Conference Session

Construction Engineering Division: Innovative Pedagogy annd Student Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Francisco Coronado; Blanca Esthela Moscoso; MiguelAndres Andres Guerra P.E., Universidad San Francisco de Quito USFQ

Tagged Divisions

Construction Engineering Division (CONST)

encouraging collaboration and peercommunication. Future research will involve a larger sample of students at various stages of theirmajors, focusing on how specific aspects of the assignment influence cognitive communicationskills, how such activities can benefit instructors, and exploring how assignments like this canfacilitate ongoing practice throughout the semester.References [1] S. E. Paucarina, J. D. Batallas, M. A. Guerra, y V. Guerra, «Board 44B: Work in Progress: TikTok Format Videos to Improve Communicating Science in Engineering Students», en 2023 ASEE Annual Conference & Exposition, 2023. Accedido: 29 de abril de 2025. [En línea]. Disponible en: https://peer.asee.org/board-44b-work-in-progress-tiktok-format- videos-to

Conference Session

Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mobina Beheshti; Julia Wilder; Annick M Manseau; Sofia Ella Migon; Isabella Stuopis, Brown University; Avneet Hira, Boston College

Tagged Topics

Diversity

Tagged Divisions

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

implications for practice and theory. Higher education policy, 15(2), 153-167.[8]​ United Nations Educational, Scientific and Cultural Organization (UNESCO). (n.d.). Education for sustainable development. UNESCO. Retrieved from https://www.unesco.org/en/sustainable-development/education[9]​ Krannich, A. L., & Reiser, D. (2023). United Nations Sustainable Development Goals 2030, The. In Encyclopedia of sustainable management (pp. 3862-3867). Cham: Springer International Publishing.[10]​Parry, S., & Metzger, E. (2023). Barriers to learning for sustainability: a teacher perspective. Sustainable Earth Reviews, 6(1), 2.[11]​Molina-Carmona, R., Pertegal-Felices, M. L., Jimeno-Morenilla, A., & Mora-Mora, H. (2018). Assessing the

Conference Session

Cooperative and Experiential Education Division (CEED): Developing Professional and Career Readiness

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cody Mann, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato; Andrew Lillesve, Minnesota State University, Mankato; Luke John Nyberg

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

sixqualitative questions focused on defining the role of professors and facilitators in the work-basedengineering program of focus. Demographic information was also obtained. All study procedureswere approved by the Minnesota State University, Mankato Institutional Review Board (IRB).The focus of the sub-study was to answer the following research question: how do professors,facilitators, directors, and students perceive the complementary nature of the professor andfacilitator roles? In order to determine the answer to this question, the responses from students(“S”, n=15), professors (“P”, n=7), facilitators (“F”, n=7), and directors (“D”, n=1) for thefollowing questions were examined: ● What does the interaction of professors and facilitators look

Conference Session

Liberal Education/Engineering & Society Division (LEES) Technical Session 7: Interdisciplinarity

Collection

2025 ASEE Annual Conference & Exposition

Authors

Munirah Almutairi, North Carolina State University at Raleigh; Tamecia R. Jones, North Carolina State University at Raleigh

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

Mixed-methods studies 35% Figure 2: Distribution of Study Types (Qualitative, Quantitative, and Mixed-Methods)Setting inclusion criteria and identifying sourcesTo ensure a rigorous and comprehensive review, this study employed inclusion criteria guided bythe SPIDER framework [7]. The selected studies had to meet specific criteria across fivedimensions. First, the Sample (S) was limited to studies involving K-12 or higher educationstudents, with those focusing on non-educational settings or general adult populations excluded.Second, the Phenomenon of Interest (PI) focused on the integration of design-thinkingmethodologies with technology in civic education contexts. Studies without a

Conference Session

Scaling Impactful Pre-College STEM + C Programs: Lessons from Transportation, Technology, and Engineering Camps

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joshua E. Katz, University of Illinois at Urbana - Champaign; Yang Victoria Shao, University of Illinois Urbana Champaign; Yuting W. Chen, University of Illinois Urbana-Champaign

