Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cathy Burack, Brandeis University; Alan Melchior, Brandeis University; Matthew Hoover, Brandeis University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

analysis, controlling for Gender, Race, Honors Courses at Baseline, Family Income, and ParentalSupport for STEM with added interaction variable for female program participants.B. Interest in Majoring in STEM-related FieldsThe positive impacts on STEM-related attitudes were also reflected in reported interest in STEMmajors at college, though with a clear distinction between Engineering and technology-relatedmajors and other STEM fields. Exhibit 7 shows the percent of all first year college students whoare “very interested” in majoring in the specified field (i.e., reporting a 6, 7, or “alreadydeclared” on a 7-point scale measuring interest in specific college majors). The calculations ofstatistical significance and the odds ratios are based on a

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mathias J. Klenk, Technical University of Munich; Tua A. Björklund, Aalto University Design Factory; Shannon Katherine Gilmartin, SKG Analysis; Sheri Sheppard, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

address these questions, we interviewed 13 new engineering graduates within 1-2 years ofcompleting their bachelors degree, analyzing participant-produced critical work-relatedincident narratives against a framework of transformative learning [20]. As one of theprominent theories of adult learning, transformative learning describes learning as “theprocess of using prior interpretation to construe a new or revised interpretation of themeaning of one’s experience in order to guide future action” [20]. It offers a usefulframework for examining events that have been meaningful for the participants themselves[21] distinguishing between five different dimensions in these experiences: 1) meaningful events in actions, reflected in the behavior of the

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Nicole M. Smith, Colorado School of Mines; Greg Rulifson P.E., Colorado School of Mines; Carrie J. McClelland P.E., Colorado School of Mines; Linda A. Battalora, Colorado School of Mines; Emily A. Sarver, Virginia Tech; Rennie B. Kaunda , Colorado School of Mines

Tagged Divisions

Engineering Ethics

on specific reading material and/or video content. The coursealso includes a field trip that provides opportunities for students to talk directly with membersfrom various stakeholder groups in the VA coalfields including state regulators, industrymembers and local citizens.3. SurveyAppendix A includes the survey instrument used in the first year of the study analyzed here. Itwas designed to measure students’ knowledge, abilities, and attitudes [15] related to CSR andcollect relevant background information to explore possible connections between those and thedemographic information, students’ motivations for pursuing engineering, their career desires,and their civic activities. The survey reflects feedback from an expert panel of

Conference Session

Perspectives on Diversity, Equity, and Inclusion Beyond the Undergraduate Years

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cliff Fitzmorris, University of Oklahoma; Deborah A. Trytten, University of Oklahoma; Randa L. Shehab, University of Oklahoma

Tagged Topics

ASEE Diversity Committee, Diversity

-five minutes and thelongest interview was fifty-eight minutes. We provided the participants with the interview questions severaldays in advance to allow them to reflect upon the questions.C. Data AnalysisThe interviews were audio-only, conducted via telephone, and recorded for later analysis. The audio datawere coded directly without transcription using qualitative analysis software (NVivo 11) with an initial codeset that had been developed from the research questions and the interview questions. The code set containedtwenty-two codes with four codes added as emergent codes during the coding process. One author(Fitzmorris) conducted the interviews and coded the interview data. Once the data were coded, all threeauthors listened to selected

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christine Allison Gray, Northern Arizona University; Robin Tuchscherer P.E., Northern Arizona University; Ron Gray, Northern Arizona University

Tagged Divisions

Educational Research and Methods

ofpeople” [24], Brown et al. [32] outline the construct of discursive identity to investigate the waysin which individuals’ identities are developed through discourse. This perspective discussesidentity as enacted through language, social interactions, and interpretive processes: discursiveidentity “reflects an understanding that speakers select genres of discourse with the knowledge(tacit or implicit) that others will … interpret their discourse as a signal of their culturalmembership” [32]. Discursive identity aligns with the sociocultural view of identitydevelopment, in which an individual’s presentation of oneself to a community, and thecommunity’s recognition of the individual as a kind of person, is central to an identity. Thisperspective

Conference Session

Hands-On Projects and Demos

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lucas James Landherr, Northeastern University; Courtney Pfluger, Northeastern University; Ryan A Koppes, Northeastern University

Tagged Divisions

Chemical Engineering

activities (98 percent of 44 survey respondents), especially big equipment (over 80 percent).Students enjoyed the discovery experiments (more than 83 percent) but had mixed feedback ondealing with open-ended aspect of discovery experiments, with only half of students appreciatingthe open-ended structure. With respect to the open-ended design project, approximately 62 percentfelt comfortable with open-ended design.Shortly after 2010, in response to student feedback and instructor assessment of the courses, bothLab I and Lab II each became 2-credit hour courses to reflect the quantity and quality of workaccomplished. In the sixteen semesters over eight academic years following the full transition,various instructors have attempted to further improve

