Conference Session

Mechanical Engineering: Student Growth

Collection

2022 ASEE Annual Conference & Exposition

Authors

Seyed-Arman Ghaffari-Zadeh, Carnegie Mellon University; Gerald Wang, Carnegie Mellon University

practice over a long period of time to develop both high-level conceptual proficiency in addition to “muscle memory” (see, e.g., [1], [2], for historicaldiscussions of student development of computational problem-solving skills).1 Unsurprisingly,there is considerable evidence that incremental, scaffolded exposure to programming conceptsenhances student learning outcomes [3], [4]. Computational engineering brings an additionalchallenge in that it requires not only proficiency with computer programming, but also conceptualadeptness with an underlying body of domain-specific knowledge. Past work (see, e.g., [5]) hasestablished that the opportunity to resubmit assignments in an undergraduate-level computingcourse improves student learning.Following in

Conference Session

Social Justice and the Curriculum: Equity, Culture & Social Justice in Education Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebecca Matz, University of Michigan; Mark Mills, University of Michigan; Robin Fowler, University of Michigan; Caitlin Hayward; Madison Jeffrey, University of Michigan; Andrew Moffat, University of Michigan

Conference Session

Research Frameworks for Identity and Equity: Equity, Culture & Social Justice in Education Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Umair Shakir, Virginia Polytechnic Institute and State University; Sarah Ovink, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University

Paper ID #38038Using Natural Language Processing to ExploreUndergraduate Students’ Perspectives of Social Class,Gender, and RaceUmair Shakir (Graduate Research Assistant) My academic background is a bachelor's and master's in civil engineering (University of Engineering Technology, Lahore, Pakistan), and Ph.D. (Engineering Education, VT, the USA, expected in Fall 2022). My ten years of professional experience range from NESPAK (5 years), to Dubai (1-years), and assistant professor (The University of Lahore-3 years). I am certified in Project Management Professional (PMP). During my Ph.D., I served as a graduate

Conference Session

How Communities and Systems Influence Equity: Equity, Culture & Social Justice in Education Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Dustyn Roberts, University of Pennsylvania; Robert Carpick, University of Pennsylvania; Igor Bargatin, University of Pennsylvania

teaching [1], and having a growth mindset in relation to theabilities of students [2]. However, research also shows that the local climate in a departmentcould cause students of color to be driven from STEM [3], or that a chilly climate could have adisproportionate impact on female students [4]. And while the focus of Diversity, Equity, andInclusion (DEI) efforts tends to be on women and under-represented minorities (URMs, definedas non-white, non-Asian), populations with representation at or above the demographics of thegeneral population (typically Asian and Jewish students) face their own challenges [5], [6].Additionally, part of supporting all students includes not alienating majority populations. In thispaper, we provide an update on recent

Conference Session

Disability, Neurodivergence, and Sense of Belonging in STEM: Equity, Culture & Social Justice in Education Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joseph Holles, University of Wyoming

discussed what issues the committee members would like to addressand also what tools that members possessed that might be used to address issues. The committeehas now formed subcommittees, based on member interest, and have chosen to focus on threeissues: 1) Dude Walls, 2) non-gendered bathrooms, and 3) artwork. Further details on each ofthese issues and current approaches will be discussed. We also seek audience examples of otherissues that may fall under the charge of this committee and other approaches that have been triedor considered.Introduction and Motivation: We are all familiar with the standard surroundings of a university or college. The brickbuildings with the stairs leading up from quad, the murals painted in the union and the

