Conference Session

Civil Engineering Division - The New Normal: Enduring Technology Improvements in the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alyson Eggleston, The Citadel; Robert Rabb, The Citadel; Ronald Welch, The Citadel

engagementand perceptions. Passive measures could look like regular use of LMS engagement statistics thatidentify time on task within F2F, Swivl, RAS, and RS modes. Active measures may look similarto the longitudinal survey data presented here—listening to students when they tell us whatworks for them and what does not, and tracking those responses through time.References[1] R. W. Welch, R. J. Rabb, and A. G. Eggleston, “Using the Swivl for Effective HyFlex Instruction: Best Practices, Challenges, and Opportunities,” Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/38005.[2] A. C. Estes, R. W. Welch, and S. J. Ressler, “The ExCEEd Teaching Model: Teaching

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

Jeffrey Halpern, University of New Hampshire; Mariah Arral, Carnegie Mellon University; Julianna Gesun, Purdue University at West Lafayette (COE)

education system.AcknowledgementsWe would like to acknowledge Dr. Elif Miskioglu from Bucknell University for our initialconversations and advice. Support was provided, in part, by a National Science FoundationEPSCoR award (#2119237). M.L.A. was supported by an NSF Graduate Research FellowshipProgram award (# DGE1745016). J.G. was supported by an NSF Engineering PostdoctoralFellowship (EEC-#2127509).References[1] “Women, Minorities, and Persons with Disabilities in Science and Engineering: 2019 | NSF - National Science Foundation.” [Online]. Available: https://ncses.nsf.gov/pubs/nsf19304/data. [Accessed: 27-Jan-2022].[2] S. K. Kapp, Autistic Community and the Neurodiversity Movement. Singapore: Springer Singapore, 2020.[3

Conference Session

Materials Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Susan Gentry, University of California, Davis; Rachel Altovar

directions of their CMSEcurriculum.AcknowledgmentsThe Small Grants in Aid of Research program at the University of California, Davis providedfunding for this work.References[1] R. LeSar, Introduction to Computational Materials Science: Fundamentals to Applications. Cambridge, UK: Cambridge University Press, 2013.[2] K. Thornton, S. Nola, R. E. Garcia, M. Asta, and G. B. Olson, "Computational materials science and engineering education: A survey of trends and needs," (in en), JOM, vol. 61, no. 10, pp. 12-17, 2009/10/01/ 2009.[3] R. A. Enrique, M. Asta, and K. Thornton, "Computational Materials Science and Engineering Education: An Updated Survey of Trends and Needs," JOM, vol. 70, no. 9, pp. 1644-1651, September

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Scott Thorne, Purdue University at West Lafayette (COE); Greg Strimel, Purdue University at West Lafayette (PPI); Nathan Mentzer, Purdue University at West Lafayette (COE); David Sears, Purdue University at West Lafayette (COE)

Enrollment Policies, Pathways, and Perspectives: New Directions for Community Colleges, Number 169. Somerset, UNITED STATES: John Wiley & Sons, Incorporated, 2015. Accessed: Apr. 29, 2020. [Online]. Available: http://ebookcentral.proquest.com/lib/purdue/detail.action?docID=1896012[2] S. Thorne, “Teacher supports using the facilitator model for dual credit in open ended design thinking coursework: university collaboration and high school implementation,” thesis, Purdue University Graduate School, 2021. doi: 10.25394/PGS.14519679.v1.[3] P. Weinstein, “Diminishing Credit: How Colleges and Universities Restrict the Use of Advanced Placement,” Progressive Policy Institute, vol. 2016, no. September, p. 9, Sep. 2016.[4

Conference Session

Faculty Development Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Grace Panther, University of Nebraska - Lincoln; Heidi Diefes-Dux, University of Nebraska - Lincoln; Lucy Atkinson, Swarthmore College

