Conference Session

Engineering Libraries Technical Session 6: Diversity

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eric Prosser, Arizona State University

for Engineering Education, 2022 Powered by www.slayte.com Creating a STEM Diversity Collection in an Academic Science and Engineering LibraryIntroductionHistorically excluded populations are underrepresented in STEM disciplines [1-3]. One actionthat academic science and engineering libraries can take to address this inequity is to adoptpolicies and follow through on efforts to diversify their collections by purposefully acquiringitems that spotlight the stories and contributions of historically excluded communities in STEMfields.This article describes the efforts at Arizona State University to create a STEM DiversityCollection at their academic science and engineering

Conference Session

ETD Technical Session 6 - Curriculum and Programs III

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jack li, Purdue University Fort Wayne

Wayne Motivating Students to Learn Basic Electronic Theories by Adopting Them in Different CoursesIntroductionInterest in a field is a key factor to motivate students in studying [1]. Although most newtechnologies used in our daily life raise students’ interests in studying in Electrical Engineeringand Electrical Engineering Technology (EET), a lot of students lost interests in studying in thisfield continuously after about two years on learning basic theories. There are a lot of reasonsaccording to student survey. A common complaint is that it is hard to find real applicationexamples of basic theories in textbook in their life frequently. For example, bipolar transistorcircuits are widely replaced by Integrated

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Annie Patrick, Virginia Polytechnic Institute and State University; Scott Dunning, Virginia Polytechnic Institute and State University; Mary Brewer, Virginia Polytechnic Institute and State University; Kimberly Johnston, Virginia Polytechnic Institute and State University; Nicole Gholston, Virginia Polytechnic Institute and State University; Susan Broniak, Virginia Polytechnic Institute and State University

Paper ID #36913Measuring and Highlighting the Value of ProfessionalAcademic Advising in an ECE DepartmentAnnie Yong Patrick (Ms.) .Mary BrewerKimberly R Johnston (Academic & Career Advisor)Nicole Gholston (Academic and Career Advisor)Susan Broniak (Academic and Career Advisor) © American Society for Engineering Education, 2022 Powered by www.slayte.com Measuring and Highlighting the Value of Professional Academic Advising in an ECE DepartmentAbstractProfessional academic advising is a growing trend in undergraduate education [1]. Having adedicated team of professionals trained to address

Conference Session

ETD - STEM Issues in ET I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Khalid Zouhri, University of Dayton; Philip Appiah-Kubi, University of Dayton; Kayla Nulph, University of Dayton

certificate in Engineering Management. His research interests lie in engineering pedagogy, data analytics, and supply chain management.Kayla Nulph © American Society for Engineering Education, 2022 Powered by www.slayte.comThe Impact of COVID19 on Students’ Learning Outcomes in a ThermodynamicsCourseKhalid Zouhri 1* , Philip Appiah-Kubi1, Kayla Nulph11 Department of Engineering Management, Systems & Technology, University of Dayton, 300 College Park,Kettering Lab 241M, Dayton, OH 45469-0236.Abstract The COVID19 pandemic has resulted in many institutions having limited options ofinstructional modes and tools that can be used when the schools are closed. Many

Conference Session

Unassigned (6 available)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jill Heemstra, University of Illinois at Urbana - Champaign; Luis Rodriguez; Anna-Maria Marshall, University of Illinois at Urbana - Champaign; Erin Cortus, University of Minnesota - Twin Cities; John Classen, North Carolina State University at Raleigh; Jacek Koziel, Iowa State University of Science and Technology; Alison Deviney

about the development of transdisciplinary professionals.introductionTo address complex societal issues, challenges or “big ideas” [1], problem solvers need to drawupon diverse knowledge systems that represent multiple disciplines as well as experiential,cultural or contextual knowledge held by non-academics and practitioners. Cross-disciplinaryand problem-focused approaches such as transdisciplinary research can be effective in bringingabout impactful changes [2]. As a growing societal need, there is increasing emphasis onpreparing graduate students for transdisciplinary work. Although skill sets associated withspecific disciplines are often reviewed through accreditation, there are few accreditationprograms for graduate education relative to

Conference Session

Materials Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nutnicha Nigon, Oregon State University; Dana Simionescu, Oregon State University; Thomas Ekstedt, Oregon State University; Julie Tucker; Milo Koretsky, Tufts University

multiple courses and terms.We found no clear correlation between expert predictions of the DL and the measured DL fromstudents. Some evidence shows that discussion during the second step made expert predictionscloser to student performance. We suggest that, in determining the DL for conceptual questions,using predictions of the DL by experts who have taught the course is not a valid route. Thefindings in this paper can be applied to assessments in both in-person, hybrid, and online settingsand is applicable to subject matter beyond materials science.IntroductionIn the 21st century, educators are responding to a rapidly changing context that includes shifts inthe social circumstances of learners [1] and the technology tools available for