Conference Session

Student Empathy and Human-Centered Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benedikt von Unold, Stanford University; Annette Isabel Böhmer, Laboratory for Product Development and Lightweight Design; Tua A. Björklund, Aalto University Design Factory; Nicolas Ledl, Stanford University; Udo Lindemann, Laboratory for Product Development and Lightweight Design; George Toye, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Design in Engineering Education

Conference Session

Developing Teaching and Mentoring Skills

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joseph C. Tise, Pennsylvania State University; Kirsten S Hochstedt, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University; Esther W. Gomez, Pennsylvania State University; Manish Kumar

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

Conference Session

Studies in Engineering Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessie Marshall Zarazaga, Southern Methodist University, Lyle School of Engineering

Tagged Divisions

Design in Engineering Education

diagrammatic structures that areable to reflect ideas. Beyond its expressive visualization and communicative role the map allowsthe designer to construct a simplification and abstraction of space, manipulating image and ideain the process of exploration [31]. Like diagramming, map-making is a subtractive processimplying a fixation on one aspect of the world, be it roads, geology, or fluid current [32], [33].Through observing and marking the map, decisions are made of what is seen and what omitted.Strategic thinking is embedded in such work, an active thinking process which can serve as anexploratory design tactic.Furthermore, the designer’s engagement in two active processes of map-making, observation andannotation, add additional value. Through

Conference Session

Accreditation and the BOK

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

and2016-2017 was that only 4% of the 2011 students rated experiments among the five leastimportant outcomes [12]. Three other outcomes were also very different in the extent to whichstudents rated them among the five least important outcomes: mechanics (35% in 2011), lifelonglearning (26% in 2011), and contemporary and historical issues (17% in 2011).RQ3. Outcome AdditionsSenior student feedback on ten potential additional BOK outcomes from the in-class exercise issummarized in Table 3. Key references that support the importance of these KSA outcomes arenoted. Only the potential outcomes assigned to the students during the in-class exercise areshown, and the list should not be considered exhaustive. The comments reflect the group of twoto three

Conference Session

Seeking Resilience and Learning to Thrive Through Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julianna Sun Ge, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

) hierarchy of needs. We selected these two scholars’ diagrams for referencebecause they closely reflect the goals of our conceptual framework for engineering thriving. Forexample, both Norrish’s and Maslow’s diagrams are based on the theories of optimal humanfunctioning, connect several competencies studied in depth by other researchers, are measurable,and apply to educational settings. Figure 2 illustrates these two diagrams of human thriving.Figure 2. Visual representation of Positive Education, adapted from Norrish (2013) andMaslow’s Hierarchy of Needs, adapted from Maslow (1970).Next, we reviewed Norrish’s and Maslow’s justifications for their visual frameworks of humanthriving and adapted the aspects that best applied to our conceptual

Conference Session

Women in Engineering Division Technical Session 7

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer C Mallette, Boise State University; Harold Ackler P.E., Boise State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

traditionally-aged collegestudents who are white and cisgendered.While more quantitative data can provide essential big picture data, qualitative case studies havethe advantage of highlighting specific experiences, focusing on the particular instead of thegeneral [15]. In other words, case studies provide rich context and detail, though researchersmust be careful about generalizing what they find. In addition, assessing women’s experiencesmore quantitatively may not be possible because of the number of women present in a givenengineering program (the MSE program studied here has only 6 women out of a cohort of 22enrolled in the senior project course) and because their grades or other methods of numericalevaluation may not adequately reflect their

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

grades obtained in ‘A’ level examinations(as used for entry to University), was higher than students seeking entry to technologysubjects. It is not without significance that Huitching’s first publication was titled “Why sopure? (Item 27). It reflected a deeply held division in English culture. But of greatersignificance to the thesis offered here is the fact that the term “technology” is used in hismajor report (item 29), and this is taken to be synonymous with “engineering”. At the timethere were very few departments with technology in their titles in the universities but verymany departments of engineering of one kind or another. Given that schools were repeatedly asked to address the attention of the shortage ofengineers it might have been