Conference Session

Centering Black Experiences in STEM: Equity, Culture & Social Justice in Education Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lisa Merriweather, University of North Carolina at Charlotte; Marah Lambert, University of North Carolina at Charlotte; Shaunelle Casey; Cathy Howell, University of North Carolina at Charlotte; Niesha Douglas

mentorships. Black students need mentorswho are willing and equipped to be advocates and accomplices in their success.IntroductionHistorically Black Colleges and Universities (HBCUs) have a long history of providingeducational opportunities to Black students [1]. There are just over 100 HBCUs operating today,a number representing half as many as previously existed. Cheyney University, which wasinitially named the African Institute then the Institute for Colored Youth, was established in 1837in Pennsylvania and is credited with being the first HBCU. However, Lincoln University,founded in 1854 under the name The Ashmun Institute, was the first designated to award collegedegrees [1]. Just two years later, Wilberforce University was founded with the

Conference Session

Research Frameworks for Identity and Equity: Equity, Culture & Social Justice in Education Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ingrid Scheel, Oregon State University; Gail Verdi, Kean University; Lara Letaw, Oregon State University

results in a deeper understanding of those engineering concepts throughthe lens of real-world collaboration and contexts.IntroductionEngineering is necessary for human survival and anyone who wants to be part of designing thatsurvival deserves to participate. Instructional designers must create content that allows forteaching the fundamentals of a discipline and leaves space for cultivating and discussing newideas. Underserved populations in engineering have been shown to stick with careers where theyfeel they have a social and global impact so incorporation of applications and examples intocurriculum is essential [1, 2]. The multimodal framework presented in this paper demonstrates away to emphasize the relationship between engineering and

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kevin Kaufman-Ortiz, Purdue University at West Lafayette (COE); Hector Rodriguez-Simmonds, Purdue Engineering Education

, Bisexual, Transgender, and Queer (LGBTQ+) STEM PractitionersIntroduction Where are the gays in engineering? LGBTQ+ people have always existed, but ourvisibility in society has ebbed and flowed across civilizations. Our presence has not changed inthe U.S.’s recent history, but our visibility has increased over time [1]. Some pridefully exclaimtheir presence in English and Spanish: “I’m here, I’m queer, get over it!”; “¡Estoy aquí, soy de lacomunidad, y no vas a definir quién seré!” Employee Resource Groups (ERG’s) withincorporations, groups such as the National Organization of Gay and Lesbian Scientists andTechnical Professionals (NOGLSTP), Out in Science, Technology, Engineering, andMathematics (oSTEM), and Out for Undergrad (O4U

Conference Session

Engineering and Public Policy Division Technical Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sandra Allain, Pennsylvania State University

in the practice of engineering is recognized in the NationalAcademy of Engineering’s 2019 US Frontiers of Engineering Symposium report (2020): “Thepractice of engineering is continually changing. Engineers must be able not only to thrive in anenvironment of rapid technological change and globalization but also to work oninterdisciplinary teams. Today’s research is being done at the intersections of engineeringdisciplines, and successful researchers and practitioners must be aware of developments andchallenges in areas that may not be familiar to them” (p.v. Preface) [1].The National Academy of Public Administration report titled Science and Technology PolicyAssessment: A Congressional Directed Review (October 2019), conducted a study on the

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cole Joslyn, University of Texas at El Paso; Amira Williams, University of Texas at El Paso; Angelica Ann Littles

therewere more than 700 Minority Serving Institutions (MSIs) in the United States and their numbersare expected to grow in the coming decades [1].MSIs enroll diverse populations, and some may qualify for multiple MSI categories. However, insome instances, the student population of MSIs can be rather homogenous. In Puerto Rico andareas of Texas and California, some institutions have student populations that are 60 to 100percent Hispanic/LatinX [2]. For that reason, it is appropriate to ask what happens in situationswhere the “minorities” served by the institution are actually the majority of the studentpopulation? Furthermore, in these cases, what are the experiences like for other MMPs thatattend such institutions? Are matters of race/ethnicity

Conference Session

Centering Black Experiences in STEM: Equity, Culture & Social Justice in Education Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

