Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yan Tang, Embry-Riddle Aeronautical University - Daytona Beach; Haiyan Bai, University of Central Florida; Richard Catrambone, Georgia Institute of Technology

conduct an in-depth diagnostic process to identify students’ common mistakes and associated intuitive mentalmodels. We then use the results to develop deliberate practice problems aimed at changingstudents’ cognitive strategies and mental models.IntroductionTo teach problem solving in engineering mechanics, we use examples to demonstrate how tosystematically solve problems. Students, however, often rely on guesswork or their memorizationof similar problems to solve new problems. The systematic problem-solving strategies we use arebuilt upon cognitive strategies and mental models we have developed over a number of years [1-4]. Students, on the other hand, have only a few disconnected conceptual and structural models ofthe subject, which fails to

Conference Session

NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Amy Chan Hilton, University of Southern Indiana; Shelly Blunt, University of Southern Indiana; Zane Mitchell, University of Southern Indiana

storiesprompted by the data, and in building community, both internally and externally. Thus, theproject objectives are to: 1) expand learning analytics data tools that are relevant and actionablefor faculty; 2) engage faculty in activities and learning communities that connect academic datawith individual perspectives and values to motivate interest in evidence-based instructionalstrategies; 3) build community across STEM educators; and 4) refine theories of change andframeworks for a future change implementation project. The focus is on introductory,foundational, and gateway STEM courses. The capacity-building goals of this project are tostrengthen the data infrastructure for faculty use and cultivate faculty buy-in for engaging inSTEM education

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brian Skromme, Arizona State University; Srividya Bansal, Arizona State University; Rishabh Gupta, Arizona State University; Tariq M Nasim, Arizona State University; Caleb Redshaw; Benjamin Miller, Arizona State University; Petru Andrei, Florida A&M University - Florida State University; Hector Erives, University of Texas at El Paso; Deanna Bailey, Morgan State University; Gregory Wilkins, Morgan State University; Megan O'Donnell, Arizona State University; Wendy Barnard, Arizona State University

four participating institutions are discussed. Overall, students had very favorableexperiences using the step-based system across Fall 2020 and Spring 2021. At least 48% ofstudents in the Fall 2020 semester and 60% of students in the Spring 2021 semester agreed orstrongly agreed with all survey questions about positive features of the system. Those who hadused the step-based system and the commercial MasteringEngineering system preferred theformer by 69% to 12% margins in surveys. Instructors were further surveyed and 86% wouldrecommend the system to others.1. IntroductionIntroductory circuit analysis forms a key gateway course for electrical engineers and is alsofrequently a required course for many other engineering majors. Therefore

Conference Session

NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Secil Akinci-Ceylan, Iowa State University of Science and Technology; Kristen Cetin, Michigan State University; Benjamin Ahn, Iowa State University of Science and Technology

Paper ID #38409Perspectives of Engineering Faculty and Practitioners onCreativity in Solving Ill-Structured ProblemsSecil Akinci-ceylan Secil Akinci-Ceylan is a PhD student in the School of Education at Iowa State University.Kristen Sara Cetin (Assistant Professor)Benjamin Ahn (Associate Professor) Benjamin Ahn is an associate professor in the Department of Aerospace Engineering at Iowa State University. His research interests include (1) engineering workforce development, (2) student mentoring and diversity, and (3) teaching and learning mechanisms. Benjamin received a Ph.D. in Engineering Education from Purdue

Conference Session

NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

George Tan, Texas Tech University; Luke LeFebvre, University of Kentucky; Tim Dallas, Texas Tech University; Changxue Xu, Texas Tech University; Jnev Biros

University Health Sciences Center. © American Society for Engineering Education, 2022 Powered by www.slayte.com Teaming Engineering Students with Medical Students - Interdisciplinary Learning for Biomedical Innovation Nan Zhang1, George Tan1*, Luke LeFebvre2, Tim Dallas3, Changxue Xu1, Jnev Biros4 1 Department of Industrial, Manufacturing and Systems Engineering Texas Tech University, Lubbock, TX 79409 2 School of Information Science University of Kentucky, Lexington, KY 40506

