Conference Session

Capstone Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brian J. Novoselich, United States Military Academy; James E. Bluman, United States Military Academy; Rebecca Zifchock, United States Military Academy; Matthew Dabkowski, United States Military Academy

Tagged Divisions

Mechanical Engineering

, discernable difference in design understanding orapplication between the cohorts that did and did not take the Intro to ME course. Thesesentiments are corroborated by the lack of statistical significance between the two cohortsmentioned previously.ConclusionCourses that provide early exposure to the design process will most likely remain ubiquitous inthe mechanical engineering curriculum of the United States. Although they consume a portionof any program’s resources, they tend to provide a relatively low-threat, high-impact firstexperience in engineering. These courses are often designed to be interactive, team-based, andapplied, which are all reflective of how engineers typically operate in professional practice.These types of courses may also

Conference Session

Capstone Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathan M. Kathir P.E., George Mason University; Erik Knudsen, George Mason University

Tagged Divisions

Mechanical Engineering

concern for the authors was how to continue to provide a meaningful design experienceto the students and the second one was how to complete the projects to meet sponsors’expectations. Based on the feedback from the students and sponsors, the authors successfullymanaged both concerns. Typically, the student teams perform fabrication, testing and validationin the machine shop. They were asked to perform more rigorous analysis than initially requiredand revised grading scheme reflects increased weight for analytical methods and validation.They were evaluated, still under a team setting, on how they managed to include additionalanalysis or more detailed design work, and verified their work presented as part of their criticaldesign review during the

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carla López del Puerto, University of Puerto Rico, Mayaguez Campus; Carmen M. Bellido, University of Puerto Rico, Mayagüez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Monica Alfaro, University of Puerto Rico, Mayagüez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus

Tagged Topics

Diversity, NSF Grantees Poster Session

services they need to succeed. As faculty,we need to be advocate and champion for talented students who have been impacted bycatastrophic event if we want to retain and graduate them to become successful STEMprofessionals.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantsNo. 1354156 (Nanotechnology Center); 1833989 (EECOS); 1833869 (PEARLS); 1832468 and1832427 (RISE-UP). Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation. The authors are greatly thankful to the advisory board members andevaluators for their valuable input and feedback. We are also greatly

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diane L. Peters, Kettering University; Elizabeth Gross, Sam Houston State University

Tagged Topics

NSF Grantees Poster Session

increased byexperiences, there were two participants who had experienced a decrease in confidence, or whosaw that in others. The decreases in confidence were only reported by direct pathway students.One direct pathway student reported that an internship had impacted “the level of confidencewith which I proclaim results,” but in a way that reflected less confidence instead of more. Hereported having given specific numerical results as “a figure of speech”, and after beingchallenged on that in the workplace, changed his approach. As he stated, I throw a lot of disclaimers before I give specific numbers now because unless you have data to back it up, people will latch onto the numbers and then when it comes back and it’s only a 40

Conference Session

Women in Engineering Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shawna Vican, University of Delaware; Robin Andreasen, University of Delaware; Heather Doty, University of Delaware; L. Pamela Cook, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

the use of student evaluations ofteaching in peer review and tenure and promotion processes. Given the abrupt switch to onlineeducation in spring 2020, as well as continued virtual delivery of most classes in the 2020-2021academic year, task force members were concerned that traditional course evaluation metrics andstudent feedback would reflect student dissatisfaction with online education, rather thansummative feedback as to teaching quality. This concern was compounded by the known bias instudent evaluations of teaching, where female faculty, faculty of color, and those from othermarginalized groups are disadvantaged [8], [21]. For both spring 2020 and the full 2020-2021academic year, student course feedback is to be included in future

Conference Session

College Industry Partnerships Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Pistrui, University of Detroit Mercy; Nassif E. Rayess, University of Detroit Mercy

Tagged Divisions

College Industry Partnerships

coursewas 98%.The TTI survey was administered again in the junior year in the context of the ProfessionalPractice of Engineering course, which is a required lecture-based course that students take aftercompletion of a minimum of one co-op semester. The survey was required and was used in asignificant assignment in which students reflect on their strengths and weaknesses and on how toleverage the former and mitigate the latter. The survey participation for junior students whocompleted the course was 100%.The TTI survey was also administered to ninety-three (93) graduate students in a professionalmasters program in product development, which draws early career engineering professionals.This group is considered to be successful in their careers as