DeLean Tolbert Smith, University of Michigan - Dearborn; Leroy Long, Embry-Riddle Aeronautical University - Daytona Beach; Aishwary Pawar, University of Michigan

between the STEM and volleyball journeys of Black female college student-athletes?MethodsPositionality When engaging in critical research, scholars must examine and make visible theirstances, positioning, and possible intersections between their identities and those of thecommunities they are seeking to understand. With this in mind, the authors will briefly describetheir positionalities. Author 1 is a U.S. Black American who has earned engineering degrees. Shehas also coached and played volleyball through the high school level in schools serving student-athletes in lower-middle-class communities and wealthy upper-class communities. Similar to theparticipants, she benefited from scholarships. To avoid "speaking for the data,” Author 1

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Aidsa Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Manuel Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Sonia Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Nayda Santiago, University of Puerto Rico, Mayaguez Campus; Oscar Suarez, University of Puerto Rico, Mayaguez Campus; Pedro Quintero; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Nelson Cardona, University of Puerto Rico, Mayaguez Campus; Manuel Rodriguez-Martinez; Anidza Valentin, University of Puerto Rico, Mayaguez Campus

to mitigate the economic hardship associated with the cost ofattendance (COA) at the University of Puerto Rico Mayagüez Campus (UPRM). The main goalof PEARLS is to increase the retention and success of low-income, academically talented students(LIATS) in engineering programs at a Hispanic institution. Traditionally, at the college level,students from lower socioeconomic status have higher attrition levels, significantly lower retentionand persistence rates, and higher time to graduation rates.[1][2] The program’s indicator of long-term success (longitudinal data) includes persistence, time to graduation, on-time graduation,graduation rates, and successful insertion into graduate school or the engineering workforce. Toachieve this, we

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

Philip Gonsalves; Emmanuel Johnson, University of Southern California; Teresa Ober, University of Notre Dame; Janice Zdankus; Mayank Kakodkar, Purdue University at West Lafayette (COE)

through a platform such as CPI are further considered.IntroductionOver the past several decades, there has been exponential growth in both the capability ofcomputing as well as its influence in several fields 1 2 . This growth in computing has made it easierfor computers to do more and solidify their ubiquitous use. We see computing in healthcare beingused to speed up the development of drug discovery 3 4 , in the classroom and outside of theclassroom to teach students a wide range of skills 5 6 . Examples of this include the proliferation ofmassively open online courses (MOOCs). With the growing influence of computing, the field hasthe potential to be a an equalizing force if all members of society have an equal opportunity toparticipate in

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kaylla Cantilina, University of Michigan; Robert Loweth, University of Michigan

and her research explores the ways that students and practitioners seek to achieve equity in their design practices and outcomes. Through her research, she aims to develop tools and pedagogy to support design students, educators, and practitioners in conceptualizing and addressing equity.Robert P. Loweth Robert P. Loweth is an (incoming) Visiting Assistant Professor in the School of Engineering Education at Purdue University. His research explores how engineering students and practitioners engage stakeholders in their engineering projects, reflect on their social identities, and consider the broader societal contexts of their engineering work. The goals of his research are 1) to develop tools and pedagogies that

Conference Session

Understanding Inclusivity and Equity in STEM Contexts: Equity, Culture & Social Justice in Education Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tyrine Jamella Pangan, Tufts University; Chelsea Andrews, Tufts University

., sampling and non-sampling errors), how bias can be amplifiedthrough algorithms (e.g., through feedback loops), and some approaches to tackle bias (Feng &Wu, 2019). They learn about the role of third-party algorithmic audits (Buolamwini & Raji,2019), de-centering the creators as best situated to tackle their own code. We also want studentsto recognize that the solutions to these problems are not solely technical. They need to grapplewith the notion that “removing bias…though it may generate less ethically troubling results, willnot fix the underlying social injustices” (Feng & Wu, 2019, Conclusion section, para. 1).Differential impactsThe differential impact dimension includes noticing that different groups of people (and possiblymore