- 9830.2010.tb01056.x[2] C. Hodges, S. Moore, B. Lockee, T. Trust, and A. Bond, “The difference between emergency remote teaching and online learning,” Educause review, vol. 27, pp. 1-12, 2020.[3] J. J. Park, M. Park, K. Jackson, and G. Vanhoy, “Remote Engineering Education under COVID-19 Pandemic Environment,” International Journal of Multidisciplinary Perspectives in Higher Education, vol. 5, no. 1, pp 160-166, 2020.[4] S. Asgari, J. Trajkovic, M. Rahmani, W. Zhang, R.C. Lo, and A. Sciortino, “An observational study of engineering online education during the covid-19 pandemic,” EdArXiv, 2020, doi: 10.35542/osf.io/ursmb.[5] L. A. Gelles, S.M. Lord, G.D. Hoople, D.A. Chen, and J.A. Mejia, “Compassionate

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 3: Best of ELOS

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brian O'Connell, Northeastern University; Jada Wong

can easily transport to perform their experiments whereconvenient, like their dorm rooms. The cost of each averaged to less than $25 per student pergroup by taking advantage of low-cost systems like Arduino and rapid prototyping optionstypically available in most academic settings. Since the educational objective is to develop theirskill and understanding in MATLAB, module assessment focuses on the quality of the scriptsdeveloped to analyze the collected data, not the quality of the experimentation or understandingof the underlying concepts. Those elements are heavily scaffolded though through providedsoftware that: • guides them through the experimental runs • uploads their data point(s) to a database • downloads the class

Conference Session

WIED: Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lalita Oka, California State University, Fresno; Kimberly Stillmaker, California State University, Fresno; Sue Rosser; Arezoo Sadrinezhad; Maryam Nazari, California State University, Los Angeles; Younghee Park; Kira Abercromby, California Polytechnic State University, San Luis Obispo; Feruza Amirkulova

://shinyapps.asee.org/apps/EDGE/ (accessed Jan. 31, 2022).[3] NSB-NSF, “The STEM Labor Force of Today: Scientists, Engineers and Skilled Technical Workers. Science and Engineering Indicators 2022,” National Science Board, National Science Foundation, Alexandria, VA., NSB-2021-2, 2021. Accessed: Jan. 29, 2022. [Online]. Available: https://ncses.nsf.gov/pubs/nsb20212[4] B. R. Mukherji, L. S. Neuwirth, and L. Limonic, “Making the Case for Real Diversity: Redefining Underrepresented Minority Students in Public Universities,” SAGE Open, vol. 7, no. 2, p. 215824401770779, Apr. 2017, doi: 10.1177/2158244017707796.[5] A. N. Akulli, Embeddedness of foreign-born faculty at comprehensive universities in the United States

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jinghua Zhang, Winston-Salem State University; Jinsheng Xu, North Carolina Agricultural and Technical State University (CoE); Xiaohong Yuan, North Carolina Agricultural and Technical State University (CoE)

opinions,findings, and conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of NSF.References[1] J. Zhang, X. Yuan, J. Johnson, J. Xu, M. Vanamala (2020), “Developing and Assessing a Web-Based Interactive Visualization Tool to Teach Buffer Overflow Concepts”, Proceedings of IEEE Frontier in Education Conference (FIE'20), Virtual Event, Uppsala, Sweden, October 21-24, 2020.[2] P. Weanquoi, J. Zhang, X. Yuan, J. Xu, and E. J. Jones (2021), “Learn Access Control Concepts in a Game”, Proceedings of IEEE Frontier in Education Conference (FIE'21), Lincoln, NE, October 13-16, 2021.

Conference Session

Redefining Manufacturing Education Practices

Collection

2022 ASEE Annual Conference & Exposition

Authors

Allen White, Rose-Hulman Institute of Technology; Jay McCormack, Rose-Hulman Institute of Technology

, DOI:10.1371/journal.pone.0142567 5- Pohjola, Mike, “Autonomous Identities: Immersion as a Tool for Exploring, Empowering, and Emancipating Identities.” In Beyond Role and Play, edited by Markus Montola and Jaakko Stenros, 81–95. Helsinki, Finland: Ropecon 6- Hammer, Jessica, et. al., “Power and Control in Role-Playing Games” in Role- Playing Game Studies, Transmedia Foundations edited by Jose P. Zagal and Sebastian Deterding. Routledge, 2018 7- Richards, Lyn, Handling Qualitative Data: A Practical Guide, 3rd Edition, SAGE Publications, 2014 8- Guzey, S. Selcen, Aranda, Maurina, ”Student Participation in Engineering Practices and Discourse: An Exploratory Case Study,” Journal of Engineering Education