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Rickey Caldwell; Julia St. Goar, Merrimack College; Brandi Baldock, Merrimack College; William McDowell; Gwyne White

to invite and interview students was successful at recruiting a diverse cohort.1. IntroductionA newly funded scholarship and student support program created a chance to rethink the applicationprocess for academic programs. This program targets low-income, academically-gifted students. Forsome, low-income equates to students of color or students from urban areas. However, low-incomestudents come from all geographic regions and consist of all races and ethnicities. Additionally,academically gifted students are distributed across the country and not just in affluent areas. The challengein our admission process is to avoid the classical rubrics attached to low-income and academically gifteddescriptors.This paper will describe the process for

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College; Lee Singleton; Todd Haskell; Kathryn Rupe, Western Washington University; Leslie Glen

principlesthat may be applicable to a wider array of STEM courses. We presented the project rationale,goals and research questions along with the overall research design in 2020 [1].One aspect of the project is to explore how students may be able to use their experiences with themanipulatives to improve their spatial visualization skills in the context of their Calculus orStatics course. The importance of spatial abilities for STEM majors in general is well-established[2]. Spatial abilities are malleable and can improve with targeted training [3], and there isevidence that such training can improve retention and graduation rates [4]. Colleges anduniversities widely use the Purdue Spatial Visualizations Test: Rotations (PSVT:R) [5] tomeasure students

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lea Marlor, University of Michigan; Cynthia Finelli, University of Michigan; Matthew Graham; Jenefer Husman, University of Oregon; Maura Borrego, University of Texas at Austin; Michael Prince, Bucknell University; Madeleine Smith, University of Oregon

, particularly inthose underrepresented in STEM [1-4]. Despite these positive outcomes, instructor adoption ofactive learning in STEM classrooms has been slow [5]. Past research into this slowimplementation has shown that instructors often cite many different barriers towards enactingactive learning, including: the time it takes to create activities, their ability to cover the entiresyllabus, the efficacy of active learning, and the fear of student resistance [6-8]. For this study,we created an instructor development workshop to educate STEM instructors on what activelearning is and ways to implement active learning into their classrooms. An additional goal ofthis workshop was to provide instructors with evidence-based strategies that focus on

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Deters, Embry-Riddle Aeronautical University - Daytona Beach; Brent Terwilliger, Embry-Riddle Aeronautical University - Worldwide; Emily Faulconer, Embry-Riddle Aeronautical University - Worldwide; Kelly George, Embry-Riddle Aeronautical University - Worldwide

important impact on students, though onlinestudents are likely underrepresented in undergraduate research. The Research Scholars Programuses existing support systems of the campus while also building new components. These newcomponents developed for this project are a research mentoring program, a workshop series, anda guided independent study course. The Research Scholars Program formalizes the process foronline students at the Worldwide campus to participate in undergraduate research with a goal ofhaving students publish and present their work.IntroductionResearch indicates that due to access limitations, distance students are likely underrepresented inundergraduate research, a high impact practice that offers disciplinary learning gains [1], [2

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jane Lehr, California Polytechnic State University, San Luis Obispo; Dominic Dal Bello, Allan Hancock College; Daniel Almeida, California Polytechnic State University, San Luis Obispo; Eva Schiorring; Erica Garcia; Fred Depiero, California Polytechnic State University, San Luis Obispo; Jamie Bettencourt; John Oliver, California Polytechnic State University, San Luis Obispo; Lizabeth Thompson, California Polytechnic State University, San Luis Obispo; Jeff Jones, Class4me.com; Victoria Siaumau, California Polytechnic State University, San Luis Obispo