Conference Session

How Communities and Systems Influence Equity: Equity, Culture & Social Justice in Education Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Emma Stine, University of Colorado Boulder; Amy Javernick-Will, University of Colorado Boulder; Tiera Tanksley, University of Colorado Boulder

infrastructure instability. Studentsfrom marginalized communities carry social, navigational, technical, linguistic, and culturalcapacities that enrich HE learning environments for students of all backgrounds, and theirminimal presence has been identified as a learning disadvantage by past HE cohorts [1]. Further,HE activists and stakeholders are demanding the humanitarian field decolonize and implementanti-racist structures [2]. A key part of this movement is having members from marginalizedcommunities lead these global reform efforts and organize for social change. To understandenabling conditions for this leadership, this research sought to uncover the support systems,childhood experiences, and points of inspiration that aid marginalized students in

Conference Session

Disability, Neurodivergence, and Sense of Belonging in STEM: Equity, Culture & Social Justice in Education Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

D. C. Beardmore, University of Colorado Boulder; Robyn Sandekian, University of Colorado Boulder; Angela Bielefeldt, University of Colorado Boulder

, we hope that our research findings help individuals serving university students at anylevel in any discipline ask what opportunities they have to create a more inclusive andwelcoming environment through the tenants of UDL1.IntroductionIndividuals with dis/abilities represent a significant portion of the population yet they areoverlooked as key contributors to Science Technology Engineering and Mathematics (STEM)industry and academia [1]. While we know that graduate STEM education is difficult to accessfor many prospective and current students, there is a paucity of research aiming to change this.There is also a dearth of research engaged in learning about dis/abled student experiences and thebarriers that limit access to graduate education

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

Heather Beem, Ashesi University

% from other Africancountries. This university is well-endowed in infrastructure, relative to its local counterparts. Thecampus environment is pristinely clean and is designed with beautiful architecture that visitorsregularly commend. It includes a workshop with standard machine shop tools, such as CNCmills, lathes, and drill presses, which is atypical for students in local counterpart universities tohave regular access to. Ashesi University is on a beautiful campus that inspires a sense of hope,the African architecture conjuring a pride in local heritage. Might this environment itself booststudents’ self-efficacy? FIGURE 1. Images of the Ashesi University campus and workshop (Credit: Ashesi University)With the onset of the COVID-19 pandemic in

Conference Session

How Communities and Systems Influence Equity: Equity, Culture & Social Justice in Education Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marissa Tsugawa, Utah State University - Engineering Education; Brady Webster; Sakshi Solanki, Utah State University; Autumn Cuellar; Catherine Spence, Minnesota State University, Mankato

andeducation are designed for non-disabled and neurotypical people rather than with accessibilityfor all despite legal efforts to improve access to education. We also provide two narratives fromthe authors that describe their experiences with having a disability and being neurodivergent inengineering education. Finally, we suggest other paradigms and methodologies engineeringeducation researchers can utilize when conducting research on disability and neurodivergence inengineering. A person is disabled not by their impairments, but by the failure of their environment to accommodate their needs. - [1, p. 271]1. IntroductionAccording to the World Health Organization (WHO) and the Centers for Disease Control andPrevention

Conference Session

ETD Technical Session 5 - ET Curriculum and Programs II

Collection

2022 ASEE Annual Conference & Exposition

Authors

Orlando Ayala, Old Dominion University; Kristie Gutierrez, Old Dominion University; Francisco Cima; Julia Noginova; Min Jung Lee, Old Dominion University; Stacie Ringleb, Old Dominion University; Pilar Pazos, Old Dominion University; Krishnanand Kaipa, Old Dominion University; Jennifer Kidd, Old Dominion University

of pumped pipeline systemsfor a hypothetical plant. In the second project, engineering students partnered with pre-serviceteachers to design and teach an elementary school lesson on fluid mechanics concepts. With thePBL implementations, it is expected that students: 1) engage in a deeper learning process whereconcepts can be reemphasized, and students can realize applicability; 2) develop and practiceteamwork skills; 3) learn and practice how to communicate effectively to peers and to those fromother fields; and 4) increase their confidence working on open-ended situations and problems.The goal of this paper is to present the experiences of the authors with both PBLimplementations and their impact on student learning and satisfaction