Conference Session

International Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Homero Murzi, Virginia Polytechnic Institute and State University; Bianey Cristina Ruiz Ulloa, National University of Tachira; Francisco Gamboa, Universidad del Táchira; Johnny C. Woods Jr., Virginia Polytechnic Institute and State University; MiguelAndres Andres Guerra P.E., Universidad San Francisco de Quito USFQ; Karen Dinora Martinez Soto; Reema Helen Azar, Universidad San Francisco de Quito USFQ

Tagged Topics

Diversity

Tagged Divisions

International

respected by theirmembers. The U.S. score is below average, represented by a degree of acceptance of new ideasand trying new things. This can also be reflected in the good perception that innovation andcreating new products have [16].Finally, in terms of masculinity, the dimension that explains how much a society is driven bycompetition, achievement, and success, Ecuador and the U.S. have very similar rankings in themiddle of the spectrum. The countries can be considered highly success-oriented and drivensocieties, competitive, and status-oriented [16]. While these two countries rank similarly, thecompetitive drive differs according to their cultural dimension of Individualism. For example,Ecuador is a highly collectivistic country, so competition

Conference Session

Design Mental Frameworks

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christopher D. Schmitz, University of Illinois at Urbana Champaign; Jake Fava, Siebel Center for Design; Sneha Subramanian, Siebel Center for Design

Tagged Divisions

Design in Engineering Education

4 5 am comfortable documenting my biases, assumptions, and predictions.2 As I work on a project, I 1 2 3 4 5 actively reflect on my biases, assumptions, and predictions.3 I am comfortable generating 1 2 3 4 5 potential solutions to a problem.4 In design, I know how to 1 2 3 4 5 generate multiple alternative solutions.5 I know how to develop a plan 1 2 3 4 5 of action that outlines next steps and possible challenges.6 I know how to create a prototype. 1 2 3 4 57 I know how to communicate 1 2 3 4

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bekir Mugayitoglu, University of Wyoming ; Mike Borowczak, University of Wyoming; Andrea Carneal Burrows Borowczak, University of Wyoming

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

reuse. These lessons can guide professionaldevelopments for not only K-12 teachers, but also for engineering educators in cybersecurity andcomputer science.Funding:This work was supported by the Wyoming Department of Education (WDE) and theNational Science Foundation (NSF) through the CS for All: RPP - Booting Up ComputerScience in Wyoming (WySLICE Award #1923542) and Sustaining Wyoming’s AdvancingReach in Mathematics and Science (SWARMS Award #1339853). Any opinions, findings, andconclusions, or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of NSF.ASEE 2021 ReferencesAbramovich, S. (2016). Understanding digital badges in higher education

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Victor Hugo Minces, University of California, San Diego

Tagged Topics

Diversity, NSF Grantees Poster Session

and students. 3In this first experience, we and the teacher coordinated several lessons in which we used freesoftware to introduce the science of waves. After this introduction, students developed a projectin which they created sound installations and reflected on how their installations vibrated andgenerated sound [2].We used free sound editor Audacity [11] for students to visualize waveforms (as anoscilloscope), create pure tones (as a signal generator), and create sound compositions. For aspectrogram, we used free software UltimaSound (See Figure 1). Using and installing thesoftware on the school’s computers was possible because we were

Conference Session

Engineering Technology Curriculum and Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mert Bal, Miami University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

material for Industry 4.0 qualifications so students can appreciate the marketabilityof the new degree in RET. Furthermore, the creation of stackable micro-credits, certificates andworkshops is aimed to enable non-traditional students and professionals to select content mostrelevant to their needs. Experiential learning will be incorporated in the educational activities bydeveloping the hand-on lab experiences in a design iterative approach that creates opportunitiesto reflect on the outcomes and results of an experiment, and then requires the synthesis of a newor evolved approach.Furthermore, the development of the RET curriculum will strengthen and improve the quality ofengineering technology education for undergraduate students by creating

Conference Session

Tech Tools and Tips

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kevin A. Waters P.E., Villanova University; Jonathan Hubler, Villanova University; Kristin M. Sample-Lord P.E., Villanova University; Virginia Smith, Villanova University; Andrea L. Welker, Villanova University

