Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sabina Anne Schill, Colorado School of Mines

Tagged Topics

NSF Grantees Poster Session

. The presentation appears to beeffective in impacting students’ perceptions of teaching both immediately and longer-term withrespect to the main topics it covers.A curious result is the significant p-values in the category of “Personal Enjoyment.” Though thepractical significance of these results was “small” or “negligible,” we found statisticallysignificant differences in this category for pre/post, post/delayed, and pre/delayed t-tests of thetreatment groups in both years and of the control group in Year 2. This is intriguing because thepresentation was not designed to address “Personal Enjoyment.” Rather than influencing throughcontent, the act of viewing a presentation about teaching may have sparked self-reflection in thetreatment groups

Conference Session

Systems Thinking

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shamsnaz Virani Bhada, Worcester Polytechnic Institute; Sarah E. Stanlick, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Systems Engineering Division (SYS)

developer reflect upon and address those biases? How can we check our assumptions? Competitors The competitors would always come up with a better deep learning model for the system. Decolonizing Question for Competitors: How does the ethical conduct of your entity or project influence the accepted norms of how others in the field conduct their own systems design and implementation? Can your work set a standard for ethics and justice in the design process that influences the field?As you can see the decolonization questions help emphasize a critical view of power dynamicsand community engagement to ensure that a more full, accurate understanding of influences onthe design process. In each phase, we

Conference Session

Software Engineering Division (SWED) Technical Session #1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emily Marasco, University of Calgary; Milana Hayley Grozic, University of Calgary; The University of British Columbia; Yves Pauchard, University of Calgary; Mohammad Moshirpour, University of Calgary

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division (SWED)

for the curriculum revision were identified to be:1. Content modernization to reflect changing needs and practices in software engineering2. Cohesive alignment of vertical progression that links each year of study3. Increased integration of course concepts and collaborative pedagogy4. Keep current with leading-edge technologies and approaches5. Student-focused to provide skills and knowledge needed to thrive in industry or graduate programs6. Raise department profile and increase competitiveness with other software engineering programsThe degree program objectives were identified as a) to graduate future software engineers aspractitioners, researchers, developers and collaborators, b) to integrate fundamental knowledgeand applied skills

Conference Session

NEE Technical Session 3 - Courses: development, logistics, and impact

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meghana Parameswarappa Jayalakshmamma, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology

Tagged Divisions

New Engineering Educators Division (NEE)

. IntroductionEngineering education faces the continuous challenge of incorporating the latestresearch findings into its curriculum to ensure graduates are well-equipped totackle current and future technological challenges. Traditional methods ofcurriculum development often struggle to keep pace with the rapid advancementof technology and emerging research areas [1, 2]. Current approaches tointegrating research into engineering education primarily involve the introductionof elective courses, predetermined laboratory classes, or the occasional inclusionof term papers from existing courses. However, these methods have limitations,including insufficient coverage of new technologies and the lag in updating coursecontent to reflect the latest research developments

Conference Session

MECH - Technical Session 5: Virtual Learning and Technology Integration

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matt Gordon, University of Denver; Irvin R Jones, University of Denver

Tagged Divisions

Mechanical Engineering Division (MECH)

range, 25 scored in the 2-3 range, 2 scoredin the 0-1 range. These scores reflected the averaging of the two instructor’s scores (eachinstructor would decide on the overall score based on their sub-scores), but there was very goodagreement between them.For the CATME scores, we used their adjustment factor (without self). From the CATME webpage [6]: “The adjustment factor compares an individual student’s ratings with the average ratings of everyone in the team. This helps to see if the student was harsher than the average, or less harsh. There are two different adjustment factors, “Adj Factor w/Self”, which includes the student’s self-rating in the calculation, and “Adj Factor w/o Self”, which does not

Conference Session

Frameworks and Comparative Analyses in ECE Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Muhammad S Zilany, Texas A&M University at Qatar; Iqra Yakub

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

and reflectively. In essence, formative assessment is fundamentally concerned withnurturing students' learning and development [9], rendering it a vital component in the fusion ofassessment and teaching [3], [10].Brown [11] describes the formative assessment as the evaluation of learners in the process of"forming" their skills and competencies, facilitating their continuous growth. It encompasses allactivities conducted by instructors and learners alike, supplying information that can beharnessed as feedback to refine ongoing learning and teaching practices [12]. Importantly, thisdefinition underscores the active involvement of both students and teachers, making formativeassessment an integral component for enhancing students

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aysa Galbraith, University of Arkansas; Heath Aren Schluterman, University of Arkansas; Gretchen Scroggin, University of Arkansas; Latisha Puckett, University of Arkansas

