Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jasmine Batten, Florida International University; Alexandra Strong, Florida International University; Monique Ross, Florida International University; Elodie Billionniere, Miami Dade Community College; Myrian Herlle, Florida International University

School of Computer and Information Sciences KFSCIS) at Florida International University (FIU) since 2014. She is a doctoral student in Adult Education and Human Resource Development (AE/HRD)at FIU. Her research interest is in underrepresented students' access, persistence, and success, including transfer students in STEM and Computer Science education. In addition, she serves as the director of the Academic Success Initiative (ASI), a tutoring service program for computer science students, which also functions as a platform for tutors' professional development and career readiness. © American Society for Engineering Education, 2022 Powered by www.slayte.com

Conference Session

PCEE Technical Session 6: Engineering Design in High School

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stacy Klein-Gardner, Vanderbilt University; Leigh Abts, The Johns Hopkins University; Gail Goldberg

Paper ID #37404The Engineering Design Process Portfolio Scoring Rubric(EDPPSR) – Initial Validity and Reliability (Fundamental)Stacy S Klein-Gardner (Adjunct Professor) Stacy Klein-Gardner's career in P-12 STEM education focuses on increasing interest in and participation by females and URMs and teacher professional development. She is an Adjunct Professor of Biomedical Engineering at Vanderbilt University where she serves as the co-PI and co-Director of the NSF-funded Engineering For US All (e4usa) project. She also serves as the co-PI, Lead Engineer, and Director of Partnerships for Youth Engineering Solutions

Conference Session

DEED Technical Session 11 Empathy and Human-Centered Design 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kelley Dugan, University of Michigan; Shanna Daly, University of Michigan; Charlie Michaels, University of Michigan; Steve Skerlos, University of Michigan; Ann Verhey-Henke, University of Michigan

Conference Session

LEES 4: Understanding and Disrupting Engineering Cultures

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chandra Turpen, University of Maryland College Park; Jennifer Radoff, University of Maryland College Park; Keeron Rahman, University of Maryland College Park; Paul Adkins, University of Maryland College Park; Harkirat Sangha; Samshritha Bikki

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

D. C. Beardmore, University of Colorado Boulder; Robyn Sandekian, University of Colorado Boulder; Angela Bielefeldt, University of Colorado Boulder

focuses on developingand supporting an inclusive academic environment for faculty and students across a spectrum ofidentities. Her primary research projects have included qualitative studies on the experiences ofnon-majority members of academia (students and faculty).Author 3 (she/her/hers) is a faculty member at University of Colorado Boulder. She has limitedbackground in dis/ability studies or UDL. In her 25-year teaching career she has had numerousstudents in undergraduate and graduate courses who have university-assigned accommodations.While her primary experience in engineering education research has focused on undergraduatestudents and quantitative studies, she also has experience conducting qualitative studies that haveincluded

Conference Session

First-Year Programs Division Technical Session 14: Introductory Programming Assessment, Plagiarism, Motivation, Engagement, and Textbooks

Collection

2022 ASEE Annual Conference & Exposition

Authors

P.K. Imbrie, University of Cincinnati; Jeff Kastner, University of Cincinnati; Dylan Ryman, University of Cincinnati

Powered by www.slayte.com Sensitivity Preservation and Precision of Plagiarism Detection Engines for Modified Short ProgramsAbstractSource code plagiarism presents a continual threat to the integrity and effectiveness ofengineering education, as habitual cheating often has devastating impacts on students’ academicand professional careers. As programming becomes an increasingly central component offirst-year engineering curricula, it is essential that instructors are able to uphold academicintegrity by identifying students who engage in misconduct, either through direct plagiarism orexcessive peer collaboration. Instructors have an arsenal of plagiarism detection tools at theirdisposal, and students are keenly

Conference Session

Faculty Development Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Victoria Matthew, VentureWell; Surbhi Lipkin-Moore; Pedro Arce, Tennessee Technological University; Andrea Arce-Trigatti, Tallahassee Community College; Nathalie Lavoine, North Carolina State University at Raleigh; Lucian Lucia, North Carolina State University at Raleigh; Emre Selvi, Jacksonville University; Marjan Eggermont, University of Calgary; Murat Tiryakioglu, Jacksonville University; Justin Hall, Jacksonville University; Ron Edelen, Jacksonville University; Jeffery Plumblee, VentureWell

Conference Session

Engineering Physics and Physics Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Harold Evensen, University of Wisconsin - Platteville

energy on an“exciting” class that aligns well with their career goals, while deciding to “just get by” in arequired course. (It can be argued that this is typical of all people, who put the most time andenergy into actions that are most rewarding for them.) In specs grading, the overall grade isoften linked to the number of learning outcomes that are mastered. This means that for a studentwhose goal is a “C,” they might opt not to take a reassessment, or to meet a lower bar for a termproject. Alternatively, it can inspire students to master one or two more learning outcomes inorder to move up to the desired grade level. The key is that it is the student’s decision, and it is amore clear-eyed decision in the specs grading environment. It should

Conference Session

First-Year Programs Division Technical Session 14: Introductory Programming Assessment, Plagiarism, Motivation, Engagement, and Textbooks

Collection

2022 ASEE Annual Conference & Exposition

Authors

Laura Alford, University of Michigan; Heather Rypkema, University of Michigan; Ryien Hosseini, University of Michigan; Megan Beemer, University of Michigan; Harsh Jhaveri, University of Michigan

Conference Session

Biomedical Engineering Division: Developing Lab and Research Skills for BioE/BME Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eileen Haase, The Johns Hopkins University; Natsuki Furukawa, The Johns Hopkins University; Brooke Hardesty, The Johns Hopkins University; Akash Patil, The Johns Hopkins University; Amanda Ruci, The Johns Hopkins University

immediatelycontribute to a laboratory setting and prepare them for further research opportunities later in theiracademic career. As one student noted, “The labs were a good way to build basic lab skills andexposure for students who were previously unable to work in a college lab”. By the end of thecourse, 87% agreed or strongly agreed with the survey comment, “Gaining hands-on lab skills isan important part of this course. I believe it should be continued, possibly with more labs, infuture years.”Figure 2: Comparison of students’ confidence in their lab skills before and after completing each of thethree labs. While most students (63%) felt confident with their pipetting skills prior to Lab 1, almost all thestudents (90%) felt confident post-lab. The increase