Tagged Divisions

Civil Engineering

sloping downward away from theridges without forming a bowl shape (Figure 4). Once the landscape is created, students areasked questions regarding the contour lines shown in the sandbox, reflecting on what the spacingof contours reveals about slopes. Students then use their hands to create shadows over thesandbox, which simulates rain and subsequent overland flow on the sand, which is observedrelative to the sandbox slope as well as the defined ridgeline. With the simulated water flowingin opposite directions away from the ridgeline, students visualize the concept of a watershedboundary. A discussion on the timing of water moving through the landscape ensues, withstudents asked to comment on what characteristics impact how long it takes water to

Conference Session

Pre-College Engineering Education Division Technical Session 10

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Medha Dalal, Arizona State University; Adam R. Carberry, Arizona State University

Tagged Divisions

Pre-College Engineering Education

education must continue. Our work adds to the conversation by providing directevidence of school, district, and state administrators’ perspectives. We will continue to engage inmultiple reflections and discussions with administrators across the nation in the coming years asthe e4usa scales up to create district-level partnerships. The study has implications for how schooland district partnerships may be developed to allow for reciprocal support as pre-collegeengineering education continues to grow.AcknowledgementsThis material is based upon work primarily supported by the National Science Foundation (NSF)under NSF Award Number EEC-1849430. Any opinions, findings and conclusions, orrecommendations expressed in this material are those of the author(s

Conference Session

The Challenges that Two-year College Students Face when Transferring to a Four-year College for Engineering and Engineering Technology Program

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Montana Epps, California Polytechnic State University, San Luis Obispo ; Jamie Bettencourt, Cuesta Community College; Daniel Almeida, California Polytechnic State University, San Luis Obispo; John Y. Oliver, California Polytechnic State University, San Luis Obispo; Lizabeth L Thompson , California Polytechnic State University, San Luis Obispo; Chance Hoellwarth, California Polytechnic State University - San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

barriers to student success in highereducation. The goal is to provide participants with opportunities to critically examine theintersections of their strengths with their social/cultural identities to support students as theytransfer from community college to a highly selective predominantly white institution. Ultimately, though the data currently reflects a small number of transfer studentparticipants, our plan is to gather more information over the course of the next academic year toquantify how and how many transfer students participate in extra- and co-curricular activities.Ultimately, we intend to describe the impact participation has on their sense of belonging and thedevelopment of their engineering and computer science identity, and

Conference Session

Student Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Elizabeth Santana, Purdue University; Scott R. Bartholomew, Brigham Young University

Tagged Topics

Diversity

Tagged Divisions

Student

(reflective of the overall idea of its contents) isapplied to a unit of data–– were used to analyze her responses. (Example of Holistic Codeapplied to represent data excerpts from student interview can be found in Appendix F.) Belowwe describe ideas and observations derived from Jamie’s interview which may relate to thequantitative findings.Idea 1: The student faced challenges during the programming portion of the intervention.Jamie discussed some of her experiences programming, stating: That if one tiny little thing is wrong, your whole entire problem could be wrong…I was using different variables because I thought I didn't have that variable [made]. So then I'd have two different variables and then something wouldn't work for

Conference Session

First-Year Programs: Virtual Instruction in the First Year III

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

AJ Hamlin, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Amanda Marie Singer, Michigan Technological University; Nathan D. Manser, Michigan Technological University; Michelle E. Jarvie-Eggart, Michigan Technological University; Ken Thiemann, Michigan Technological University

Tagged Divisions

First-Year Programs

. 81.0% 86.2%The instructor communicated the course material clearly. 67.8% 69.7%The instructor engaged students by encouraging participation 75.9% 73.7%during classThe instructor engaged students by encouraging course preparation, 86.2% 88.8%reflection or other activities outside of class.The instructor displayed a personal interest in students and their 78.8% 81.2%learning.The instructor used technology appropriately 86.1% 85.4%Taking

Conference Session

Engineering Technology Pedagogy 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Keith S. Pate, Purdue University, West Lafayette; Jose M. Garcia, Purdue University, West Lafayette; Farid Breidi, Purdue University, West Lafayette

Tagged Divisions

Engineering Technology

have proven to be especially beneficial intechnical fields, such as engineering. Interactive tools assist students in learning fundamentalconcepts using hands-on experience. This experience can help students visualize how theseconcepts are applied to real world challenges. One of the primary benefits of interactive tools isthat they provide instant feedback to the user. In engineering, these tools can be used toencourage students to problem solve, experiment, realize, and reflect on difficult concepts. Suchan experience enables students to apply their conceptual knowledge to real world difficulties on asmaller scale. This application can help them understand how variables, seen in calculation, caninfluence a problem. This experience also