Tagged Divisions

First-Year Programs Division (FYP)

shortest. Similarly, 28% of students who chose Professional Soft Skills did so because it had the most points. The most popular course was Getting Started with Microsoft Office 365; 21% of the students who chose this one said they did so because they used a different suite (often Google) in high school, but the University of Arkansas supports Microsoft products.Question 5: Reflecting back to the courses on your pathway, what was the most useful course onyour pathway? In response to which course in their pathway was most useful, students had varied opinions. The table below summarizes some of the top responses for each pathway. Learning Excel Desktop had the highest percentage within its pathway at 44%. This is likely because we also

Conference Session

Innovative Pedagogical Strategies I

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeffrey Kinkaid, Montana State University, Bozeman

Tagged Divisions

Engineering Technology Division (ETD)

could be used to update priorestimates for flexure performance. They were prompted to explore multiple solution paths andnot accept the established solutions per KEEN’s curiosity framework. At the end of the allottedtime, a random student was selected to present their group’s findings to the class as an informaldesign review. After the design review, students all returned to their original seats, where a quizwas delivered on the online learning management system (LMS). The quizzes were nottraditional knowledge-testing quizzes; they were reflection exercises. The students wereprompted to compare and contrast the methods used by the presenting group and their own.They were also prompted to reflect on how well their group functioned during the

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nada Elfiki, Stanford University; Helen L. Chen, Stanford University; George Toye; Micah Lande, South Dakota School of Mines and Technology; Felix Kempf, King's College London; Lauren Marie Aquino Shluzas, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

Engineering and co-founder of the Integrative Learning Portfolio Lab in Career Education at Stanford University. She earned her undergraduate degree from UCLA and her PhD in Communication with a minor in Psychology from Stanford. Her scholarship is focused on engineering and entrepreneurship education, portfolio pedagogy, reflective practices, non-degree credentials, and reimagining how learners represent themselves through their professional online presence.Prof. George Toye Ph.D., P.E., is adjunct professor in Mechanical Engineering at Stanford University. While engaged in teaching project based engineering design thinking and innovations at the graduate level, he also contributes to research in engineering education

Conference Session

Educational Research and Methods Division (ERM) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Natalie Ugenti, Bucknell University; Joselyn Elisabeth Busato, Bucknell University; Elif Miskioglu, Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University, Prescott

Tagged Divisions

Educational Research and Methods Division (ERM)

-making process that maynot have emerged organically (Crandall et al., 2006). The questions in the fourth sweep arebroadly divided into four categories, 1) expert-novice contrasts, 2) hypotheticals, 3) experience,and 4) aids. Question prompts include, "Would a novice have noticed the same cues you did inthis situation?" or "How could additional training have offered an advantage here?"(Crandall etal., 2006). Some of the prompts are skipped if they were covered in earlier discussions on theproblem.At the conclusion of the CDM, the interviewers determine if enough information has beencollected to satisfy the eight dimensions of KAM. Reflecting on the results of the interview sofar, the interviewers determine which of these dimensions require

Conference Session

MECH - Technical Session 6: Curriculum Development and Pedagogical Strategies

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cassandra Sue Ellen Jamison, Rowan University; Smitesh Bakrania, Rowan University; Mitja Trkov, Rowan University; Wei Xue, Rowan University

Tagged Divisions

Mechanical Engineering Division (MECH)

having the opportunity to pilottheir learning modules with other students and then iterate on the module will better highlight thepotential contributions of these elements to their learning. To capture the impact of thoseopportunities (i.e., conference publication, piloting modules) in relation to others we included inthe Fall survey, we will also ask students to reflect on the impact of those elements in the post-clinic surveys of future semesters.Future WorkWe will continue to offer this clinic for the next two years, generating a database of modules (upto five new per year) that can be implemented as mini-projects to broaden soft-robotics exposure.We plan to continue to iterate on existing projects, gather the perspectives of student

Conference Session

WIP: Student Success and Sustainability

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nagma Zerin, The Johns Hopkins University; Sakul Ratanalert, Columbia University

Tagged Divisions

Chemical Engineering Division (ChED)

, worth 37.5%. The intervention group had two midterm exams (worth 30%) andone group research presentation (7.5%). We included the research presentation for the purpose ofthe intervention. The mindset interventions [2] included the following tasks: (1) contemplating theidea of intelligence and the importance of having a growth mindset while studying chemicalengineering after watching a talk [3] and a video [4] on growth mindset during the first week’sgroup session, (2) having reflections on various attributes related to growth mindset (response tofeedback, learning new things, response to making mistake or failure) through hypotheticalscenarios incorporated into the homework problems, (3) practicing learning from mistakes byresubmitting midterm