Conference Session

Social Justice and the Curriculum: Equity, Culture & Social Justice in Education Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathryn O'Harra, The University of Alabama

environmentsfrom purely working solely within one discipline or integration of multiple disciplinaryperspectives (intradisciplinary, multidisciplinary), to the integration of knowledge, methods,approaches, and intellectual frameworks that transcend disciplinary boundaries (interdisciplinary,transdisciplinary).[1] This minor program mirrors this shift in student perceptions from a purelytechnical, intradisciplinary lens toward the transdisciplinary mindset needed for emergingengineers and computer scientists. EPIC seeks to recruit, retain, edify, and support a diverse groupof innovative and ethical leaders, prepared to tackle complex societal issues and advocate forpositive and intentional change at the intersections of engineering and social justice

Conference Session

DEED Technical Session 10: Empathy and Human-centered Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nicholas Fila, Iowa State University of Science and Technology; Diane Rover, Iowa State University of Science and Technology; Henry Duwe, Iowa State University of Science and Technology; Mani Mina, Iowa State University of Science and Technology

, the effect of diverse voices in the creation process, and the role of play, as well as relevanttrade-offs in each of these themes.Keywords: persona, journey map, empathy, course design, design thinkingIntroductionPersonas and journey maps are ubiquitous in many design disciplines. These syntheses of usersand visualizations of a user’s experience over time help designers better understand users,highlight important pain points to address, communicate as a design team, and make critical designdecisions [1–4]. While personas and journey maps are widely used in design disciplines, littlescholarship exists on how they might be successfully adapted to different contexts, e.g.,engineering instruction and course development. Personas have the

Conference Session

Faculty Development Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, Amazon; Lilianny Virguez, University of Florida; Michelle Soledad, Minnesota State University, Mankato; Debarati Basu

faculty withinthe field of science and engineering. In this work-in-progress paper we report on a mixed-methods systematic review of literature conducted to explore the retention of women in theengineering professoriate.Keywords: faculty, women in STEM, professoriate, mixed methods systematic reviewBackground'The National Analysis of Diversity in Science and Engineering Faculties at ResearchUniversities' has shown that there is a significant underrepresentation of women faculty withinthe field of science and engineering [1]. Although the number of women earning PhDs in scienceand engineering has increased, the number of faculty members has not increased as much. Thisimpacts the number of faculty members who can serve as role models and mentors

Conference Session

Redefining Manufacturing Education Practices

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Zappe, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Sam Spiegel, Colorado School of Mines; Jenifer Blacklock, University of Colorado Boulder; Deb Jordan, Colorado School of Mines; Francisco Garcia, Colorado School of Mines

about AMDS principles, learners will complete a module onfixed/growth mindset, which describes what mindset is and asks the learners to reflect on theirexperiences and when they may have felt they had a growth or a fixed mindset.Beyond the goals of module development around AMDS, this grant also includes an engineeringeducation research component. Specifically, the engineering education research project aims to 2look at the relationship between different demographic and psychological characteristics of thelearner and how these are impacted by the educational context. Figure 1 displays the relationshipsthat are of interest to the overarching study. In addition, the five research questions being

Conference Session

Civil Engineering Division - Integration of Engineering and/or Technical Rigor with Diversity, Equity, Inclusion and Justice (DEIJ)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Manish Roy, University of Connecticut; Maria Chrysochoou, University of Connecticut; Connie Syharat, University of Connecticut