Conference Session

Faculty Development 4: COVID-19's Impact on Students

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Celeste Chavis P.E., Morgan State University; Steve U. Efe, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

skills,knowledge, and attitudes of a faculty can be a roadblock to training and determining facultyreadiness [13]. Teaching behaviors by faculty that reflect knowledge, skills, and attitudes must beidentified prior to a faculty training program, and training content must be developed to meet theirneeds at the appropriate level [14].Instructor and Learner’s InteractionBolliger & Halupa [15] stated the need to place a high value on communication between theinstructor and students, and the instructor’s timely responsiveness. Interaction facilitates dialogueand promotes active and collaborative learning. Unlike synchronous or face-to-facecommunication, online courses may lack interaction due to the physical separation of students andinstructor

Conference Session

Reassessing Your Teaching Through Turmoil

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Charles Riley P.E., Oregon Institute of Technology; Sharon L. Beaudry, Oregon Institute of Technology; Jesse M. Kinder, Oregon Institute of Technology

Tagged Divisions

Civil Engineering

practices in remote and online teaching. We then describe our institutionalteaching model, which is built upon best practices in traditional classroom instruction. Next, wecompare and contrast these models of instruction as we describe how we adapted our workshop,based on traditional classroom instruction, for remote instruction. We close with feedback fromparticipants on the effectiveness of the workshop.Much like moving classes online, moving the workshop online was a challenge, but it wasrewarding. It opened our eyes to new ways of doing things and allowed us to reflect on teachingmore broadly rather than the specific techniques we have honed in the classroom. There are somechanges we will happily abandon when we can meet in person — such as

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elodie Billionniere, Miami Dade College; Lawrence Eric Meyer Jr., Miami Dade College

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

moreclosely with industry partners in order to meet their workforce expectations and develop curriculathat align with the workforce of tomorrow based on cloud computing job roles.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1801024. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] S. Fayer, A. Lacey and W. Watson, A. “BLS spotlight on statistics: STEM occupations- past, present, and future,” U.S. Department of Labor, Bureau of Labor Statistic, 2017. [Online]. Available: https://www.bls.gov/spotlight/2017/science-technology

Conference Session

Learning Outcomes and Assessment Within Chemical Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tamara Floyd Smith, Tuskegee University

Tagged Divisions

Chemical Engineering

exam format.However, more students shifted and disagreed that the exam was structured to reflect theirknowledge of the content. Figure 6: Spring 2020 Pre and Post-Grading Survey FeedbackIn addition to the Likert scale responses to assessment items, students were also given theopportunity to provide qualitative feedback to explain their responses. Overall, the commentswere very positive. The least favorable and most favorable/valuable comments are reportedbelow:Least favorable comments:• I am nervous to see my grade on exam 3 because it is different.• The practice exam made it harder because those types of questions could not be used.Most favorable/valuable comments:• Can’t really mess up a rubric.• Without the rubric, I

Conference Session

Student Engagement, Socioemotional Needs, and Social Support During Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Qin Liu, University of Toronto; Juliette Sweeney, University of Toronto; Greg Evans, University of Toronto

Tagged Divisions

Educational Research and Methods

into being when people select and activate it by taking appropriate action) and created(i.e., the environment in which people create the nature of their situations to serve their purposes)[22]. While research has yet to examine the impact of these types of educational environments canhave on student learning, empirical studies have corroborated that students tend to adjust theirlearning strategies on the basis of their perceptions of their learning environments [11, 31]. Placing these elements together, Figure 1 illustrates the general conceptual framework for thisstudy. Engineering students enter an online learning environment with their self-directed learningcapabilities, which are mainly reflected in their motivation for learning and

Conference Session

Electrical and Computer Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alejandro H. Espera Jr, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University

Tagged Divisions

Electrical and Computer

✓ ✓ ✓ ✓ ✓ ✓ Taylor ✓ ✓ ✓ ✓ ✓ ✓ *Pseudonym assigned by the researchersIt is our intention to include all five participants regardless of the number of open-ended questionsthey were willing to answer. We believe that their selection of questions also revealed the real- 3world scenarios they were able to comfortably discuss. In turn, this would also reflect specificelectric circuit concepts that they perceive to sufficiently know and use in explaining thephenomena.Analysis and FindingsThe transcriptions were organized, coded, and cross-analyzed on Dedoose through multipleiterations of coding. Descriptive and in vivo coding were used for the first cycle, while