Conference Session

We Love our MOMs (Mechanics of Materials)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Casey Kidd, Louisiana Tech University; Ethan Hilton, Louisiana Tech University

need to learn grows with it. Traditionally, the method ofinstruction used was a direct, teacher-center, approach where the courses are centered around theinstructor lecturing to the students for the length of the class. Some demonstration may be used,but the students were essentially passively involved in the course. Using a more student-centeredteaching method can have a more positive response from the students and lead to a more effectivelearning environment [1].To understand how this teaching method can be more effective, one must look at a comparisonbetween the alternatives. Educational instruction can be separated into two main categories: directinstruction and constructivism. Direct instruction is a teacher-centered approach that

Conference Session

Remediation and Curricular Changes to Improve Student Learning and Outcomes

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gianluca Guadagni, University of Virginia; Hui Ma, University of Virginia

. © American Society for Engineering Education, 2022 Powered by www.slayte.com A sustainable model to structurally improve outcomes in math courses for engineering studentsIntroductionIncorporating active learning pedagogies to increase student learning has gained increasinginterest and attention in higher education in the last decade. In STEM, many introductory courseshave been completely redesigned to embed active learning. At the University of Virginia (UVA),the Applied Mathematics (APMA) program has progressively moved to a model with near-peerlearning, which is heavily based on the participation of Undergraduate Teaching Assistants(UTAs). In this new role, our UTAs need to grasp 1

Conference Session

ETD - A Technology Potpourri I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University; Jay Porter, Texas A&M University; Emel Cevik, Texas A&M University; Mathew Kuttolamadom, Texas A&M University; Jennifer Whitfield, Texas A&M University; Bugrahan Yalvac, Texas A&M University; Maram Alaqra

session. We attended one of the class meetings and took field notes alongwith images of the projects students completed. The interview data collected were transcribed.The textual data were analyzed using the constant comparative method. Analyses reveal thestudent's lived experiences with the newly implemented engineering focused integrated STEMactivities.IntroductionIncreasing K-12 students’ interest in Science, Technology, Engineering, and Mathematics(STEM) fields has been a mutual goal of educators and stakeholders [1]-[3]. There is a growinginterest among the education researchers to design and implement integrated STEM education[4]-[8]. Researchers have emphasized the role of Project Based Learning (PBL) in teachingintegrated STEM [9],[10

Conference Session

ETD - STEM Issues in ET I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Austin Asgill, Kennesaw State University; Cyril Okhio, Clark Atlanta University

Society of Professional Engineers, Cobb Chapter, a Member of the American Society of Engineering Educators ASEE, and a Member of the Institute of Transportation Engineers, USA. Dr. Okhio has carried out experimental and numerical investigations of, and developed statistical analysis tools and computer codes, for the numerical simulation/calculation of complex flows. He has been co-PI in a few successful research efforts including those related to NASA, WPAB, GE, NSF, NRO, ARO, ORNL, Honeywell, KCP, to name a few. He has also been the co-PI on Department of Energy sponsored Project called Minority Serving Institution Partnership Project MSIPP on Advance Manufacturing which involved the (1) use of research activities to

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Barbara Karanian, Stanford University; Mona Eskandari, University of California, Riverside; Annika Speer, University of California, Riverside; mariam salloum, University of California, Riverside

revealed: (1) Operationalizing all the time interfered with the excitement of firstmeetings and leaving a space for iterative promise, (2) Women were the ones that women andmen imagined led the operationalizing work during a virtual educational mode before a returnto in-person, (3) Compassion was amplified for students organizing groups with care, “Iknow what it feels like to be a straggler left behind because it happened to me,” and (4)Shock of the 2020 and 2021 pandemic diminishes over time with prophetic stories of a new,lasting kind of collaboration effect, “It’s difficult to make sure that everyone is actuallywilling to sit next to someone else in the room, many are still acting awkward and distantwith each other.” Results suggest that

Conference Session

Construction Engineering Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Zia Din, University of Houston; Mayank Patel, University of Houston; krithikashree lakshminarayanan

engaging ways todeliver hands-on learning opportunities. The students were able to find safety hazards andconstruction steps that otherwise were not apparent to participants.1 IntroductionThe use of new visualization technologies can potentially improve students' learning bydelivering learning material visually in an immersive environment. Visualization can be achievedby utilizing technologies, including virtual reality, augmented reality, 360-degree photographs,videos, and serious games, to name a few. Augmented reality (AR) has been used for teaching inmany disciplines, such as medical, marketing, military, nuclear, and aeronautics [1]. AR hasevolved significantly in terms of both hardware and software. Users can deploy AR on head-mounted