.1More broadly, the partnership was established to strengthen the transfer pathway between theuniversity and the community colleges, while supporting individual transfer students.The ENGAGE Project Team is strongly motivated to engage in this collaboration and project byour commitments to racial, educational, and transfer student equity, as discussed in more detailbelow. In addition, from a state and broader national perspective, increasing access to andsuccess for community college transfer students in STEM disciplines is necessary to meet U.S.and California workforce needs [1, 2]. California currently faces a “2025 skills gap” in technicalfields that exists, in large part, due to under-participation of Latinx, first generation, and low-income

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Renata Revelo, The University of Illinois at Chicago; Joseph Hummel

adjustments of the program to fit 1 credithour structure, as well as student impact in the three cohorts. The program has served majoritywomen students and continues to strive for representation of minoritized students in the fields ofComputer Science and Electrical and Computer Engineering.We also share evaluation results from the first cohort, as well as results from the reflectionscollected starting with the second cohort. These reflections show the ways in which students areimpacted by the program as well as areas of improvement.Finally, we discuss what aspects of ERSP at UIC are working well so far and have translatedwell from the original program, and which aspects need further adjustment and improvement.ERSP BackgroundThe Early Research

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kevin Kaufman-Ortiz, Purdue University at West Lafayette (COE); Jason Morphew, Purdue University at West Lafayette (PPI); N. Sanjay Rebello; Carina Rebello, Purdue University at West Lafayette (COE)

aSTEM degree [1], [2]. Many factors can impact students' persistence in their major, howeverfactors such as interest, career, and personal relevance, and grades in introductory courses arestrong predictors of persistence within STEM majors [3] - [5]. Those who persist as a STEMmajor often find themselves underprepared for problem-solving within authentic settings. Introductory STEM courses present engineering students with well-structured problemswith single-path solutions that do not prepare students with the problem-solving skills they willneed to solve complex problems within authentic engineering contexts. When presented withcomplex problems in authentic contexts, engineering students find it difficult to transfer thescientific

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Karl Schubert, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Leslie Massey, University of Arkansas; Carol Gattis, University of Arkansas; Jennie Popp; Chunhua Cao, The University of Alabama; Thomas Carter, University of Arkansas; Divya Muralidhara, University of Arkansas

it seriously and to take self-care action in their own lives. The course syllabus, bridgeprogram activities, participant surveys, lessons learned, and additional assessment data will beprovided.Background and LiteratureTraditional coursework can benefit from borrowing ideas related to innovation, leadership, andentrepreneurship [1]. Several organizations have on-going efforts to incorporate innovation intocoursework including National Collegiate Inventors and Innovators Alliance (NCIIA), The KernEntrepreneurial Engineering Network (KEEN) and the Kauffmann Foundation. Raviv [1] suggeststhat innovative coursework necessitates a “student-centered” environment and a focus onincorporating problem-solving, “big picture”, personal and social skills

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

S. Catherine Key, North Carolina Central University; Aileen Reid, University of North Carolina, Greensboro; Eric Saliim, North Carolina Central University; Tanina Bradley

undergraduate biology courses. Assessment data indicates thetargeted - infusion courses were well-received by these communities with females exceling initeration and communication of engineered designs.Introduction“Making”, as outlined by Harvard Educational Review Editorial Board, is a learning strategythat engages participants in three areas: 1.) self-directed learning, 2.) problem-solving, and 3.)collaborative work to create project artifacts [1]. This strategy provides hands-on learningexperiences with digital fabrication tools, such as 3D printers, laser cutters, computernumerically controlled (CNC) machines, and digital electronics in informal learningenvironments. These experiences connect engineering and design competencies with

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Aldo Ferri, Georgia Institute of Technology; James Craig, Georgia Institute of Technology

mathematical competencies of the students, many instructors have noted howdifficult it can be to teach new concepts, and at times, to “un-teach” misconceptions that studentshave already formed on some of the fundamental topics [1]. Examples of mechanics experimentshave been reported to help with students understanding, motivation, and concept retention [2],[3], [4], and [5].An experimental platform to study the bending behavior of beams has been under developmentfor several years by the authors [6], [7], and [8]. Originally, a portable, beam-bending apparatuswas designed and fabricated that (a) could fix a variety of metallic and nonmetallic beamspecimens in a cantilever fashion, (b) could apply point loading and monitor beam tipdisplacement and