Conference Session

Communicating Across Cultural and Epistemological Boundaries

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cindy Rottmann, University of Toronto; Doug Reeve P.Eng., University of Toronto; Robin Sacks, University of Toronto; Mike Klassen, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

three key features: a specializedknowledge base, self-regulation, and a commitment to public service— [1-3] elements that havebeen historically codified into a set of ethical guidelines [1, 4, 5]. While these guidelines—Professional Codes of Ethics—may help engineers appreciate what not to do [4, 5], they areinsufficiently specific to guide novice engineers through ethically ambiguous situations. As early20th century artefacts, they also tend to reproduce structural inequities embedded in the history ofthe profession, and thus fail to reflect the experiences of historically underrepresented groups ofengineers [6-14]. The Canadian Engineering Accreditation Board’s (CEAB) pairing of ethics andequity [15] demands that we look beyond the codes to

Collection

2018 ASEE Conferences - Conference for Industry and Education Collaboration / San Antonio proceedings

Authors

Sidney Martin

process, teachers must feel that somepromising practices and procedures are being planned. The responsibility to reassure theseteachers falls on the P-20 leader. Integrity and creditability are needed for a leader to effectchange. (Dooley, 1999). Diversity and the Impact on P-20 Education P-20 includes principles of diversity and inclusiveness and will apply tools, techniques,and methods that reflect these convictions in their decision making as a P-20 leader. Withindiversity, the goal is to include all individuals and groups wanting to participate in the P-20education development and process. P-20 educators will strive to use creative methods toengage learners. These new education learning methods will lead to an

Collection

2018 ASEE Mid-Atlantic Section Spring Conference

Authors

Christian Enmanuel Lopez, Pennsylvania State University, University Park; Conrad Tucker, Pennsylvania State University, University Park

Tagged Topics

Diversity

AcknowledgmentThis research is funded in part by NSF NRI # 1527148. Any opinions, findings, or conclusionsfound in this paper are those of the authors and do not necessarily reflect the views of thesponsors.References1. Vest C. Context and challenge for twenty-first century engineering education. J Eng Educ. 2008;97(3):235-236.2. Lauche K. Job design for good design practice. Des Stud. 2005;26(2):191-213. doi:10.1016/j.destud.2004.09.002.3. Egan PF, Leduc PR. Utilizing emergent levels to facilitate complex systems design: Demonstrated in a synthetic biology domain. ASME 2013 Int Des Eng Tech Conf Comput Inf Eng Conf. 2013:V03AT03A045-V03AT03A045.4. Ben Ammar M, Neji M, Alimi AM, Gouardères G. The Affective

Conference Session

Graduate Education Track - Technical Session V

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Thomas M. Bluestein, Virginia Tech; Catherine T. Amelink, Virginia Tech; Mayra S. Artiles , Virginia Tech Department of Engineering Education

Tagged Topics

Diversity, Graduate Education

. It may be that the students who responded to thesurvey only reflected a limited view of the perceptions in the graduate student climate. TheCLIMATE AND ENGINEERING GRADUATE STUDENTS 13questions that were included on the survey were limited to looking at peer and faculty advisorinteractions. Additional research could identify additional factors that comprise campus climateto better discern what elements of the graduate experience influence perceptions of campusclimate. Despite these limitations, the findings from our study did provide unique and newinsights to perceptions of climate among three different groups. Findings show that minoritystudents are more likely to indicate

Conference Session

Undergraduate Track - Technical Session V

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

J. Sonnenberg-Klein, Georgia Institute of Technology; Edward J. Coyle, Georgia Institute of Technology; Randal T. Abler, Georgia Institute of Technology

Tagged Topics

Diversity, Undergraduate Education

process is not the first aspect of the program promoted to students, it isexplained on the webpage. It is also reflected in the online application, which only requestsstudent identity, major, year in school, requested team, number of credit hours (1 forsophomores, 1 or 2 for juniors and seniors, and 3 for Senior Design), and comments. Thecomment box is unassuming, and usually elicits a few sentences from students explaining whythey’re interested. Unlike most research experiences, students do not have to write essays, fillout lengthy forms, or polish their resumes. Interested students apply and are accepted on a spaceavailable basis. Returning students are automatically accepted back onto their teams, and teamsare marked “full” when no more space

Conference Session

LGBTQ+ Track - Technical Session IV

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

David J. McLaughlin, University of Massachusetts, Amherst; Genny Beemyn, University of Massachusetts, Amherst

Tagged Topics

Diversity, LGBTQ+

shown in Fig. 3. knowledgeDuring the first meeting, the instructors and students took turnsintroducing themselves, including indicating their gender pronouns. Students were also asked what theywanted to discuss in the course and they indicated a number of topics related to identity, technology, and art.Among the identities mentioned by students were asexual people, queer people of color, and trans people,which often reflected their own identities. Students were introduced to the Arduino microcontroller, which isdescribed in product literature as “an open-source electronics prototyping platform based on flexible easy-to-use hardware and software…intended for artists, designers, and inventors…”[7]. Students were asked toindicate, via survey