Conference Session

ETD - A Technology Potpourri II

Collection

2022 ASEE Annual Conference & Exposition

Authors

Samia Afrin, East Tennessee State University; Christopher Hudson, East Tennessee State University

industrialworkplace organization but also extended to domestic ground. It provides a systematic approachto good housekeeping.A homeowner’s garage is a harbor for the security and protection of one’s vehicles and typicallyserves as the central storage area for the tools used to maintain/repair the home and its contents.Many homeowners face the problem of an increasingly cluttered and disorganized garage.Research and effort invested in the application of a 5S program for the homeowner’s garage takesaim at improving the safety and available space in the garage. This paper provides a reasoningbehind the case study, techniques of garage space optimization, and outline the benefits offollowing project completion.1. IntroductionThe ergonomics process is mostly

Conference Session

Community Engagement Division Technical Session 4- COVID and Virtual Learning

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shaoping Qiu, Texas A&M University; Malini Natarajarathinam, Texas A&M University

food insecurity[1]. The rate of food insecurity in Texas is higher than in most other states. According to the USDepartment of Agriculture (USDA), Texas is among the nine highest states of food insecuritywith a prevalence rate of 13.3 percent. The situation is more severe in some of Texas’s ruralcommunities. Due to a lack of money and other resources, households with low and very lowfood security have difficulty in providing enough food for their family members at some timeduring the year. Food insecurity is closely related to poor health among children, adults, and theelderly [2]. Multiple studies have shown that limited access to adequate food leads to impairedcognition and behavioral and mental health problems among children [3-5]. Food

Conference Session

WIED: Partnering with and Supporting the WIED Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Camila Zapata, Universidad Andres Bello; Maria Elena Truyol, Universidad Andres Bello

there are non-cognitive and affective factors that are relevant for studentsuccess and have a direct affect on degree choice and subsequent drop out rate. These factorsbear relevance on curricular field, institutional sensitivity among others. For these reasons, itis necessary to rethink training institutions so they may become a welcoming, respectfulspace that favors full inclusion and development for women. The present work seeks toidentify factors that enginering students themselves consider relevant and necessary toinclude in a School of Engineering, to allow promoting a safe and inclusive gender equalenvironment. Data was collected using a validated quantitative instrument, using theSensitive Assessment for Gender Equality SAGE [1

Conference Session

Multidisciplinary Engineering Division Technical Session - Integrated Engineering and Interdisciplinary Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Faruk Yildiz, Sam Houston State University; Adrian Villalta-Cerdas; Mary Swarthout, Sam Houston State University; David Thompson, Sam Houston State University; Taylor Martin, Sam Houston State University

) determined a need for an additional one million STEMgraduates over the next decade [1]. In order to help accomplish this worthy but formidable goal,the council recommends a strategy to increase recruitment and retention of STEM students in thefirst two years of their undergraduate education. In fact, the PCAST report states that increasingthe national retention rate of STEM majors from 40% to 50% would produce 750,000 more STEMgraduates, effectively accomplishing three-fourths of the council’s goal.Significant initiatives have been ongoing that aim to improve the quality of undergraduate STEMeducation and learning experiences. The initiatives vary on the levels of national, multi-institutioncollaborations, corporate, and individual campuses [2-6]. A

Conference Session

PCEE Session 12: STEM, Technology, and Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Emily Dare, Florida International University; Joshua Ellis, Florida International University; Mark Rouleau; Gillian Roehrig, University of Minnesota - Twin Cities; Elizabeth Ring-Whalen

to the teaching of K-12 integrated STEM education continues to be impededby the lack of observational tools available to education researchers. The work presented here usesa new observation protocol – the STEM Observation Protocol (STEM-OP) – designed formeasuring the degree of integrated STEM teaching in K-12 science and engineering classrooms.The STEM-OP includes 10 items with four descriptive levels for each item (scored 0-3): 1)Relating content to students’ lives, 2) Contextualizing student learning, 3) Developing multiplesolutions, 3) Cognitive engagement in STEM, 5) Integrating STEM content, 6) Student agency, 7)Student collaboration, 8) Evidence-based reasoning, 9) Technology practices in STEM, and 10)STEM career awareness. In this

Conference Session

ETD Technical Session 6 - Curriculum and Programs III

Collection

2022 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University; Michael Johnson, Texas A&M University; Pouneh Abbasian, Texas A&M University

aspects 1- technical aspects ofchange (technological advancements and computerization) and 2- the people-related aspects(educating and growing the workforce skills). Limited availability of research on both aspects,specifically educating aspects such as the skills/ capabilities of the workforce and the available jobtraining curriculum, in the industrial distribution industry and especially warehousing has drawnour attention for doing this research.Regarding Small and Mid-size Enterprises (SME), Koshal et al., 2019 outlines some of the resultsobtained from a survey comprising sixteen Likert-type questions, gathered from 56 potentialrespondents from industries such as manufacturing, retail, distribution and third-partyorganizations. Results show a