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

assisted in the various collaborative activities. Forboth offerings, the middle school students completed validated and reliable pre- and post-surveysadapted from the Student Attitudes Toward STEM (S-STEM) Survey and the Group Work SkillsQuestionnaire Manual. The S-STEM survey assessed STEM interests, while the Group WorkSkills Questionnaire Manual Survey evaluated collaboration. Preliminary results from aWilcoxon Signed-Rank test indicated positive significance that the 2024 ECE summer campsessions led to greater enjoyment for campers than the 2023 offering. Daily reflection surveyswere also administered to understand the comparison of cohorts and the impact of individualactivities students participated in each day. Results were analyzed to

Conference Session

Lightning Talk - Empowering Students and Strengthening Community Relationships

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jose Manuel Fuentes-Cid, Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andres Bello, Santiago, Chile

Tagged Divisions

Community Engagement Division (COMMENG)

analyses. These approaches wouldprovide a more comprehensive understanding of the impact of SBL on engineering educationand expand its applicability in different educational contexts.AcknowledgmentThe authors gratefully acknowledge the leadership and financial support of the School ofEngineering at the Universidad Andres Bello, Chile. We also thank the Educational Researchand Academic Development Unit (UNIDA) for its mentorship and guidance in developingresearch skills for higher education faculty.References[1] L. Najev Čačija, M. Lovrinčević, and S. Pivčević, "Exploring the service-learning program in the transition

Conference Session

Community and Industry Collaboration for Sustainable Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Susan J Ely, University of Southern Indiana; Matthew J. Ely, Indiana University-Bloomington; Milad Rezvani Rad, University of Southern Indiana

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

participants of otherstudent experiences, to evaluate the potential difference in impact of various engineeringactivities.References[1] National Society of Professional Engineers, “Code of Ethics for Engineers” Publication#1102, National Society of Professional Engineers, 2019.[2] National Academy of Engineers, “NAE Grand Challenges for Engineering”, EngineeringChallenges, 2022. [Online]. Available: http://www.engineeringchallenges.org/challenges.aspx[Accessed: October 27, 2022].[3] E. Cech, “Culture of disengagement in engineering education?,” Science, Technology andHuman Values, vol. 39, no. 1, pp. 42-72, 2014.[4] W. Oakes, S. Khalifah, C. Sigworth, P. Fuchs and A. Lefebvre, “EWB-USA and EPICS:Academic Credit, Community Impact, and Student Learning

Conference Session

Computing and Information Technology Division (CIT) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Claire Han; Abel Andres Reyes-Angulo, Michigan Technological University; Sidike Paheding, Fairfield University

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology Division (CIT)

flexible choice for applicationslike cookie classification and wildcard matching in cybersecurity.3.3.3 Flan-T5Flan-T5 is an enhanced version of the T5 model that incorporates instruction fine-tuning 15 . By training on a mixture of tasks phrasedas instructions, Flan-T5 improves its ability to follow task descriptions and generalize to new tasks. This makes Flan-T5 particularlyeffective in zero-shot and few-shot learning scenarios, where the model needs to perform well on tasks it has not explicitly beentrained on. In the context of identifying wildcard matches in cookies, Flan-T5’s improved understanding of instructions can lead tomore accurate and reliable classification results.4 Results4.1 Experimental SetupThe experimental

Conference Session

ENT-7: Approaches to Fostering Self-Efficacy and Data-Driven Decision Making

Collection

2025 ASEE Annual Conference & Exposition

Authors

Juan Sebastián Sánchez-Gómez, Universidad ECCI

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

Paper ID #48995Be an entrepreneur: Empowering with Data-Driven DecisionsProf. Juan Sebasti´an S´anchez-G´omez, Universidad ECCI ©American Society for Engineering Education, 2025 Be an entrepreneur: Empowering with Data-Driven Decisions Juan Sebastián Sánchez-Gómez1*, Luz Adilia Giraldo Vargas y Viviana Giraldo Vargas2 1 Universidad ECCI, Bogotá, Colombia 2 Politécnico Grancolombiano, Bogotá, Colombia *Corresponding author: jusesago@gmail.comAbstractIn the