Conference Session

Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fatima Rahman, Tufts Center for Engineering Education and Outreach; Kristen B Wendell, Tufts University; Chelsea Joy Andrews, Tufts University

Tagged Topics

Diversity

Tagged Divisions

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

about the opportunities andchallenges available to them; this also relates to their identity work. For example, students maywonder whether they are being heard in the group and if they belong in a particular communityof practice. Content uncertainty includes questions about the ideas, approaches, or intended endresult of an activity. This type of uncertainty is similar to what Hartner-Tiefenthaler et al. refer toas epistemological uncertainty, which they define as a “subjective feeling of being unsure aboutthe content, process or outcome of a task.” (p. 21, 2018). We adopt the latter term,epistemological uncertainty, to reflect that questions about process can include questions aboutwhat counts as valuable ways of knowing and doing

Conference Session

Educational Research and Methods Division (ERM) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Luis Delgado Jr., Penn State; Catherine G. P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

, or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the sponsors.References[1] H. Okahana, C. Klein, J. Allum, and R. Sowell, “STEM Doctoral Completion of Underrepresented Minority Students: Challenges and Opportunities for Improving Participation in the Doctoral Workforce,” Innov High Educ, vol. 43, no. 4, pp. 237–255, Aug. 2018, doi: 10.1007/s10755-018-9425-3.[2] R. Sowell, J. Allum, and H. Okahana, Doctoral Initiative on Minority Attrition and Completion. Washington, DC: Council of Graduate Schools, 2015.[3] B. M. Gayle, D. Cortez, and R. Preiss, “Safe Spaces, Difficult Dialogues, and Critical Thinking,” ij-sotl, vol. 7, no. 2, Jul. 2013, doi: 10.20429/ijsotl

Conference Session

Student Division Technical Session 6: Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Skylar Hubbarth, Clemson University; Anna Grace Hunter; Shannon Conner, Clemson University; D. Matthew Boyer, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

Significance of Scholarship Programs in STEMIntroductionIn this Work-in-Progress paper, we share our ongoing work with an NSF Scholarships in STEM(S-STEM) program related to an iteration of analysis that looked across specific aspects in amore summative manner than our typical analyses during the five years of the project that aremore formative. As the project will soon enter an extension into a sixth year to use existingscholarship funds, we took this opportunity to begin to reflect on overarching goals toward thedevelopment and submission of a new S-STEM proposal to continue this work. The StudentPathways in Engineering and Computing for Transfers (SPECTRA) program in the ClemsonUniversity College of Computing, Engineering

Conference Session

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Glenn Walters, University of North Carolina at Chapel Hill; Gordon Maples, University of North Carolina at Chapel Hill; Paul Mihas, University of North Carolina at Chapel Hill; Matthew Wettergreen, Rice University

Tagged Divisions

Educational Research and Methods Division (ERM)

generated will be valuable for educationalpolicy, philanthropic support, and employer decisions, guiding strategic investments in designand fabrication studios to enhance workforce skills development. This study has two parts; thefirst employs qualitative methods, consisting of interviews and focus groups with over 48students, 15 alumni and 15 employers to identify common themes that reflect makerspaces’impacts on students’ careers. From this data, we aim to create a universal framework forassessing the link between makerspace experiences and career readiness across diverseinstitutions and studios. The second part of the iterative study will consist of the development ofa quantitative survey instrument utilizing this grounded, qualitatively

Collection

2023 ASEE GSW

Authors

Akila Ravichandran; Kiran Katira; Tariq Khraishi

programming done by the students in this particular community-engagement project. The OutcomesThe UNM SOE and CEC incorporate a qualitative research study that seeks to explore howparticipants’ Service Learning/Community Engagement (SL/CE) experiences influence students’perspectives and understandings toward public welfare and their engagement with engineeringmajors. In addition, the study seeks to investigate students’ reflections on their major: pre- andpost-SL/CE. The research methods include collecting data through surveys, one-on-one interviewswith the scholars, document analysis of scholar and site leader reflections/reports, and regularcheck-in meetings.The initial findings from participants survey

Collection

2024 ASEE North East Section

Authors

Samuel A Servati, State University of New York, Canton; PS Dhanasekaran, State University of New York, Canton

environment that feels isolating andfilled with challenges. After considering these factors, would you feel confident in your ability tothrive in this brand-new environment, handling problems you've never encountered before? Formany, this proves to be an impossible challenge, leading to the derailment of their intendedfutures.But what if these struggling students weren't inherently unsuited for a career in engineering?What if they simply lacked the necessary tools and support to succeed in their first academicyear? First-year students often grapple with developing the academic and intellectual.competence, essential for success in an engineering major. This includes skills such as critical.thinking, problem-solving, and reflective judgment, which need