Collection

ASEE 2021 Gulf-Southwest Annual Conference

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., NASA EPDC

Communication, Initiation,Reduction, and Extension (Figure 1). This model was developed based on four critical aspects: a)a combination of teaching practices employed by the author during lecture sessions; b) post-courseevaluation of teaching experiences; c) literature on instructional best practices; d) sensitivity ofcircumstances surrounding students during COVID-19. The combination of experientialknowledge, post-course reflection and scholarly literature provided a framework through whichthe purposed model was conceptualized, developed, and implemented. 4. Granting 1. Constant Extensions on

Collection

2010 North Midwest Section

Authors

AnnMarie Thomas; Amy Miller; Heather Spicuzza

a dance will be choreographed around. Y e ece be ab e be b f e ee ece f d, 8 4 1/16 . Y de g e e e e of any fasteners, with the exception of fasteners made out of the plywood itself. (Note that if your design is chosen for construction, we will work with you to design supports for it which may include the use of additional wood and/or fasteners.) We will then be building 1/12 scale models using thi d a d e UST De g Lab a e c e . A this project, please reflect on the lectures, readings, discussions of the engineering design process that we had at the beginning of the semester!T e e e e e ec de e ables were

Collection

2010 North Midwest Section

Authors

Waddah Akili

lecture method is a helpful start.Lectures have a number of characteristics that makes them, for the right subject matter, desirablein the classroom (Bonwell and Eison 1991). It does, to a great extent, depend on the abilities andexperience of the lecturer. An able and committed lecturer can accomplish the following: Proceedings of the 2010 ASEE North Midwest Sectional Conference 4 1. Relate the material proficiently and effectively, in a manner that reflects lecturer’s personal conviction and grasp of the subject matter; 2. Provide students with a thoughtful, scholarly role model to emulate; 3. Supplement the subject

Collection

2011 North Midwest Section

Authors

Kristine Guzak; Kurt Paterson

-efficacy, and mastery of sustainable engineering are addressed.20-21 The case study reflection essay is administered with the whole cohort in a room, and handwritten over a period of 30-45 minutes. The online survey is comprised of 25 Likert-scale questions that are based in sub-groups examining self-efficacy, beliefs, and knowledge of sustainable engineering. This survey typically takes students approximately 10 minutes to complete. From this assessment a better understanding of the students, possible explanations of their sustainable engineering mindset in relation to international service, as well as the effectiveness of the programs in which they were involved can be examined

Collection

2011 North Midwest Section

Authors

Byron Garry

to reflect on the effectiveness of the rubric and revise it prior to itsnext implementation7. It does not help retain consistency of scores from year-to-year, which yourprogram may want as you document your continuous improvement efforts, but it is oftennecessary.In our EET program we have found that groups write better final reports when the group hasbeen keeping their webpage information updated well12. We use this rubric as a part of ourassessment for ABET (o) the ability to use appropriate engineering tools in the building, testing, Proceedings of the 2011 North Midwest Section Conferenceoperation, and maintenance of electronic systems.Another checklist type rubric is shown in Figure 12. There are many

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abeera P. Rehmat, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln

Tagged Divisions

Faculty Development Division

grant from the National Science Foundation # 2027471. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the views of the National Science Foundation.References[1] J. Bourne, D. Harris, and F Mayadas, “Online engineering education: Learning anywhere, anytime,” Journal of Engineering Education, vol. 94, no. 1, pp. 131-146, 2005.[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, 2020, [Online]. Available:https://er.educause.edu/articles/2020/3/the-difference-between- emergency-remote-teaching-and-online-learning.[3] L

Conference Session

First-Year Programs: Cornucopia

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joshua Bourne Reed, Rowan University; Scott Duplicate Streiner, Rowan University; Daniel D. Burkey, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Jennifer Pascal, University of Connecticut; Michael F. Young, University of Connecticut

Tagged Divisions

First-Year Programs

. American c Society for Engineering Education, 2021 “Mapping” the Landscape of First-Year Engineering Students’ Conceptualizations of Ethical Decision MakingAbstractWhen working in a professional world, engineers often encounter problems that involve social andethical considerations that cannot be solved using the technical skills that make up a majority oftheir engineering education. When encountering ethical challenges, an engineer should haveethical awareness and be reflective on the ethical implications of their decisions. It is importantfor universities to focus on improving their students’ ethical reasoning and social awareness if theywant to develop successful engineering graduates