Conference Session

Technical Session M5C

Collection

2022 First-Year Engineering Experience

Authors

Surupa Shaw, Texas A&M University

Tagged Topics

Full Papers

shortcomings, have the skills to identify, access and use resources wisely, while having a sharp sense of evaluation of the learning efforts. In the application-based projects, the students are encouraged to generate learning objectives defined by the instructor as per the course syllabus. There could be multiple features to this approach as follows:  An overview of the syllabus helps the students see the relevance of current learning to the bigger picture of the learning outcomes.  The students seek guidance throughout their participation in the application-based projects, but they end up becoming improved versions of themselves, as self-directed learners, by being the

Conference Session

LEES 1: Critical Humanities and Serious Play

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, Amazon; Krishna Pakala, Boise State University; Addison Totman, Boise State University; Cherie Edwards, Virginia Commonwealth University; Michelle Soledad, Minnesota State University, Mankato

and learning strategies, use of emerging technologies, and mobile teaching and learning strategies.Cherie D. Edwards (Dr. )Michelle Soledad (Assistant Professor) Michelle Soledad is an Assistant Professor in the Iron Range Engineering - Bell Program at Minnesota State University, Mankato. She holds degrees in Electrical Engineering (BS, MEngg) from the Ateneo de Davao University in Davao City, Philippines, and in Engineering Education (Ph.D.) from Virginia Tech. Her research interests include teaching and learning experiences in fundamental engineering courses, and data-informed reflective practice. Michelle's professional experience includes roles in industry and academia, having worked as a software engineer, project

Conference Session

Aerospace Division Technical Session: Sustainability and the Workspace

Collection

2022 ASEE Annual Conference & Exposition

Authors

Seongjun Ha, Purdue University at West Lafayette (COE); Gita Andhika Swastanto, Purdue Polytechnic Graduate Programs; Tracy Yother, Purdue University at West Lafayette (PPI); Mary Johnson, Purdue University at West Lafayette (PPI)

individuals" [14]. One ET program at a major university has thepotential to provide students instruction and development in the area of operationalimprovements in reducing net CO2 emissions. This program has an aircraft gas turbine enginetechnology course that covers a basic understanding of turbofan engines and systems,performance evaluations, operational efficiencies, and fault isolation of engines. One of thecourse goals in the syllabus mentions that "The students will learn to inspect, check, service,troubleshoot, and repair turbine engine airflow, pressure, and temperature measurementsystems." In addition, the learning objectives section explicitly states that the students will learn:"Turbine engine condition monitoring and the interaction of

Conference Session

ERM: Instruction and Engagement

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yonghee Lee, Purdue University at West Lafayette (COE); David Evenhouse, Purdue Engineering Education; Edward Berger, Professor of Engineering Education and Mechanical Engineering; Jeffrey Rhoads, Purdue University at West Lafayette (COE); Jennifer Deboer, Purdue University at West Lafayette (COE); Anastasia Rynearson, Campbell University

resources to support instructors and students for teaching and learning. Based on active,blended, and collaborative (ABC) learning frameworks, Freeform has five core components: (1)The Lecturebook that includes key core engineering concepts, many problem examples, andspacious margins in the book for note-taking, (2) video problem solutions in which an instructorguides real-time problem-solving procedures from problem explanation to solution, (3) theDynamics course blog that provides course information, video links, and online spaces forstudent-to-student communication. The course blog is particularly useful for peer instruction byexchanging questions and answers about homework assignments. (4) ABC is an integratedlearning pedagogy that instructors

Conference Session

First-Year Programs Division Technical Session 12: Work-in-Progress Postcard Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cyril Okhio, Clark Atlanta University; Sade Tramble, Kennesaw State University; Amy Buddie, Kennesaw State University; Ayse Tekes

LaboratoryOther Courses Taught or Under construction: i. Introduction to Engineering ii. Success Skills iii. Computer Tools integrated into Engineering. iv. Programming Courses. v. Problem Based Learning. vi. Design Courses. vii. Graphics Courses with the Software Tools.How Students Are Assessed & GradedIn general, and for all courses, Teaching faculty members are encouraged to create a Syllabus foreach of their Courses that include the Grading requirements for them and follows the UniversityTemplate and Guidance. Such Grading samples are posted below. The proposed uniformity ofsyllabus encouraged by our institution has meritoriously ensured that uniform standards areexpected and maintained for

Conference Session

Computers in Education 5 - Modulus 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nicolas Leger, Florida International University; Bruk Berhane, Florida International University