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Royce Francis, The George Washington University; Marie Paretti, Virginia Polytechnic Institute and State University; Rachel Riedner

-structured interview focused on questions that explore thefirst idea. Our interview protocol is described in more detail in a prior FIE publication [Authors].Example questions include: • What are your experiences with writing? • In our recruitment materials, we’d asked you to bring along a recent piece of your writing that you felt represented a good technical or engineering writing sample. o What was the purpose of this writing? What was this writing intended to achieve? o How well did your writing achieve this purpose? • Based on your experience(s) and understanding, could you describe what characterizes good technical or engineering writing? o In what ways does/doesn’t your writing sample meet

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tameshia Baldwin, North Carolina State University at Raleigh; Latricia Townsend, North Carolina State University at Raleigh; Callie Edwards, North Carolina State University at Raleigh

.” Washington, DC: The National Academies Press, 2007, doi:10.17226/11463.[2] S. Hartman, J. Hines-Bergmeier, and R. Klein, “Informal STEM learning: the state of research,access, and equity in rural early childhood settings,” Intl. J. Sci. Educ & Civic Engagement, vol.9, no. 2, pp. 32-39, 2017.[3] R.S. Harris and C.B. Hodges, “STEM education in rural schools: implications of untappedpotential,” National Youth-At-Risk Journal, vol. 3, no. 1, 2018,https://doi.org/10.20429/nyarj.2018.030102.[4] B. Peterson, G. Bornemann, C. Lydon and K. West, “Rural students: STEM as a strategy forbuilding rigor, postsecondary aspirations, and relevant career opportunities,” Peabody J. Educ.,vol. 90, no. 2, pp. 280-293, 2015.[5] S. Brophy, S. Klein, M. Portsmore and C

Conference Session

Architectural Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sandeep Langar, The University of Texas at San Antonio; Arti Daga, SVKM's NMIMS University, Mumbai, India; Rachel Mosier, Oklahoma State University; Sanjeev Adhikari, Kennesaw State University

,Prof. Neha Raje, Prof. Niroppamma S Sawant, Prof. Pournima Raje, Prof. Pushpagandha Shukla, Prof.Sujata Bhobhe, Prof. Pallavi Pathak, and Prof. Roland Richard Monterio with the development of theresearch. The researchers also want to thank all educators who responded to the study in these highlychallenging times.References[1] Muthuprasad, T., Aiswarya, S., Aditya, K.S. and Jha, G.K. (2021). "Students' Perception and Preference for Online Education in India During COVID -19 Pandemic." Social Sciences & Humanities Open. V.3.N.1. https://doi.org/10.1016/j.ssaho.2020.100101[2] Saini, A., Malekoff, N. and Malekoff, A. (2021). "India's Covid Catastrophe." Social Work with Groups. V.44.N.4. p.381–383.[3] Khan, M.A., Kamal, T., Illiyan, A

Conference Session

Environmental Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ning Zhang, Central State University; Xiaofang Wei; Ramanitharan Kandiah, Central State University; Krishnakumar Nedunuri, Central State University; Subramania Sritharan, Central State University

characterizationon natural gas storage produced waters, Water Air Soil Pollut., 191, 33 – 54.Kondash, A., Warner, N., Lahav, O., Vengosh, A. 2014 Radium and Barium removal throughblending hydraulic fracturing fluids with acid mine drainage, Environmental Science andTechnology, 48, 1334 – 1342.McGarigal, K., Cushman, S., & Ene, E. (2012). FRAGSTATS v4: Spatial pattern analysis programfor categorical and continuous maps. Retrieved fromhttp://www.umass.edu/landeco/research/fragstats/fragstats.htmlO’Donnell, A., Lytle, D., Harmon, S., Vu, K., Chait, H., and Dionysiou, D. 2016 Removal ofStrontium from drinking water by conventional treatment and lime softening in bench-scale studies,Water Research, 13, 319 – 333.Ohio Department of Natural Resources, Oil and