Conference Session

Military and Veterans Division Technical Session 2: Veteran Identity & Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rebecca C. Atkinson, Clemson University; Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Joyce B. Main, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans

for the National Center for Women in Information Tech- nology (NCWIT) and, in that role, advises computer science and engineering departments on diversifying their undergraduate student population. She remains an active researcher, including studying academic policies, gender and ethnicity issues, transfers, and matriculation models with MIDFIELD as well as student veterans in engineering. Her evaluation work includes evaluating teamwork models, statewide pre-college math initiatives, teacher and faculty professional development programs, and S-STEM pro- grams.Dr. Susan M. Lord, University of San Diego Susan M. Lord received a B.S. from Cornell University and the M.S. and Ph.D. from Stanford University. She is

Conference Session

The Best of Design in Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kristin L. Wood, University of Texas, Austin; Rajesh Elara Mohan, Singapore University of Technology and Design; Sawako Kaijima, Singapore University of Technology and Design; Stylianos Dritsas, Singapore University of Technology and Design; Daniel D. Frey, Massachusetts Institute of Technology; Christina Kay White, University of Texas, Austin; Daniel D. Jensen, U.S. Air Force Academy; Richard H. Crawford, University of Texas, Austin; Diana Moreno, Singapore University of Technology and Design; Kin-Leong Pey, Singapore University of Technology and Design

Tagged Divisions

Design in Engineering Education

pedagogical modelsuggests that students do not flourish intellectually in classes that simply require them to remember andrepeat information. Instead, students benefit most from moving through a cycle that advances them froma stage of merely acquiring information to more advanced stages in which they learn to analyzeinformation and ultimately to synthesize information and apply what they’ve learned in differentsituations. Bloom’s revised taxonomy, as implemented through Bransford et al.’s model and others, maybe utilized as an integral foundation of advancements in innovation content throughout curriculumdevelopment.Five Factor Model (Big Five Personality Dimensions). “Personality is that pattern of characteristicthoughts, feelings, and behaviors

Conference Session

Software Engineering Division (SWED) Technical Session #2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ben Arie Tanay, Purdue Engineering Education; Lexy Chiwete Arinze, Purdue University, West Lafayette; Siddhant Sanjay Joshi, Purdue University, West Lafayette; Kirsten A. Davis, Purdue University, West Lafayette; James C Davis, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division (SWED)

[by using Copilot] as I would [have by] writing every line. […] I typed the comment and then in five seconds I have 10 lines of function versus that's going to take me two minutes to write 10 lines of function.” [Par. 3]Par. 3’s comment is representative of a general sentiment among students that that they solvedproblems faster when they included LLMs into their workflow.3. Knowledge retention concernsEight students acknowledged that they were unsure if their LLM usage contributed to a lack ofknowledge retention. Throughout the interviews, students revealed that at times they interactedwith LLM solely with the intention of retrieving a solution to implement into their projectwithout genuinely learning the content. For example, one student

Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fanyi Zhang, Purdue University; Beth M. Holloway, Purdue University ; Eric Holloway, Purdue University

Tagged Divisions

Educational Research and Methods Division (ERM)

Conference Session

Engineering Libraries Division (ELD) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laura Woods, University of Sheffield

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries Division (ELD)

studied [14], [15], [16], [17], butthere are fewer studies focusing on engineering students. In a scoping review, Mercer et al.[9] found that insufficient LIS research has focused on undergraduate engineering students,and what research does exist is piecemeal. The review identified key themes from theresearch to date, including: “Student information behavior mirrors that of professionals;Design thinking as a guiding force for information behavior; Design work requires the use ofspecialized information sources” [9, p. 3]. They also discuss the methods and theoreticalapproaches used in their reviewed papers.Using Mercer et al.’s 2019 review [9] as a starting point, this section will review relevantliterature since 2017, to include papers that may