,” Journal of Engineering Education, vol. 107, no.1, pp. 56–86, 2018, doi: 10.1002/jee.20191.[20]N. A. M. Radzi et al., “Integrating programming with BeagleBone Black forundergraduate’s ‘programming for engineers’ syllabus,” in 2016 IEEE 8th InternationalConference on Engineering Education (ICEED), Dec. 2016, pp. 12–15. doi:10.1109/ICEED.2016.7856055.[21]P. Askar and D. Davenport, “AN INVESTIGATION OF FACTORS RELATED TOSELF-EFFICACY FOR JAVA PROGRAMMING AMONG ENGINEERINGSTUDENTS,” The Turkish Online Journal of Educational Technology, vol. 8, no. 1, p.7, 2009.[22]P. L. Li, A. J. Ko, and J. Zhu, “Appendix to: What Makes A Great SoftwareEngineer?,” p. 76. 8[23]S

Conference Session

LEES Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Natalie Wint

scores. I have received negative feedback scores in cases wherestudents do not agree that module content belongs in engineering, and as a new academic Ihave been cautious to introduce content or tasks which I think will risk teaching scores whichare linked to KPIs. I also acknowledge the ways in which I am subject to neoliberal ideals. Ichose to study within science, technology, engineering and mathematics (STEM) as Ibelieved that this would make me more employable. As a student I was motivated heavily bygrades. The decision of which postgraduate course to study was based on which I wouldreceive funding for. During both my postgraduate and postdoctoral research, I struggled inbalancing my responsibilities to industrial funders, academia, the

Conference Session

LEES 7: Experiments in Experiential and Project-Based Learning

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yi Cao; Jennifer Case, Virginia Polytechnic Institute and State University; Jingshen Wu; Bingzhuo Liang

require students to finish "bitesize projects" (some smallprojects in class) to acquire related knowledge. The final assessment at the end of the semester isnot an exam but a semester integrated project (Integrated Project). Bitesize projects align withthe final integrated project. These projects also consider the course syllabus and practical skillsrequired for students, like problem-solving and hands-on skills.For example, the sophomore year at SDIM involves five project-based courses: Design Thinkingand Engineering, Electronic engineering and Analog Circuits, Material Engineering, RapidPrototyping, 3D Print, and Mechanical Engineering. Each class uses its syllabus to designvarious bitesize projects. These project-based courses help students

Conference Session

Civil Engineering Division ASCE Liaison Committee - Supporting the Development of the Next Civil Engineers

Collection

2022 ASEE Annual Conference & Exposition

Authors

Audra Morse, Michigan Technological University; Patricia Clayton, Wake Forest University; Carolyn Rodak, State University of New York, Polytechnic Institute; Jacob Henschen, University of Illinois at Urbana - Champaign; Pinar Omur-Ozbek, Colorado State University; Charles Riley, Oregon Institute of Technology; David Saftner, University of Minnesota Duluth; Anthony Cioffi, American Society of Civil Engineers

have a follow up session synchronously within the team for the mentor and assistant mentor to answer participants’ questions and highlight the important aspects of the assessment worksheet. ● Seminar X - Building Interpersonal Rapport (Synchronous). This seminar was recommended to be delivered synchronously. The slides should be modified for remote delivery. As discussed in the Questioning Seminar above, slides on DEI should be added. It would also be beneficial to recommend DEI related statements in the instructor’s syllabus. For the participants who will be teaching remote or asynchronous classes, the instructor should demonstrate how to properly create rapport in the online environment

Conference Session

Civil Engineering Division - Innovative Changes to the Typical Civil Engineering Coursework.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrea Welker, Villanova University; Virginia Smith, Villanova University; Kristin Sample-Lord, Villanova University; Shweta Shrestha, Villanova University

Water Resources and Environmental Engineering, or a PhD in Engineering. The course isoffered to students both in person and through distance education (fully online). The coursemeets once a week in the evenings for 150 minutes. Throughout the semester the course focuseson the drivers of changes to the channels and floodplains through time. The course coverstechnical theories governing fluvial geomorphology, river hydraulics, and sediment entrainment,transport, and deposition, as well as analysis of various aspects of channels numerically andusing different software platforms.The course is highly technical but integrated with concepts of sustainability. Integration ofsustainability content aided the course in two ways: 1) this content helped to

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Agniprava Banerjee, University of Texas at El Paso; Sara Rodriguez, University of Texas at El Paso; Benjamin Flores, University of Texas at El Paso

: Transferable Skills via an Inclusive Professional Framework for Faculty, Change: The Magazine of Higher Learning, 53:5, 48-55, DOI: 10.1080/00091383.2021.196315816. Grunert O’Brien, J., Millis, B., & Cohen, M.W. (2008). The course syllabus: A learning- centered approach. San Francisco, CA: Jossey-Bass.17. Handelsman, J., Miller, S., & Pfund, C. (2007). Scientific teaching, New York, NY: W. H. Freeman and Co.18. https://onlinelibrary.wiley.com/doi/abs/10.1002/dch.3040819. https://www.tandfonline.com/doi/abs/10.1080/00091383.2021.1963158?journalCode=vc hn2020. NSF INCLUDES: Report to the Nation. National Science Foundation. Alexandria, VA 2018.21. Aspirealliance.org. 2022. Aspire. [online] Available at: https