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Wade Goodridge, Utah State University; Assad Iqbal, Utah State University

, REU 2021 activities were conducted online through Canvas and Zoomcommunication platforms. The major aim of this program is to provide undergraduate studentswith experiences in engineering education research (i.e., education research in the context ofengineering). This paper provides an overview of the program, and briefly describes the virtualworking environment, and students’ research experiences during the 10-week program.A total of 11 undergraduate students, seven graduate mentors, and seven faculty mentors haveactively participated in the program. The program is conducted in two phases: Phases 1 (i.e.,Weeks 1-2) and 2 (i.e., Weeks 3-10). Phase 1 consists of preparatory and foundational work thatis delivered to participants and will allow

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brandon Sorge, Indiana University - Purdue University Indianapolis; Grant Fore, Indiana University - Purdue University Indianapolis; Mangilal Agarwal

Paper ID #38377Nanotechnology Experiences for Teachers and Students,Student Experiences and OutcomesBrandon Sorge (Associate Professor of STEM Education Research)Grant Fore (Research Associate)Mangilal Agarwal © American Society for Engineering Education, 2022 Powered by www.slayte.com Introduction/Background Learners with advanced problem-solving skills are required to meet the demands for a rapidly changing market[1-4]. The ubiquity of nanotechnology reinforces a need that requires high school students to be knowledgeable onSTEM opportunities and career pathways [5-6

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

James Widmann, California Polytechnic State University, San Luis Obispo; John Chen, California Polytechnic State University, San Luis Obispo; Jocelyn Gee; Melissa Melton; Nicholas Seah; Brian Self, California Polytechnic State University, San Luis Obispo

Non-Cognitive and Affective (NCA) FactorsAbstractPrevious studies have shown that many non-cognitive and affective (NCA) factors (e.g.Engineering Identify, Belongingness, Mindset, etc.) are related to student academic success. TheNSF-funded Studying Underlying Characteristics of Computing and Engineering StudentSuccess (SUCCESS) project is exploring the role that NCA factors play in retention and broaddefinitions of success for undergraduate engineering and computing students. This paper presentswork completed through year five of the collaborative SUCCESS project. To date we have: 1)Generated NCA profiles of engineering and computing students by deploying the SUCCESSsurvey to a national cohort of engineering and

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Akos Ledeczi, Vanderbilt University; Veronica Catete; Devin Jean, Vanderbilt University; Marnie Hill, North Carolina State University at Raleigh; Shuchi Grover; Brian Broll, Vanderbilt University; Tiffany Barnes, North Carolina State University at Raleigh; Lauren Alvarez, North Carolina State University at Raleigh; Isabella Gransbury, North Carolina State University at Raleigh; Gordon Stein, Vanderbilt University

intelligence and machinelearning, autonomous systems, the internet of things and cybersecurity are some of the newfrontiers of computing that are fundamentally transforming how and where people work,collaborate, communicate, shop, eat, bank, travel, consume news and entertainment and, quitesimply, live [1]. Yet, learning experiences that engage and expose high school students, andespecially those from historically marginalized groups, to these advanced computing conceptsand practices in interdisciplinary contexts are not available to teens. The AP Computer SciencePrinciples (CSP) high school course introduces students to computer science and programmingthrough a novice-friendly curriculum that appeals to learners from diverse backgrounds. Whatshould

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Samantha Brunhaver, Arizona State University, Polytechnic Campus; Susan Sajadi, Arizona State University; Talia Makarov, Clemson University

experiences, engineering mindsets, and faculty development. She also conducts studies of new engineering pedagogy to improve student engagement and understanding.Susan Sajadi (PhD Student)Talia Makarov © American Society for Engineering Education, 2022 Powered by www.slayte.com Engineering Managers’ Perceptions about the Role of Adaptability in Hiring and Promotion DecisionsIntroductionEngineering requires proficiency in adapting to rapidly changing job roles, work expectations,and industry needs [1]. Many industry and national reports have expressed the importance forengineers to be adaptable in the workforce [2], naming it as a key competency