Conference Session

Community Engagement Division 3 - Engagement in Practice Lightning Round: Fostering Reciprocal Partnerships and Empowering Change

Collection

2023 ASEE Annual Conference & Exposition

Authors

Daniel B. Oerther, Missouri University of Science and Technology

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

frameworkto use when promoting community-engagement among engineering students asdemonstrated through a specific case-study of raising awareness of antibiotic resistance.Future efforts should include “scaling-up” this approach to include additional instructorsas well as “expanding” this approach to explore additional subject matter such as thefood-energy-water nexus, zero waste, and climate resilience among other topics forenvironmental health literacy.References 1. R. Aminov, R”A brief history of the antibiotic era: Lessons learned and challenges for the future,” Front. Microbiol., vol. 1, no. 134, 2010. [Online] Available: https://doi.org/10.3389/fmicb.2010.00134. 2. S. Oerther and D.B. Oerther, “Antimicrobial resistance

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 6: Engineering in the Home

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kelli Paul, Indiana University-Bloomington; Lauren Penney, Indiana University-Bloomington; Adam Maltese, Indiana University-Bloomington; Amber Simpson, State University of New York at Binghamton; Jungsun Kim, Indiana University-Bloomington

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

focuses on how students can consistently develop their talent throughout their educational experiences and how parents, school, and community support students, s ©American Society for Engineering Education, 2023 Caregivers’ Roles in Supporting Children’s Engagement in Engineering Activities at Home (Fundamental)AbstractWe began this project with three goals: (1) engage families in engineering activities, (2) increasethe awareness of kids and caregivers as to what engineering is, and (3) increase children’ interestin engineering. We focused on caregivers and home environments because of the important rolethat at-home experiences with STEM play in triggering interest for many

Conference Session

Student Mental Health and Communities of Care

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katherine Robert, University of Denver; Jon A. Leydens, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

Conference Session

College Industry Partnerships Division (CIP) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Martha Cervantes, Johns Hopkins University ; Sydney Danielle Floryanzia, University of Washington and Johns Hopkins University; Jackie Sharp; William Roberts Gray-Roncal; Erik C. Johnson, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships Division (CIP)

. 45–52, 2018. [2] M. Villafa˜ne-Delgado, E. C. Johnson, M. Hughes, M. Cervantes, and W. Gray-Roncal, “STEM leadership and training for trailblazing students in an immersive research environment,” in 2020 IEEE Integrated STEM Educa- tion Conference (ISEC), pp. 1–4, 2020. [3] S. E. Page et al., “Prologue to the difference: How the power of diversity creates better groups, firms, schools, and societies,” Introductory Chapters, 2007. [4] M. Estrada, G. R. Young, J. Nagy, E. J. Goldstein, A. Ben-Zeev, L. M´arquez-Maga˜na, and A. Eroy-Reveles, “The influence of microaffirmations on undergraduate persistence in science career pathways,” CBE

Conference Session

Biomedical Engineering Division (BED) Technical Session 1: Sense of Self in Biomedical Engineering Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stephanie Jill Lunn, Florida International University; Cristi L. Bell-Huff, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology

Tagged Divisions

Biomedical Engineering Division (BED)

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 2: Let's Get Thinking Computationally

Collection

2023 ASEE Annual Conference & Exposition

Authors

Christine M. Cunningham, Pennsylvania State University; Darshita N. Shah, The Pennsylvania State University; Ashwin Krishnan Mohan, Pennsylvania State University; Gregory John Kelly, Pennsylvania State University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

-8Arık, M., & Topçu, M. S. (2022). Computational thinking integration into science classrooms: Example of digestive system. Journal of Science Education and Technology, 31(1), 99–115. https://doi.org/10.1007/s10956-021-09934-zBarr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved and what is the role of the computer science education community?. ACM Inroads, 2(1), 48– 54.Bartholomew, S. R., Zhang, L., & Weitlauf, J. (2018). Engineering design and coding through quadcopters. Technology and Engineering Teacher, 78(1), 14–21.Bartholomew, S. R., & Zhang, L. (2019). Socially relevant contexts. Technology and Engineering Teacher, 79(1), 13–19.Brennan, K., & Resnick, M. (2012, April