Conference Session

Civil Engineering Division - Innovating New Ways to Teach

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ryan Solnosky, Pennsylvania State University; M Parfitt

Paper ID #37498Teaching Post-Tension Concrete Design: Leveraging PracticalIndustry ExpertiseRyan Solnosky Ryan Solnosky is an Associate Teaching Professor in the Department of Architectural Engineering at The Pennsylvania State University at University Park. Dr. Solnosky has taught courses for Architectural Engineering, Civil Engineering, and Pre-Major Freshman in Engineering. He received his integrated BAE/MAE degrees in architectural engineering from The Pennsylvania State University in 2009 and his Ph.D. in architectural engineering from The Pennsylvania State University in 2013. Dr. Solnosky is also a

Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

Ying Tang, Rowan University; Cheng Zhu, Rowan University; Ryan Hare, Rowan University; Tyler Ziesse; Conor Peterson; Chenchen Huang

conference papers and book chapters.Prof. Cheng Zhu, Rowan University Dr. Cheng Zhu is an assistant professor of civil engineering at Rowan University. His research primar- ily concerns multi-scale geomaterial behavior under coupled processes across various time scales, with emphasis placed on microstructure characterization, constitutive model formulation, and computational geomechanics, for applications in geological storage and energy geotechnics. Prior to joining the Civil and Environmental Engineering Department at Rowan, he worked in the Bureau of Economic Geology at the University of Texas at Austin. At Rowan, he teaches courses in geotechnical engineering and ge- omechanics. He is a recipient of James S. Lai

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines; Jenifer Blacklock, University of Colorado Boulder; Stephanie Claussen, San Francisco State University; Jon Leydens, Colorado School of Mines; Barbara Moskal, Colorado School of Mines; Janet Tsai, University of Colorado Boulder; Natalie Plata, Colorado School of Mines

sociotechnical thinking is integrated into the syllabus or course deliverables. Rubricscarefully designed to assess sociotechnical learning objectives can help address this issue; weoffer one example related to the Interview Assignment at our project website [19]. Anotherapproach is to offer credit for completion of sociotechnical elements or to do a quick assessmentof depth and thoughtfulness, for example assigning 50% credit for the content of submissionsand 50% for clarity and depth of explanations.Finally, we emphasize the importance of finding a community of like-minded researchers andteachers. Especially for the many of us who were taught in more traditional engineeringprograms, it is easy to suffer from the imposter syndrome when trying to

Conference Session

Technical Session 9 - Paper 1: The New Normal: Student Perspectives on Supportive University Policies during COVID and Beyond

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University

Tagged Topics

CoNECD Paper Sessions, Diversity

Education a year later. Her re- search interests include exploration of marginalized engineering students’ experience, hidden identity, student mental health and wellbeing, and student support in engineering and computing education.Dr. Stephen Secules, Florida International University Stephen is an Assistant Professor Engineering and Computing Education at Florida International Univer- sity. He has a prior academic and professional background in engineering, having worked professionally as an acoustical engineer. He has taught a number of courses on engineering and education, including courses on engineering design, systems in society, and learning theories. Stephen’s research interests include equity, culture, and the

Conference Session

LEES 3: Assessing/Addressing Mental Health

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Bruce, University of Ottawa

and wellbeing [9]. Giving studentsanonymity to act without fear of reprisal from classmates thus avoiding social sanctions mayabate this. In a lecture format, if online, questions can be privately mailed to the instructor (in ablind to the class or double-blind manner) such that there is a freedom of self-expression; inessence enabling this authenticity inventory needs to be mated with provisions from theclassroom environment that prevent this conflict. Expressing differing opinions withoutundermining alternative views is essential. Building strategies for maintaining such social orderrely on clear instruction during course syllabus breakdown to explicitly admonish personalattacks in class discussion. Support from educators to reinforce

Conference Session

Graduate Studies Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anna-Maria Marshall, University of Illinois at Urbana - Champaign; Luis Rodriguez; Jill Heemstra, University of Illinois at Urbana - Champaign; John Classen, North Carolina State University at Raleigh; Erin Cortus, University of Minnesota - Twin Cities; Jacek Koziel, Iowa State University of Science and Technology; Deanne Meyer; Anand Padmanabhan, University of Illinois at Urbana - Champaign; Samuel Reed, University of Minnesota - Twin Cities; Benjamin Ruddell; Riveraine Walters

tools that allow collaboration have been a feature of every Cohort Challenge.Team meetings occurred on Zoom before Zoom became a standard meeting tool across USuniversities. Beyond email, team members used Slack channels to plan agendas, shareinformation, and ask questions. Course materials for Toolbox Modules were made availablethrough the Moodle learning management system, though such materials were often stored orhosted on various ancillary servers and sites (e.g. Google, YouTube). In addition, team memberscollaborated on shared bibliographies using Zotero and worked on basic systems modeling usingPlectica. These online tools created a virtual learning environment that promoted collaborationand cooperation across time zones and around the