Conference Session

Gender Track - Technical Session VI

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Lalita G. Oka, California State University, Fresno; Kimberly Stillmaker P.E., California State University, Fresno

Tagged Topics

Diversity, Gender

well below the current estimates of Nationalrepresentation of women in undergraduate engineering programs of 22% [6]. Student distributionsby gender, department, and student level (i.e. freshman through senior) are shown in Figure1. Fresno State classifies student level based on the number of units a student has completed andmay not necessarily reflect their progress in their degree program. Because many students takemore units than that are required for a degree program, ‘seniors’ are disproportionately representedusing this classification system. Because of the ethnic diversity surrounding Fresno State, theuniversity serves multiple underrepresented minority populations and is officially designated as aHispanic-Serving Institution (HSI) and

Collection

2018 ASEE Zone IV Conference

Authors

Bridget Benson, California Polytechnic State University, San Luis Obispo; Matt Jamison Burnett, State University of New York at Canton

Tagged Topics

Diversity

ofConvergence in Vermont, New York, and Berlin in 2018.We conclude with four quotes from faculty and students involved in the making of Convergencethat illustrate the project’s impact.Matt Burnett, the faculty project lead and artistic author, remarked that by combining the skillsets, working methods and perspectives of several people, the resulting production vastlyexceeded the capabilities of the involved individuals. “It can be difficult for an artist to give up creative control; but this is perhaps more reflective of arts in the 21st century; a switch from the model of artist as “isolated genius” to “project manager.” The whole is greater than the sum of its parts - which is the thematic spirit of Convergence in the first place

Collection

2018 ASEE Zone IV Conference

Authors

Cheng Chen, San Francisco State University; Amelito G Enriquez, Canada College; Wenshen Pong P.E., San Francisco State University; Zhaoshuo Jiang P.E., San Francisco State University; Hamid Mahmoodi, San Francisco State University; Hao Jiang, San Francisco State University; Kwok Siong Teh, San Francisco State University; Hamid Shahnasser, San Francisco State University; Jun Jian Liang, San Francisco State University; Christopher Alexander Amaro, Cañada College; Adam Albert Davies, ASPIRES ; Priscila Joy Silva Chaix, Cañada College; Jesus Caballero, Canada College; Juvenal Marin Sanchez, San Jose State University; Xiaorong Zhang, San Francisco State University

Tagged Topics

Diversity

set D. The Posterior probability could be calculated as 𝑃𝑃(𝜃𝜃)𝑃𝑃�𝐷𝐷 �𝜃𝜃 �𝑃𝑃(𝜃𝜃|𝐷𝐷) = 𝑃𝑃(𝐷𝐷) , where the Likelihood 𝑃𝑃 (𝐷𝐷|𝜃𝜃) is the probability of realizing anexperimental data D given a set of parameters θ ; the denominator 𝑃𝑃(𝐷𝐷) is the probability of theevidence and could be considered as a normalizing factor; 𝑃𝑃(𝜃𝜃) is the reflected known value ofthe considered parameters, also called as Prior. The MH algorithm is an improved algorithmbased on Markov chain Monte Carlo (MCMC) simulation. The MH algorithm externallimitations and targets are set or approximated before the simulation for better efficiency. ThePosterior probability is then generated using the MH

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Jane Bork, University of Michigan; Candace Rose Wiwel, University of Michigan; Max William Blackburn, University of Michigan; Aaron W. Johnson, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Topics

NSF Grantees Poster Session

-1711533. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] Paulson, D. R., & Faust, J. L. (1988). Active and Cooperative Learning. Los Angeles: California State University, Los Angeles. Retrieved from http://www.calstatela.edu/dept/chem/chem2/Active/index.htm[2] Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.[3] Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alissa Ruth, Arizona State University; Tameka Spence, Arizona State University; Joseph V. Hackman, Arizona State University; Jennifer Velez M.Ed., Arizona State University; Hope Parker, Arizona State University; Tirupalavanam G. Ganesh, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

engineering, theimportance of feedback and the importance of multiple perspectives than males. This puzzlingfinding is a result of small differences between males and females at both baseline and post.Females had slightly lower scores at baseline and slightly higher scores at post than males (SeeTable 1). While neither of these were statistically significant, they reflect that females hadgreater overall gains in scores than males. Assessing the change in scores within gender showedthat, at post, females saw significant improvements in attitudes towards engineering, importanceof feedback, growth mindset, and the importance of multiple perspectives when compared totheir pretest scores. At baseline, we observed no significant differences by