Collection

2024 ASEE North East Section

Authors

Naser Haghbin, Fairfield University

Tagged Topics

Diversity

Advanced Product De- sign and Manufacturing at Fairfield University. His curriculum development and lab modernization pre- pare students for Industrial challenges. Additionally, he excels in teaching four lab courses, each having two sections, providing hands-on education to future engineers. His scholarly contributions, featured in several peer-reviewed journals specializing in manufacturing processes, reflect his dedication to research and knowledge dissemination. Dr. Haghbin possesses hands-on experience in controlled micro-milling and 3D printing. ©American Society for Engineering Education, 2024 Transformative Mechanical Engineering One-Credit Laboratory Courses: A Project

Collection

2024 ASEE North East Section

Authors

PS Dhanasekaran, State University of New York, Canton

empower students to make a meaningful impact on theglobal community [5, 6,7]. A significant obstacle to learning is when students struggle to applytheir knowledge in problem-solving situations. By reflecting on their own learning, students canpinpoint areas where they need improvement and enhance their understanding to a higher level.This enables them to effectively utilize their knowledge when tackling complex problems [8].Active Learning nurtures specific and crucial skills like collaboration, autonomy, logicalreasoning, creative thinking, and problem-solving. These competencies are indispensable forexcelling in a wide array of roles within today's fiercely competitive global job market [7, 9, 10].In the flipped classroom model, the

Collection

2024 ASEE North East Section

Authors

Christina Cao, .; Danushka Bandara, Fairfield University

errors, or factual distortions thatresult in favoring certain groups or ideas, perpetuating stereotypes, or makingincorrect assumptions based on learned patterns [25].1.2 Origins of BiasLanguage models can inherit biases from their training data, leading them toperpetuate stereotypes and social issues. This can happen in several ways. Thedata itself might be biased due to certain societal biases reflected in online con-tent. They can thus contain discrimination or stereotypes. Data sources chosencan also be biased, with companies focusing on certain sources and neglectingothers. The algorithms used to process data can also amplify biases. Even humaninvolvement in training can introduce biases, as annotators’ own perspectives caninfluence the

Collection

2024 ASEE North East Section

Authors

Djedjiga Belfadel, Fairfield University; Isaac Macwan, Fairfield University; Naser Haghbin, Fairfield University; John F Drazan, Fairfield University

. Additionally, he excels in teaching four lab courses, each having two sections, providing hands-on education to future engineers. His scholarly contributions, featured in several peer-reviewed journals specializing in manufacturing processes, reflect his dedication to research and knowledge dissemination. Dr. Haghbin possesses hands-on experience in controlled micro-milling and 3D printing.John F Drazan, Fairfield University John Drazan, PhD is an assistant professor of biomedical engineering at Fairfield University. Dr. Drazan completed his PhD in Biomedical Engineering at the Rensselaer Polytechnic Institute and a NIH IRACDA Postdoctoral Fellowship at the University of Pennsylvania in the McKay Orthopedic Research

Collection

2024 ASEE North East Section

Authors

Robin Chataut, Quinnipiac University; YUSUF USMAN, Quinnipiac University; Frederick Scholl, Quinnipiac University

cyber incidents,particularly data breaches. These incidents are not merely isolated events; they reflect a broadertrend of escalating cyber threats that target the very core of personal and organizational privacyand integrity. The state's diverse economic landscape, encompassing healthcare, finance,insurance, and manufacturing sectors, presents a varied and rich target for cyber adversaries.This variety amplifies the potential impact of data breaches and underscores the necessity for acomprehensive understanding of these incidents. Analyzing data breaches in Connecticut is notjust about quantifying incidents; it is about dissecting the anatomy of these breaches to unveilpatterns, identify vulnerabilities, and understand the evolving tactics of

Collection

2023 ASEE GSW

Authors

M. Ginger Scarbrough

3The design contest is modeled after the engineering Request for Proposals (RFP), with each event inthe contest reflecting the process followed by an engineering firm as they answer an engineeringRFP. To develop real-world challenges, WERC partners with industry and government agencies todevelop tasks that address some of the major environmental concerns that the world faces today.Each year, WERC offers a diverse set of design challenges. From these, student teams select onetask to focus on. Each task is designed and sponsored by industry and/or government agencies tosolve a real problem of concern. Sponsorship of a task is an investment in the future workforce, butalso provides the sponsors with fresh and innovative perspectives that often