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

David Lee, University of California, Santa Cruz; Dustin Palea, University of California, Santa Cruz

reasons forthis. First, the lightweight nature of the program (~1-2 hours a week for 4 weeks) lowered entrybarriers for busy students. Second, the scalable and student-driven nature of the programcircumvented the obstacles of limited faculty time or staff resources common to many programs.Third, the relational nature of the program facilitated knowledge sharing and relational networksthat helped to overcome the many systemic misalignments at the root of faculty-perceivedbarriers to undergraduate research, findings that came out of a series of interviews we conductedwith STEM faculty on barriers to undergraduate research.We conclude by proposing that the design of lightweight, scalable, and relational learningexperiences may be an effective

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tiago Forin, Rowan University; Stephanie Farrell, Rowan University; Harriet Hartman, Rowan University; Kauser Jahan, Rowan University; Stephanie Lezotte, Rowan University; Savanna Dautle, Rowan University; Adriana Trias Blanco, Rowan University; Theresa Bruckerhoff

. The CEE department is using the RED grant toaddress certain actions to better serve the underrepresented population of students present. Theresearch responsible for the managing the RED grant utilized critical education theory to maketheir framework. This framework is considered to be helpful in creating an equitable learningenvironment where students are empowered and actively participate in their own education [1].Since the initiation of the RED grant, the CEE department provided an opportunity to createpolicies that would better serve students. The first action that the RED research team did waslook at the student population present at Rowan University. It was determined that the amount ofcertain underrepresented groups such as women were

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Huihui Qi, University of California, San Diego; Curt Schurgers, University of California, San Diego; Carolyn Sandoval, University of California, San Diego; Leah Klement; Marko Lubarda, University of California, San Diego; Minju Kim, University of California, San Diego; Alex Phan, University of California, San Diego; He Liu; Mia Minnes, University of California, San Diego; Nathan Delson, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Maziar Ghazinejad, University of California, San Diego; Josephine Relaford-Doyle, University of California, San Diego; Celeste Pilegard, University of California, San Diego; Xuan Gedney, University of California, San Diego

. © American Society for Engineering Education, 2022 Powered by www.slayte.com Insights from the First Year of Project # 2044472 “Improving the Conceptual Mastery of Engineering Students in High Enrollment Engineering Courses through Oral Exams” 1. Introduction and Project OverviewOur project, entitled “Improving the Conceptual Mastery of Engineering Students in HighEnrollment Engineering Courses through Oral Exams”, aims to advance the knowledge andunderstanding of the impact of oral exams on engineering students’ learning. Prior work hasshown that the adaptive dialogic nature of oral exams has the potential to provide instructorswith more detailed insight into students

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bruce DeRuntz, Southern Illinois University Carbondale; Tom Withee; Harvey Henson, Southern Illinois University Carbondale

rate within 60 days pastgraduating. Included in this statistic are graduates that elect to continue their graduate studies aswell as those who go on to careers in industry. In 2010, the SIU College of Engineering (COE)received an NSF S-STEM Track I grant to create the Leadership Development Program inEngineering and Technology which successfully identified and trained engineering students forcritical leadership roles in industry [1], [2]. A second NSF S-STEM Track II project, Pathways toSTEM Leadership (PSL), was initiated in 2016 at SIU to provide scholarships for low-income,academically talented students with demonstrated financial need. The PSL expands the LDP toinclude STEM majors transferring to SIU from community colleges and seeks to