Conference Session

Community Engagement Division Technical Session 4- COVID and Virtual Learning

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessie Marshall Zarazaga, Southern Methodist University; Janille Smith-Colin, Southern Methodist University; Cindy Hua

inaccessibility are expected if virtual community-based site analysis persists, flexibility in changewill remain an integral engineering tool in community-site engagement processes.References[1] J. Kabo and C. Baillie, “Seeing through the Lens of Social Justice: A Threshold for Engineering.,” Eur. J. Eng. Educ., vol. 34, no. 4, pp. 317–325, Aug. 2009.[2] J. Dewey, Experience and education. New York: Macmillan, 1938.[3] C. L. Dym, “Learning Engineering: Design, Languages, and Experiences*,” J. Eng. Educ., vol. 88, no. 2, pp. 145–148, Apr. 1999.[4] O. Eris, C. L. Dym, A. M. Agogino, D. D. Frey, and L. J. Leifer, “Engineering Design Thinking, Teaching, and Learning,” J. Eng. Educ., vol. 94, no. 1, pp. 103–120, 2005.[5] S. Bell, “Project-Based

Conference Session

Industrial Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sanaz Motamedi, University of Florida; Mckenzie Landrum, University of Florida; Tara Ippolito, University of Florida; Austin Hayes

Conference Session

First-Year Programs Division Technical Session 11: Program Descriptions and Learning Analytics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Laura Cruz Castro, Purdue University at West Lafayette (PPI); Tiantian Li, Purdue University at West Lafayette (COE); Leyla Ciner; Kerrie Douglas, Purdue University at West Lafayette (COE); Christopher Brinton, Purdue University at West Lafayette (COE)

, 1993, doi: 10.1002/j.2168-9830.1993.tb00065.x.[2] E. Jamelske, “Measuring the impact of a university first-year experience program on student GPA and retention,” Higher Education, vol. 57, no. 3, 2009, doi: 10.1007/s10734- 008-9161-1.[3] N. A. Pendergrass et al., “Improving first-year engineering education,” in Journal of Engineering Education, 2001, vol. 90, no. 1, pp. 33–41. doi: 10.1002/j.2168- 9830.2001.tb00564.x.[4] S. Odeh, S. McKenna, and H. Abu-Mulaweh, “A unified first-year engineering design- based learning course,” International Journal of Mechanical Engineering Education, vol. 45, no. 1, 2017, doi: 10.1177/0306419016674508.[5] S. A. Ambrose and C. H. Amon, “Systematic design of a first

Conference Session

DEED Technical Session 11 Empathy and Human-Centered Design 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hoda Ehsan, The Hill School; Monica Cardella, Florida International University

conceptual design (when the physical artifact does not exist) where designers runmental simulations of the design works and predict the sources of flaws in the performance [31].However, design-based troubleshooting also happens during or after testing, when designersactively look for patterns of behaviors to discover the flaw and the problematic area(s) [17].Crismond [32] has identified four steps to systematically conduct designed-basedtroubleshooting including observing, diagnosing, explaining and suggesting a remedy. Duringobserving, designers observe the performance of their design. They then diagnose theproblematic area, explain the causes and finally suggest remedy to fix the problematic area.Once a problematic area is identified and the

Conference Session

First-Year Programs Division Technical Session 2: Peer Mentoring/Learning, Teaching Assistants, and Career Mentorship

Collection

2022 ASEE Annual Conference & Exposition

Authors

Darcie Christensen, Minnesota State University, Mankato; Idalis Villanueva, University of Florida

91.5% Person of Color 3.2% Prefer not to answer 0.9% Prefer not to answer 5.8% 1. Participants chose all that applied from: Male, Female, Transgender (i.e., gender identity differs from biological sex assigned at birth), Genderqueer (i.e., do not subscribe to traditional genders), Agender (i.e., identifies as not belonging to any gender), Cisgender (i.e., gender identity matches the biological identity assigned at birth), not listed, or prefer not to answer. 2. The first person in immediate family [e.g., mother, father, sibling(s), grandparent(s)] to attend college 3. Participants chose all that applied from