Collection

2023 ASEE GSW

Authors

Shadi Balawi; Abdelrahman Youssef; Youssef Elmasry

methodologies. Theyclearly demonstrate that not all of these methodologies are equal. This will potentially help in selectingand fine tuning the better methodology based on the course outcomes.Data from more recent runs of the course were collected. Some changes were introduced to the courseto minimize the effort requested from students. The weekly surveys were dropped and were exchangedfor one peer evaluation exercise that reflected the conflicted teams. A conflict that is managed wellmay not need to be addressed and was phased out by the teams towards the end of the semester. Proceedings of the 2023 ASEE Gulf-Southwest Annual Conference University of North Texas, Denton, TX

Collection

2024 ASEE-GSW

Authors

Benjamin C. Flores, University of Texas at El Paso; Nidia Banuelos, University of Wisconsin - Madison; Dessaray Gorbett; Ariana (Ari) Arciero, University of Texas at El Paso; Ross J. Benbow, University of Wisconsin - Madison

. FindingsIn the following, we provide an evidence-based answer to each of the three research questionsbased on student responses. The tables with relevant data are included as appendices 1 through 3.What are the features of Hispanic Engineering students’ social networks?The number of listed people as key supporters varied between 0 and 20 with an average of fivesupporters. The average network density, reflecting the number of interrelationships amongsupports, was three connections within a social network of five people. This indicated a closerelationship between supporters and the students. The large majority of alters had Hispanicidentities. More than a third of alters had a high school diploma or GED and about a quarter hada bachelor’s degree. The

Collection

2024 ASEE-GSW

Authors

Ryan McGuire, University of New Mexico; Tariq Khraishi, University of New Mexico

specimens were printed, any plastic burs were removed via an X-acto knife. Then thespecimens were labeled with the following system template: 𝑁𝑁𝑁𝑁 − 𝑆𝑆In this template 3 pieces of information were recorded. N was the number of holes and rangedfrom 0 to 3. O was the size and orientation of the holes: B for base, iL for in line and small, and Lfor large. Lastly, S reflected the sample number. After each sample in a set was labeled, they weretested using a single column Tensile Testing Machine from My Lab Equipment. Each sample wasphotographed before and after the tensile test was conducted, as well as videotaped during the test.Using the Tensile Testing Machine’s built in data collection tools the

Conference Session

Track 3: Technical Session 7: Promotion of Student Well-being via Successful Navigation through Conflict Resolution Pathways

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Boni Frances Yraguen, Vanderbilt University; Bettina K Arkhurst; Stuart Montgomery, Georgia Institute of Technology; Derek Ashton Nichols, Georgia Institute of Technology; Jennifer Molnar, Georgia Institute of Technology

Tagged Topics

CoNECD Paper Sessions, Diversity

Paper ID #40712Promotion of Student Well-being via Successful Navigation throughConflict Resolution PathwaysDr. Boni Frances Yraguen, Vanderbilt University Boni Yraguen is a recent PhD graduate from Georgia Tech. Her dissertation work is in the field of combustion/thermo./fluids. She studies a novel diesel injection strategy: Ducted Fuel Injection (DFI), which is used to drastically decrease soot emissions during diesel combustion. In addition to her thesis work, Boni is passionate about engineering education. She has led and participated in various educational studies on the impact of student reflections, authentic

Collection

2024 South East Section Meeting

Authors

Kenneth Stafford Sands II, Auburn University; Min Jae Suh, Sam Houston State University

classcancellations), hybrid, and even face-to-face class instruction. Therefore, the purpose of thispaper is to provide insight into the authors' approach to creating interactive online courseware byusing Articulate Storyline 360® for the enhancement of online course engagement. Storyline360® is aimed at providing tools that have a primary goal of making interactive activities ratherthan one-way presentations. It has a plethora of design tools and activities such as embeddedquizzes, surveys, and other interactive features. The authors found a variety of benefits ofStoryline 360® such as a user interface reflective of other slideshow products, the ability to setup quizzes, activities, and certificates of completion within the course, the text-to

Collection

2024 South East Section Meeting

Authors

David Calamas, Georgia Southern University

FeedbackStudent feedback on the open-ended questions was centered around four coherent themes:consistency and standardization, anonymity and bias reduction, clarity and transparency, andefficiency and turnaround time. The responses reflected a consensus among students on theperceived fairness of grading using Gradescope compared to traditional manual methods.Students appreciated the uniformity in grading standards, emphasizing that everyone was subjectto the same criteria, eliminating potential biases. The anonymity of the grading process washighlighted as a key factor contributing to fairness, ensuring equal treatment for all without theinfluence of personal factors.The efficiency of Gradescope was acknowledged, with students expressing satisfaction