- a set of course design guidelinesrooted in the Universal Design for Learning (UDL) framework and the strengths-based approach.Instructors tailor design elements to the course to meet each I-standard and undergo a peerreview process. Under the ‘implementation’ section, the paper outlines the changes that weremade to implement a strengths-based approach to neurodiversity within the course context andincrease the accessibility of the course content for a wide range of learners. The ‘findings’section discusses the effectiveness of the redesigned course based on the student feedback on themid-semester survey and the annual Student Evaluation of Teaching (SET) survey as well as thelessons learned along the way.1. Introduction and backgroundThe

Conference Session

Software Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kevin Gary, Arizona State University

jumpstart the development. We reflect on these experiences by providing amap of curricular resources to cross-cutting software engineering lifecycle phases, examiningpopular open (and usually federally funded) courseware repositories including the SEED projectfrom Syracuse University and the Cybersecurity Labs and Resource Knowledge-base (CLARK)initiative, as well as ad hoc resources.IntroductionSecurity is one of the fastest rising concerns in today’s technology-driven society, with thegeneral public increasingly aware and concerned about cyberattacks and cyberthreats [1]. Thesharp increase in cyber incidents and the public sector response has created pressures to build asecurity-educated workforce, pushing that need to institutions of higher

Conference Session

CIT Division Technical Session #8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Friday James, Kansas State University; Joshua Weese, Kansas State University

with the aim of achieving effective decision making, which forms a greatsource of motivation for this research. Having an electronic school management system helps in the management of the university in terms of admissions, registrations, grading, and effective record management; however, without enrollment planning and student projection, there would be unavoidable problems of student complaints about course unavailability, merged courses, or dissolved sections [1]. Statistical modeling techniques used included Simple Moving Average (SMA), Simple Exponential Smoothing (SES) and Double Exponential Smoothing (DES). Using Mean Absolute Percentage Error (MAPE), results showed that the DES was the best among the models in projecting the

Conference Session

LEES 7: Experiments in Experiential and Project-Based Learning

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nandini Sharma, University of Texas at Austin; Jeffrey William Treem, University of Texas at Austin; Megan Kenny Feister, California State University Channel Islands

(Treem, 2012), and develop a sense ofsecurity and confidence that later distinguishes them as experts. This study investigates experts-in-the-making in a scientific research lab with a specific focus on their communicative practicesthat yield to successful collaboration in diversified scientific work, and focuses on a singleresearch question:RQ 1: How do individuals in knowledge-intensive, interdisciplinary, and project-baseduniversity STEM labs communicatively negotiate the distribution of scientific work in ways thatbenefit personal and group goals? Methods Graduate and undergraduate students, professional engineers, and scientists employed bytwo interdisciplinary science laboratories in the

Conference Session

Aerospace Division Technical Session: Pedagogy and Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michael Hatfield, University of Alaska Fairbanks; Haley Nelson; Brian Holst; Michael Radotich; Tad Nelson, University of Alaska Fairbanks

opportunity to gain this expertise while solving a real-world mission requirement inarctic research, public service missions, or supporting critical infrastructure. The course provides students withthe knowledge and tools needed to serve in the role of Mission Director for UAS flight operations for remotesensing missions, and to successfully compete for technical grants involving UAS operations. [1] [2]In the inaugural offering of AERO 658 during the spring of 2021, students tackled several real-world missionsets, including watershed drainage, support for mining exploration, and the environmental and safety impactsof glacial melt in nearby Juneau and Valdez glaciers. Students came away from the course with a groundedunderstanding of the capabilities

Conference Session

Construction Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Behnam Shadravan

.• 2014)• Heinricher, A. C., & Quinn, P., & Vaz, R. F., & Rissmiller, K. J. (2013, June), Long-term Impacts of Project-Based Learning in Science and Engineering Paper presented in 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19888Attachment- Project Definition: Developing a town near a sea and a forestThat is not an actual project, but it is defined for getting a sense of similar projects. It is assumedto be in Florida, as shown in figure 1.Figure 1. The assumed area of this project (a) the location of the project in the Florida State, (b)the project location on google map, and (c) the project location in google satellite map viewA town is proposed to be developed. The town is close to a forest