Conference Session

Technological and Engineering Literacy - Philosophy of Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado Boulder

and community engagementactivities. During the COVID pandemic faculty may have experienced dilemmas regardingstudent health (and the health of the surrounding community) as campus administrators madedecisions about in-person versus online instruction. Universities and faculty are also increasinglyattending to student mental health. Finally, it is argued that considerations of welfare are themost challenging. Faculty perhaps think of student welfare long-term, as they help students buildknowledge and skills that may yield post-graduation benefits in terms of employment. But doesthis long-term perspective cause us to undervalue in-the-moment student welfare? Our policiesand practices may cause stress, and stress has been shown to inhibit

Conference Session

Engineering Ethics Division: Perspectives on Engineering Ethics Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jonathan Beever, University of Central Florida; Laurie Pinkert, University of Central Florida; Steven Kuebler

disciplinary contexts arestandards on academic integrity found in course syllabi. These statements about plagiarism,cheating, and intellectual property have been standardized and are practically copied and pastedinto each new syllabus. These principles are perceived as being so common sense that manyinstructors no longer attend to them when going over the syllabus with students. Such “common-sense” ethics are not unique to higher education contexts but can be found in almost anyorganization. Yet, just as students still get in trouble for plagiarism under the guise of ignorance,engineering professionals can participate in ethical missteps which might be labeled as implicit,understood, or common-sense. Therefore, it is important we do not work under the

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

mentors participating in the program. • Official Program Documentation: grant proposal submitted to NSF, courses syllabus, program webpage, Individual Development Plan (IDP), CRM, Scholar Selection and Continuity Criteria Protocol, IRB Consent Form, and meeting minutes, among others. • Direct Observations during project team meetings, workshops, and co-curricular activities.Sample Description and Sample SizeThe population for the assessment consisted of trainees and mentors participating in PEARLS inyears one and two (2018-19 and 2019-20 academic years), respectively. Participation in theassessment process was voluntary. A complete description of the selection process followed inthis study is provided in [10].Trainees

Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rob Sleezer, Minnesota State University, Mankato; Nicolle Revello; Morgan Round; Kristen O'Connell; Benjamin Orlin; Andrew Roberts, Minnesota State University, Mankato

propositions.2.3 Where is the Research Set?The unit of analysis for this study is the Introduction to Project-Based Engineering course thatwas offered in the Scholars Serving Time program at the Minnesota Correctional Facility –Shakopee (MCFS) during Fall Semester, 2021. MCFS is a women’s prison that housesincarcerated individuals who have been convicted of offenses ranging from property damage tohomicide [48]. Specifics of the course are that it was taught in person to nine incarceratedstudents who met with the professor twice a week for two hours each week during the semester.The intended class size was 22; however, due to COVID-19 restrictions, course participation forthe offering was limited to nine students.The syllabus specified the course

Conference Session

Thinking Outside the STEM Box: Equity, Culture & Social Justice in Education Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stephen Fernandez, University of Massachusetts Amherst; Ankita Kumar; Mariam Alkattan

in engineering education [65]. Noting that social justice is oftenabsent from engineering classes and curricula, Leydens and Lucena lay out a methodologies forintegrating social justice into engineering education [74]. They identify 4 spaces forimplementing change: 1) the Problem Space, which includes contextualized homeworkproblems; 2) the Course Space, which includes the course syllabus; 3) the Boundary Space,which includes programs and events that happen outside of class; and 4) the Program Space,which includes programmatic and/or curricular initiatives [74].The class that is the focus of this paper operates primarily in the Problem and Course Spaces.However, there have been some Boundary Space events, including some department activities

Conference Session

Technological and Engineering Literacy - Philosophy of Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Harly Ramsey, University of Southern California

canhelp us make sense of these stories, and we can examine structures we take for granted, such astime, space, and identity.PositionalityVarious elements of my identity and my professional situatedness influence my approach to thisessay and my relationship to my students. I am a straight, white, cis-gendered female in my 50s.I teach an upper-division general education writing course to engineering students at a large westcoast research university; I am full-time teaching faculty. The course is grounded in workshoppedagogy, and I have one-on-one conferences with my students throughout the semester. MyPhD is in English, and I have an extensive background in narrative theory, identity studies, andrhetoric.Teaching Observations Prompting this