Conference Session

Engineering Physics and Physics Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Paul Crilly, United States Coast Guard Academy; Richard Hartnett, United States Coast Guard Academy

waveform.References1. M. T. Taher, A. S. Khan. Comparison of simulation-based and hands-on teaching methodologies onstudents’ learning in an engineering technology program, QScience Proceedings (Engineering LeadersConference 2014) 2015:58 http://dx.doi.org/10.5339/qproc.2015.elc2014.582. M. T. Taher, A. S. Khan, “Effectiveness of Simulation versus Hands-on Labs: A Case Study forTeaching an Electronics Course, 2015 ASEE Annual Conference and Exposition, Seattle, WA, June 2015.3. J. E. Corter, J. V. Nickerson, S. K. Esche, C. Chassapis, “Remote Versus Hands-On Labs: AComparative Study,” 34th Annual ASEE/IEEE Frontiers in Education Conference, Savannah, GA, 20-23October 2004.4. D. May, B. Morkos, A. Jackson, N. J. Hunsu, A. Ingalls & F. Beyette (2022): Rapid

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

binbin shao, Zhejiang University; Wei Zhang, Zhejiang University; Liang Wang

Business Venturing, vol.13, pp. 295-316, 1998.[10] F. Wilson et al. “Gender, Entrepreneurial Self–Efficacy, and Entrepreneurial Career Intentions: Implications for Entrepreneurship Education 1.” Entrepreneurship Theory and Practice, vol. 31, pp. 387-406, 2007.[11] S. Karimi et al. “The Impact of Entrepreneurship Education: A Study of Iranian Students' Entrepreneurial Intentions and Opportunity Identification.” Journal of Small Business Management, vol. 54, pp. 187-209, 2016.[12] A. Biraglia and K. Vita. “The Role of Entrepreneurial Passion and Creativity in Developing Entrepreneurial Intentions: Insights from American Homebrewers.” Journal of Small Business Management, vol. 55, pp. 170-188, 2017.[13] P. Piperopoulos and D

Conference Session

Electrical and Computer Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kenneth Andrew Guernsey, Purdue University Northwest; Jacob Tietz, Purdue University Northwest; Quamar Niyaz, Purdue University Northwest; Xiaoli Yang, Fairfield University; Ahmad Javaid, The University of Toledo; Sidike Paheding, Michigan Technological University

fundamentally understand what is null, and howto avoid the run-time NullPointerException. Four main concepts are discussed in thismodule:  What is null?  How does null enter into the program?  What is NullPointerException?  How to avoid null & NullPointerException? First, we laid a basis on the concept of null. We discuss that null is a default value foruninitialized variables of reference type and its binary representation is all 0’s. We then discussthat NullPointerException is a run-time error that occurs when following conditions are met:  A method is called with a null object.  Attempted access to an instance variable of a null object.  A null object is passed as an argument.  Retrieving length or indices for

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

Charles Riley, Oregon Institute of Technology; Franny Howes, Oregon Institute of Technology; Yasha Rohwer, Oregon Institute of Technology

-the-depth-of-gender-bias/[4] Belle, D., Tartarilla, A.B., Wapman, M. et al. (2021). “I Can’t Operate, that Boy Is my Son!”:Gender Schemas and a Classic Riddle. Sex Roles 85, 161–171. https://doi.org/10.1007/s11199-020-01211-4[5] Poleacovschi, C., Faust, K., Roy, A., & Feinstein, S. (2021). Identity of EngineeringExpertise: Implicitly Biased and Sustaining the Gender Gap. Journal of Civil EngineeringEducation, 147(1), 04020011.[6] Haverkamp, A. (2018, June), The Complexity of Nonbinary Gender Inclusion in EngineeringCulture Paper presented at 2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah.10.18260/1-2--31084[7] Rohde, J., & Kirn, A., & Godwin, A. (2017, June). Engineering Allies: The Personalities ofCisgender

Conference Session

Mechanical Engineering: Statics and Dynamics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Paris Weber, University of Washington; Seung-Jin Lee, University of Washington; Heather Dillon, University of Washington