Conference Session

ERM: Diversity, Equity, and Inclusion

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cory Brozina, Youngstown State University - Rayen School of Engineering; Aditya Johri, George Mason University

increasing across campuses as more students take on jobs to supporttheir education and as those in the workforce return to complete their education. It is imperativethat higher educational systems understand how to serve the needs of these students better.Although there are a range of ways in which nontraditional students (NTS) are defined, theNCES has proposed a comprehensive definition that includes enrollment criteria, financial andfamily status, and high school graduation status. Overall, the seven characteristics specificallyassociated with NTS are: (1) Delayed enrollment by a year or more after high school, (2)attended part-time, (3) having dependents, (4) being a single parent, (5) working full-time whileenrolled, (6) being financially

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yilin Feng, California State University, Los Angeles

and school, and they are less connectedwith their classmates in an online learning environment [1]. To deal with these challenges, theauthor designed the online course with the application of the Community of Inquiry framework in2020 fall and improved the course design in 2021 fall. The main objectives of the course designare to improve the cognitive presence, teaching presence, and social presence.This paper first introduces the roadmap for the asynchronous online course provided in 2020 fallsemester. Then, the paper discusses the adjustments of the course structures the author made in2021 fall semester which changes the course to a hybrid course. Examples of practices applied inthe course to promote an effective learning environment are

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

Competencies between the three areas of client/student, school/community, andpublic arena advocacy as part of their guidelines for effective counseling of minoritized students[1, 2] and is based on a social justice framework [3]. The three skills with self-advocacy are: empowerment or a sense of agency (havingcontrol over decisions and life events), strong self-awareness (knowing what is right for oneselfand setting goals based on this criteria), and social justice (knowing how to identify andchallenge negative social climates and systems of oppression) [4]. Within the different forms ofpracticing and teaching advocacy, working with students by teaching them the skills within acounselor and student or mentor and student group structure was

Conference Session

ERM: Let's Continue the Conversation about Tests! Part 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Logan Perry, University of Nebraska - Lincoln; Jeremi London, Virginia Polytechnic Institute and State University; Steven Ayer; Wei Wu, California State University, Fresno; Kieren McCord, Arizona State University

Paper ID #37220Assessing Head- Hand- and Heart-Related Competenciesthrough Augmented-RealityLogan Andrew Perry (Assistant Professor of Engineering Education) Logan Perry is an Assistant Professor of Engineering Education at the University of Nebraska-Lincoln. His research interests lie at the intersection of civil engineering and engineering education and include 1) the transfer of learning, 2) diversity for engineering, and 3) cyberlearning technology.Jeremi S London (Assistant Professor) Associate Professor of Engineering Education at Virginia Tech Chair of ASEE's CDEI during the Year of Impact on Racial

Conference Session

ERM: Design!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohamed Jalal, University of Ottawa; Hanan Anis, University of Ottawa

, 2011). The questionnaire is basedon Goldberg’s (Goldberg, 1999) International Personality Item Pool (IPIP). The measure consistsof 24 items for each of the Big Five personality traits. The tool uses a five-point Likert scaleranging from 1 (very inaccurate) to 5 (very accurate). The measure intends to capture the samecontent as the NEO Personality Inventory (Costa & McCrae, 1992). The mean reliabilities forthese scales based on the sample data in the IPIP database (N = 21,588) were 0.76 and 0.87 forfacets and factors, respectively (O’Neill, 2007). Students’ Big Five personality traits wereassessed as part of the course’s curriculum. This exercise was part of the team building phase atthe beginning of the course. I collected the Big Five

Conference Session

ERM: Design!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohamed Jalal, University of Ottawa; Hanan Anis, University of Ottawa

the University of Ottawa, Ontario. © American Society for Engineering Education, 2022 Powered by www.slayte.com 1 The Impact of Students’ Grit & Project Ownership on Students’ Learning Outcomes in Maker-based Cornerstone Engineering Design CoursesAbstractThe increasing presence of makerspaces in university campuses is encouraging engineeringeducators to incorporate making activities and projects to their curriculum. Making activities andprojects allow engineering educators to offer students authentic, experiential learningopportunities that foster collaboration