Conference Session

AERO 1: Rocketry and Space Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Michael Irving Buchwald, Clarkson University; Michael C.F. Bazzocchi, Clarkson University

Tagged Divisions

Aerospace Division (AERO)

ground stations are RF ground stations and use either aparabolic dish antenna or a Yagi antenna [1]. Parabolic dish antennas are shaped as concaveshell, while Yagi antennas have small perpendicular rods that run along a long main rod. Thebenefits of parabolic dish antennas are that they are less complex, inexpensive, and highlydirectional [10]. The detriment of parabolic dish antennas is that their size depends heavily ongain and desired frequency [10]. The benefits of a Yagi antenna are that they are highlydirectional and relatively inexpensive [10]. The detriments are that they have low gains if small,and high gains if large, therefore, large bandwidth results in a larger design [10]. Parabolic dishantennas tend to be used in the S-band, while

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kelley E Dugan, University of Michigan; Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan

Tagged Topics

NSF Grantees Poster Session

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

James P. Becker, Montana State University, Bozeman; Douglas J. Hacker, University of Utah; Christine Johnson

Tagged Topics

NSF Grantees Poster Session

over several semesters in paper format demonstrated thatwhile most students appeared to grasp the underlying intent of the question, it was felt that theintroductory statement would help students who might otherwise miss the point of the exercise’smain question(s). Once the student reads the Introductory Statement and selects a continue button,he/she is presented with the main question(s) of the writing exercise. Figure 2 and Figure 3 containthe Question Statement for writing exercises 1 and 2, respectively. Consider the circuit shown below and assume that the elements are ideal. Explain what happens to the power associated with VS, R1, R2 and R3 as the resistance of R2 decreases while the other component values (VS, R1 and R3) remain

Conference Session

First-Year Programs Division (FYP) - Technical Session 6: Mentors & Teams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rui Li, New York University Tandon School of Engineering; Victoria Bill, New York University Tandon School of Engineering; Ingrid Paredes, New York University Tandon School of Engineering; Jack Bringardner, New York University Tandon School of Engineering

Tagged Divisions

First-Year Programs Division (FYP)

] D. Boud and G. I. Feletti, "Changing problem-based learning," in The challenge of problem-based learning: Routledge, 2013, pp. 9-22.[6] J. R. Savery, "Overview of problem-based learning: Definitions and distinctions," Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, vol. 9, no. 2, pp. 5-15, 2015.[7] S. Cocco, "Student leadership development: The contribution of project-based learning," Unpublished Master’s thesis. Royal Roads University, Victoria, BC, 2006.[8] P. A. Kirschner, J. Sweller, and R. E. Clark, "Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential

Conference Session

Civil Engineering Division - Mechanics Applied and the Best in Five... Get Ready!

Collection

2022 ASEE Annual Conference & Exposition

Authors

James Kaklamanos, Merrimack College; Simon Ghanat, The Citadel; Craig Shillaber, Northeastern University; Tanya Kunberger, Florida Gulf Coast University; Brock Barry, United States Military Academy; Shawn Griffiths, University of Wyoming; Corrie Walton-Macaulay, Saint Martin's University; Suresh Immanuel, University of Evansville; David Saftner, University of Minnesota Duluth; Chris Swan, Tufts University

educators of common pitfalls and better approaches forMohr’s circle instruction. However, most of the literature is focused on either mechanics orstructural engineering courses, with little or no references concerning the education of Mohr’scircle in geotechnical engineering courses. While the concept of Mohr’s circle is notfundamentally different in geotechnical applications when compared to structural or mechanicsapplications, it still presents challenges for many learners throughout their undergraduateeducation. These challenges include the differences in sign conventions for geotechnicalapplications, the continued complexity of the topic, and that the students have not mastered theconcept from the previous course(s).A phenomenographic analysis