. 2019. Accessed: Jan. 25, 2022. [Online]. Available: https://peer.asee.org/concept-maps-as-an-assessment-tool-for-evaluating-students-perception-of-entre preneurial-mind-set[7] S. M. Ferguson, R. W. Foley, J. K. Eshirow, and C. C. Pollack, “Refining Concept Maps as Method to Assess Learning Outcomes Among Engineering Students,” presented at the 2018 ASEE Annual Conference & Exposition, Jun. 2018. Accessed: Jan. 25, 2022. [Online]. Available: https://peer.asee.org/refining-concept-maps-as-method-to-assess-learning-outcomes-among-engineeri ng-students[8] P. J. Cornwell, “Concept Maps In The Mechanical Engineering Curriculum,” Jun. 1996, p. 1.118.1-1.118.7. Accessed: Jan. 25, 2022. [Online]. Available: https

Conference Session

ERM: Design!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Steven Santana, Harvey Mudd College; Andres Sanchez, Harvey Mudd College; Laura Palucki Blake; Leah Mendelson, Harvey Mudd College; Serena Mao, Harvey Mudd College; Magdalena Jones, Harvey Mudd College; David Chen, Harvey Mudd College

work is made possible through the generous grant from the Carl F. Braun Residuary Trust.The author extends special thanks to Drew Price and Aye Htut-Rosales for their critical feedbackand contributions. The opinions expressed in this work are those of the authors and do notnecessarily reflect the views of the acknowledged organization or individuals.References[1] S. L. Ash and P. H. Clayton, “Generating, Deepening, and Documenting Learning: the Power of Critical Reflection in Applied Learning,” 2009.[2] J. A. Moon, Reflection in Learning and Professional Development. Routledge, 2013.[3] R. Helyer, “Learning through reflection: the critical role of reflection in work-based learning (WBL),” J. Work. Manag., vol. 7, no. 1, pp

Conference Session

Construction Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Fernando Romero Galvao, University of Massachusetts Amherst; Luciana Debs, Purdue University Programs

capstone levels, and prepare students for success in theconstruction industry. References[1] Hoffman, H. F. (2014). Engineering and the capstone course. In The engineering capstonecourse (pp. 1-5). Springer, Cham.[2] Lee, N., & Kim, S. J. (2020, October). A Systematic Course Design Approach to Guide theDevelopment of a Construction Engineering and Management Capstone Course. In 2020Annual Conference Northeast Section (ASEE-NE) (pp. 1-5). IEEE.[3] Debs, L., Romero Moraes, F., & Benhart, B. (2022). A Review and Comparison ofAssociated Schools of Construction (ASC) Capstone Course Content. In 2022 ASC 58th AnnualSchools of Construction International Conference (pp. 577-585).[4] Cecere, J. (2002, June

Conference Session

Construction Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rachel Mosier, Oklahoma State University; Heather Yates, Oklahoma State University; Sanjeev Adhikari, Kennesaw State University; Amy Lewis, Oklahoma State University; Irish Horsey, Kennesaw State University

] Bigelow, B. F., Bilbo, D., Ritter, L., Mathew, M., and Elliott, J. W. (2016). “An Evaluation of Factorsfor Retaining Female Students in Construction Management Programs.” International Journal ofConstruction Education and Research. V.12 N.1. pp. 18–36.[2] Lopez del Puerto, C. L., Shane, J., and Guggemos, A. A. (2011). “Exploration of Strategies forAttracting and Retaining Female Construction Management Students.” Conference Proceedings,Associated Schools of Construction, April 2011.[3] Sewalk, S., and Nietfield, K. (2013). “Barriers Preventing Women from Enrolling in ConstructionManagement Programs.” International Journal of Construction Education and Research. V.9 N.4 pp.239–255.[4] Thevenin, M. K., and Elliott, J.W. (2018). “The Role of

Conference Session

Construction Engineering Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Saeed Rokooei, Mississippi State University; Mohsen Garshasby, Mississippi State University; Afshin Hatami, Mississippi State University