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tristan Ventura, Rutgers University; Abdallah Khreishah, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology; Durga Misra, New Jersey Institute of Technology

Tagged Topics

Diversity, NSF Grantees Poster Session

conclusions or recommendationsexpressed in this paper are those of the authors and do not necessarily reflect the views of theNational Science Foundation.References[1] Geometric Optics, PhET, Available at: https://phet.colorado.edu/en/simulation/geometric-optics [Accessed 5 Aug. 2017].[2] B. Alberts, “Prioritizing science education,” Science, vol. 328, pp.249-249, Apr. 2010.[3] I. E. Allen and J. Seaman, Class Difference$: Online Education in the United States. Babson Survey Research Group, 2010. Available: https://files.eric.ed.gov/fulltext/ED529952.pdf. [Accessed December 29, 2017][4] T. de Jong, M. Linn, and Z. Zachariam “Physical and virtual laboratories in science and engineering Education,” Science, vol. 340

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kathleen Alfano, College of the Canyons

Tagged Topics

NSF Grantees Poster Session

, Oxnard College, Santa Barbara City College, and both the ComputerScience and Information Technology departments of CSUCI. One of the first areasdiscussed was that the curricula at the community colleges and the BSIT program havediverged. Reflective of this is the incoming students surprise at how few of theircommunity college courses are transferring as disciplinary credit. The primaryrecommendation from this review of the data is the recommendation that the feedercommunity colleges and CSUCI faculty assess curriculum realignment.All parties are enthusiastic and future meetings are planned to reassess the curriculaalignment in order to assist student progress in transfer and completion. It is noteworthyto look at why this is important and what

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan L. Burkett, University of Alabama; Sally Gerster, University of Colorado; Todd Freeborn, University of Alabama; Debra Moehle McCallum, University of Alabama; Rachel M. Frazier, University of Alabama; Eric R. Giannini, RJ Lee Group

Tagged Topics

NSF Grantees Poster Session

renewable resources, theprimary topic area of the REU. Data for the first two years of the program (10 students in 2016 and 9 in2017) are included in the analysis. In addition to the quantitative results from close-ended surveyquestions, the comments made by the students in response to open-ended questions, both in the focusgroup and on their surveys, provide additional insight into their reflections on the impact of the REU andtheir interest in the research topic and research in general.SatisfactionOverall, the students have been happy with the REU experience, and good post-site ratings for the firstyear became even better in the second year. These ratings are presented in Table 1. Students who gaverelatively lower ratings tended to be those who

Conference Session

Civil Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meg E. West, Ohio State University

Tagged Divisions

Civil Engineering

education. In the hopes of filling the void, Gavin [11]suggests that “problem based learning should be used as a partial solution to developprofessional problem-solving skills through the application rather than the acquisition ofknowledge” and as such uses project-based learning in his capstone design course. Gavin’s [11]review of project-based learning was in context of a capstone design course that is focused onstructures engineering; however, the pedagogies described can be easily transferred totransportation engineering design. In the course, learning is directed by the problem itself andstudents are required to guide themselves toward a solution. Self-reflection through questionssuch as ‘What did I learn?’ and ‘What further knowledge do I

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Debapriyo Paul, Texas A&M University; Bimal P. Nepal, Texas A&M University; Michael Johnson, Texas A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

differentiating factors like race, ethnicity and age can be thought of asthe future scope of this particular study.AcknowledgementThis material is supported by the National Science Foundation under DUE Grant Numbers1501952 and 1501938. Any opinions, findings, conclusions, or recommendations presented arethose of the authors and do not necessarily reflect the views of the National Science Foundation.References[1] Langdon, D., Mckittrick, G., Beede, D., Khan, B. & Doms, M., (2011). Stem: Good jobs now and for the future. Esa issue brief# 03-11. US Department of Commerce.[2] Carnevale, A.P., Smith, N. & Melton, M., (2011). Stem: Science technology engineering mathematics. Georgetown University Center on Education and the Workforce.[3

Conference Session

Computers in Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Wen Huang, Arizona State University, Polytechnic campus

Tagged Divisions

Computers in Education

supplementary open questions related to participants’ experience in thecollaborative virtual assembly task, their reflections, and feedbacks. The development of these two questionnaires will follow the instrument developmentprocess in the affective domain introduced by McCoach, Gable, & Madura [35]. Specifically, foursteps will be completed in sequence: (1) literature reading and existing similar instruments search;(2) item writing or revision; (3) content validity assessment; (4) face validity assessment. Two orthree researchers in the engineering education and the automotive fields will be invited to assessthe validity of generated items and 3–5 undergraduate students to evaluate whether the instrumentscan be understood for the face