (i.e. after the end of the formal partnership during COVID-19), onlyour (the two authors of this paper) positionality statements are provided. We recognize that theperspectives of all of the collaborators are critical to the work of VT PEERS, though we did notformally ask for their involvement in this writing due to the constraints of COVID-19

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Purdue University at West Lafayette (COE); Kevin Binning; Natascha Buswell, University of California, Irvine; Jennifer Cribbs, Oklahoma State University; Erica McGreevy, University of Pittsburgh; Christian Schunn, University of Pittsburgh; Anne-Ketura Elie, University of Pittsburgh; Kevin Kaufman-Ortiz, Purdue University at West Lafayette (COE); Beverly Conrique, University of Pittsburgh; Carlie Cooper, University of Georgia; Danielle Lewis; Jacqueline Rohde, Purdue University at West Lafayette (COE)

college is bothnormal and surmountable. The ecological approach attempts to instill the same message, not justwithin individual students, but within the social ecology of the classroom. Namely, rather thanbeing delivered in a lab setting as in prior work, the ecological-approach targets carefully selectedpopulations—classrooms with specific, known demographic disparities in performance. Theintervention is adapted to these classrooms via focus groups. Rather than being delivered by anexperimenter, course instructors or TAs are trained to deliver the intervention and to engage theirstudents in peer discussion around the intervention. These peers are not random strangers but ratherclassmates with whom they will work together over the term. The

Conference Session

Software Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bruce Maxim, University of Michigan - Dearborn; Thomas Limbaugh, University of Michigan - Dearborn; Jeffrey Yackley, University of Michigan - Dearborn

more willing to meetwith instructors outside of class [14]. Krause writes that engagement does not guarantee learningis taking place, but learning can be enhanced if it provides students with opportunities to reflecton their learning activities [15]. In our research projects, students were encouraged to reflect onthe lessons learned from the activities either in writing or orally during class postmortemdiscussions.There is consensus among members of our department’s professional advisory board thatprofessional practice invariably requires strong verbal and written communication skills. Todevelop their oral communications skills, students need opportunities to present their work aswell as observe their peers doing the same. Some instructors

Conference Session

Technical Session M1

Collection

2022 First-Year Engineering Experience

Authors

Erica J Marti, University of Nevada - Las Vegas

Tagged Topics

Diversity, Works In Progress

,contract grading is associated with building equity and inclusion [9]. However, not all authorsagree on the merits of contract grading [10].Contract grading has been used more often in writing courses and is notably promoted by AsaoInoue [1,9]. In examining existing literature, there are very few examples of contract grading inengineering courses [11]; no published articles from the United States were found. However,contract grading is especially applicable in process-oriented courses, and it may increase studentaccountability since they know the requirements at the onset of the class. In addition, contractgrading systems where students can repeat an assignment that falls below a threshold (i.e.mastery learning) may be advantageous for students in

Conference Session

PCEE Session 4: Resource / Curriculum Exchange

Collection

2022 ASEE Annual Conference & Exposition

Authors

Melissa Huppert, Minnesota State Engineering Center of Excellence; Jason Bruns, Minnesota State University, Mankato

research related to her work published in peer-reviewed scientific journals and presented at the international level. Dr. Huppert earned her Ph.D. from Purdue University in Agricultural Sciences Education and Communication.Jason Bruns (Director, Minnesota State Engineering Center of Excellence) Jason Bruns is the Director of the Minnesota State Engineering Center of Excellence. He received his B.S from the University of Minnesota, Institute of Technology in Mechanical Engineering, and a Master of Business Administration from Minnesota State University Mankato. He spent 20+ years in the industry successfully serving in engineering, operations, and manufacturing leadership roles at various companies including GE. Mr. Bruns

Conference Session

ERM: Mentoring for Everyone! And Let's talk about Graduate Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado Boulder; Sabina Schill, University of Colorado Boulder; Haley Passov

Powered by www.slayte.com Work In Progress: Intersections between mentoring attributes and outcomes among Learning AssistantsAbstractLearning Assistants (LAs) are undergraduate students that serve as course assistants in STEMcourses to facilitate the learning of their near-peers. This paper explored the perspectives of LAsat four institutions with respect to mentoring and their personal outcomes. Interviews withprogram coordinators revealed different goals and implementation of the LA programs at eachinstitution. Survey responses from the LAs revealed differences by school in the percentage whofelt that they had been mentored as well as how the LA’s perceived that they had mentoredothers. The most common outcomes from

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Karin Jensen, University of Illinois at Urbana - Champaign; Julie Martin, The Ohio State University; Chiebuka Egwuonwu, The Ohio State University; Isabel Miller, University of Illinois at Urbana - Champaign

-doctoral fellowship at Sanofi Oncology in Cambridge, MA. She earned a bachelor’s degree in biological engineering from Cornell University and a Ph.D. in biomedical engineering from the University of Virginia.Julie Martin Julie P. Martin is a Fellow of ASEE and an associate professor of Engineering Education at The Ohio State University. Julie’s professional mission is to create environments that elevate and expand the research community. She is the editor- in-chief of Journal of Women and Minorities in Science and Engineering, where her vision is to create a culture of constructive peer review in academic publishing. Julie is a former NSF program director for engineering education and frequently works with faculty to help

Conference Session

First-Year Programs Division Technical Session 13: Work-in-Progress Postcard Session #2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Randy Brooks, Texas A&M University

-inducing activitiessuch as meeting peers and introduction to course content are completed before “day one” of thecourse.A major objective of a pre-course session is the instructor’s opportunity to frame why a course isnecessary and how the knowledge is to be acquired. This vision can be challenging to highlighteffectively in the ‘day one’ excitement and angst, or after the lesson flow of the course hasbegun. The framing focus can motivate students and help them connect the course objectives toachieving their goals. Providing a framing structure in the course will help students take that firststep, or next step, on their career path.The pre-course session may also provide scaffolding and pre-teaching content to better preparestudents for the course

Conference Session

CIT Division Technical Session #6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sharon Ferguson, University of Toronto; James Magarian, Massachusetts Institute of Technology; Alison Olechowski, University of Toronto; Katherine Mao, University of Toronto

social benefit interest – feeling like your work has apositive impact on society – is an important factor of persistence and overall job satisfaction[32][33]. Social benefit interest has been studied in terms of gender: women place moreimportance on altruistic values at work [34]; are more likely to explain their interest inengineering based on societal contribution [12], [35]; are more likely to specialize in “sociallyconscious” engineering disciplines [36]; and rate impact-driven work as important more oftenthan their peers [24]. High social benefit interest is often studied in relation to public sector work[32], [37], but has also been investigated in engineering [38]. Although there has been a lot ofrecent research into ethical AI use [39