Paper ID #37158Cross Review of Collaboration in a Design-Build StudioSaeed RokooeiMohsen Garshasby (Assistant Professor) Mohsen Garshasby is an Assistant Professor in the Building Construction Science program at Mississippi State University. Dr. Garshasby is an architect, researcher, and educator who currently teaches collaborative studio(s) and integrated building systems within the College of Architecture, Art and Design at Mississippi State University.Afshin Hatami © American Society for Engineering Education, 2022 Powered by www.slayte.com

Conference Session

Transfer Programs at Two-Year Colleges in Engineering and Engineering Technology

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mara Lopez, Arizona State University; Caroline Vaningen-Dunn

, experiences, and perspectives of ethnically diverse students as conduits forteaching them more effectively.” A recommendation from the conference that reflects the need toimplement culturally responsive teaching strategies is to “provide examples of successfulcontributors to science and math who are not white Euro Americans in academic materials.” It isimportant to increase representation of diverse scholars in academic materials in order to showstudents that their experience matters, their perspectives matter and so that they can see that theytoo can excel in the field. Culturally responsive campus environments have been shown to increase students’ senseof belonging, their persistence in college and degree completion rates, (Museus, S. D., Yi

Conference Session

NEE Technical Session - Innovative Teaching Strategies I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amr Hassan, University of Pittsburgh; Ahmed Dallal, University of Pittsburgh; Mohamed Zaghloul

learning, and collaborative learning.Mohamed Zaghloul Mohamed A. S. Zaghloul was born in Cairo, Egypt, in 1987. He received his B.E. degree in Electronics and Electrical Communications Engineering in 2009, and his M.Sc. degree in Engineering Physics in 2012, both from the Faculty of Engineering at Cairo University. In 2019, he received a Ph.D. from the Electrical and Computer Engineering department of the University of Pittsburgh, in developing optical fiber sensors for monitoring harsh environments. Since 2019, he has been appointed as an Assistant Professor in the same department of the same school. Zaghloul is a recipient of multiple research and teaching awards; he currently holds the John C. Mascaro Faculty Scholarship in

Conference Session

ECE Division Technical Session 2: Long-Term Institutional Outcome Evaluations and Capstone Innovations

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yufang Jin, The University of Texas at San Antonio; Chunjiang Qian, The University of Texas at San Antonio; Sara Ahmed, The University of Texas at San Antonio

longitudinalresearch is plausible to generate additional values of REU society.AcknowledgmentThis work was funded and supported by National Science Foundation (#2051113).References[1] S. H. Russell, M. P. Hancock, and J. McCullough, "Benefits of undergraduate research experiences," Science, vol. 316, no. 5824, pp. 548-549, 2007.[2] D. Lopatto, "Undergraduate research experiences support science career decisions and active learning," (in eng), CBE Life Sci Educ, vol. 6, no. 4, pp. 297-306, Winter 2007, doi: 10.1187/cbe.07-06-0039.[3] D. Lopatto, "Survey of Undergraduate Research Experiences (SURE): first findings," (in eng), Cell Biol Educ, vol. 3, no. 4, pp. 270-7, Winter 2004, doi: 10.1187/cbe.04-07-0045.[4] M. C. Linn, E

Conference Session

ERM: Instruction and Engagement

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gibrán Sayeg-SÁNchez, Tecnologico de Monterrey (ITESM); Miguel X. Rodriguez-Paz, Tecnologico de Monterrey (ITESM); Cecilia Nuñez, Tecnologico de Monterrey (ITESM)

/00346543074001059.[4] A. Rodríguez-Muñoz, M. Antino, P. Ruiz-Zorrilla, and E. Ortega, “Positive emotions, engagement, and objective academic performance: A weekly diary study,” Learn. Individ. Differ., vol. 92, no. September, 2021, doi: 10.1016/j.lindif.2021.102087.[5] G. Heilporn and S. Lakhal, “Fostering student engagement in blended courses: A qualitative study at the graduate level in a business faculty,” Int. J. Manag. Educ., vol. 19, no. 3, Nov. 2021, doi: 10.1016/j.ijme.2021.100569.[6] Z. (Victor) Zhang and K. Hyland, “Fostering student engagement with feedback: An integrated approach,” Assess. Writ., vol. 51, no. November 2021, p. 100586, 2022, doi: 10.1016/j.asw.2021.100586.[7] B. Marder et al

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gurupriya Ramanathan, Salisbury University; Sara Hagenah

drawn from the literature on preschoolengineering and social skills interventions. Once this was complete, teacher interviewswere analyzed in order to triangulate noticings and gain further detail on the nature of socialinteractions. Using descriptive coding (Saldaña, 2016) data from interview transcripts werefirst deconstructed into smaller, manageable sections and organized based on the researchquestion. For instance, data were coded for collaboration, problem-solving, teacherinvolvement, and individual work (where observed). In vivo coding was used to uncoverconcepts with “terms used by the participant(s) themselves” (Strauss, 1987, p.33), in thisinstance, the teacher for two reasons: a) to go beyond the codebook developed prior to thestudy

Conference Session

Multidisciplinary Engineering Division Technical Session - Best Diversity Paper

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marian Kennedy, Clemson University; Cora Allard-Keese, Clemson University; Joshua Alper, Clemson University; Jennie LaMonte, Clemson University; Aubrey Baldwin, Clemson University

Paper ID #37687Work in Progress: Preparing Students for UndergraduateResearch Online and In the Classroom - Framework,Participant Reflections, and Lessons LearnedMarian S. Kennedy (Associate Professor) Marian Kennedy is an Associate Professor within the Department of Materials Science & Engineering at Clemson University. Her research group focused on the mechanical and tribological characterization of thin films. She also contributes to the engineering education community through studying the process/impacts of undergraduate research and navigational capital into graduate school.Cora Allard-KeeseJoshua D

Conference Session

Materials Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Breejha Quezada, Purdue Engineering Education; Emily Haluschak, Purdue University at West Lafayette (COE); Aileen Ryan, Purdue University at West Lafayette (COE); Katherine Schieltz; Congying Wang, Purdue University at West Lafayette (COE); Amanda Johnston, California Polytechnic State University, San Luis Obispo; Alejandro Strachan, Purdue University at West Lafayette (COE); Tamara Moore, Purdue University at West Lafayette (COE)

. W52P1J2093009].Any opinions, findings, and conclusions or recommendations conveyed in this study are those ofthe authors and do not necessarily reflect the views of the Department of Defense.References[1] Tzanova, S. (2021). Microelectronics Skill Alliance – Need Analysis of Microelectronics Sector. 2021 12th National Conference with International Participation (ELECTRONICA), 1–4. https://doi.org/10.1109/ELECTRONICA52725.2021.9513727[2] Wang, K. W. (2020, May). (Keynote) Engineering research centers-past, present, and future. In ECS Meeting Abstracts (No. 13, p. 956). IOP Publishing.[3] Paolillo, J. G. P., & Estes, R. W. (1982). An empirical analysis of career choice factors among accountants, attorneys, engineers, and

Conference Session

DEED Technical Session 2: Postcard Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Davor Copic, United States Coast Guard Academy; Nathan Barnes, United States Coast Guard Academy; Joshua Pennington, United States Coast Guard Academy; Alexandria Bass; Joseph Camean, United States Coast Guard Academy; Richard Freeman, United States Coast Guard Academy

,” ASEE Annu. Conf. Expo. Conf. Proc., vol. 2018-June, 2018, doi: 10.18260/1-2--29782.[3] L. Osgood and C. R. Johnston, “Design ability assessment technique,” ASEE Annu. Conf. Expo. Conf. Proc., 2014, doi: 10.18260/1-2--20251.[4] C. Charyton and J. A. Merrill, “Assessing general Creativity and Creative engineering Design in first year engineering students,” J. Eng. Educ., vol. 98, no. 2, pp. 145–156, 2009, doi: 10.1002/j.2168-9830.2009.tb01013.x.[5] N. Dawe, L. Romkey, S. McCahan, and G. Lesmond, “User testing with assessors to develop universal rubric rows for assessing engineering design,” ASEE Annu. Conf. Expo. Conf. Proc., vol. 2016-June, 2016, doi: 10.18260/p.27118.[6] S. F. Kiefer and T. M