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebecca Essig, Purdue University Fort Wayne

our new engineering students is that engineers do not have towrite. The truth is that communication skills are widely acknowledged within the profession asan essential skill for engineers. ABET has consistently listed “an ability to communicateeffectively” as a foundational student outcome [1] , and surveys indicate that engineering facultyrecognize the importance of students being able to communicate solutions and designssuccessfully [2]. However, writing education is often only addressed within courses like seniorcapstone and general education English courses because engineering faculty run up againstroadblocks such as the time commitment required to set up a new writing assignment, the timeneeded to provide valuable feedback, and students

Conference Session

Centering Black Experiences in STEM: Equity, Culture & Social Justice in Education Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anne McAlister, University of Virginia; Jessica McDermott, University of Virginia; Juan Carlos Garibay, University of Virginia; Lindsay Wheeler

. Thus,for Andre, identification with engineering, race, and social justice were all related. The findingsof this study may have implications for how institutions leverage students’ social justiceresources that they bring into engineering, integrate issues of social justice into engineeringeducation, and broaden perspectives of engineering such that the field might appeal to a widervariety of students. Results highlight the value and utility of integrating issues of socialinequality into engineering education for potentially increasing interest, persistence, andrepresentation in the field of engineering.Introduction A significant amount of research has focused on engineering identity [1], demonstratinghow engineering identity contributes

Conference Session

PCEE Session 4: Resource / Curriculum Exchange

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jason Bruns, Minnesota State University, Mankato; Brian Grogan, Siemens Digital Industries Software

Conference Session

ECE Division Technical Session 4: Student-centered Learning and Teaching Methodologies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Saharnaz Baghdadchi, University of California, San Diego; Theresa Meyerott, University of California, San Diego; Paul Hadjipieris

initiatives, including professional development, teacher training, special education, curriculum improvement, Local Control Funding Formula, Local Control Accountability Plan, Western Association of Schools and Colleges, Title 1, and other State and Federal programs to improve students’ educational development and academic success. Dr. Meyerott believes all students can learn with innovatively designed programs, curriculum, and instructional strategies implemented to accommodate the diversity of learners today. This successful learning environment can be achieved through high expectations, clear goals, and collaboration with students, educators, and community stakeholders. In Theresa’s extra time she is a scuba diving

Conference Session

Environmental Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chelsea Linvill; Benjamin Michael Wallen P.E., United States Military Academy

select their teaching modality without significant impacton performance.Intro: The effects COVID-19 had on education since March 2020 have been varied. Over 50%of in-person learning around the world was put on hold for at least some period of time. [1] [2]Over 24 months after the start of lockdowns across the world, many institutions are still adaptingto a new normal. Engineering courses had to become flexible adapting course material, in-classdemos, fieldwork, labs, and industrial field trips to the online environment. Intro toenvironmental engineering courses often include all of these aforementioned experiences. In theearly days of the pandemic, March 2020, faculty had to adapt curriculum quickly to continuestudents’ education in

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammad Ilbeigi; Diana Bairaktarova, Virginia Polytechnic Institute and State University; Azita Morteza, Stevens Institute of Technology (School of Engineering and Science)

investments in designingand developing gamified educational strategies in the last two decades, little is known aboutsystematic approaches to direct future research and development efforts in this field for theconstruction sector. The overarching objective of this study is to address this gap in knowledgeby conducting a scoping review to systematically analyze and map the research done in thisdomain. Particularly, this study addresses two questions: (1) what is known from the literatureabout gamified solutions for education and training in the construction industry? (2) what are thepotential future research directions in gamification for education and training in the constructionindustry?In this study, we address these questions using a scoping

Conference Session

Graduate Studies Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yaoling Wang, University of Nebraska - Lincoln; Caron Clark, University of Nebraska - Lincoln

other factors, such as gender,exercise, and working hours, did not show significant associations with well-being and perceivedstress, further studies are required to investigate: how a specific gender group appears to have adifferent well-being state than others; what types of work might impact students' well-being; andwhat support systems provided by the university are most effective in supporting student well-being.Introduction A recent study showed that graduate students are six times more likely to suffer from mentalillness as compared to the general population [1]. The study surveyed 2,279 graduate students from26 countries and 234 institutions and discovered that a staggering 41% of the participants hadmoderate to severe anxiety

Conference Session

ERM: Mentoring for Everyone! And Let's talk about Graduate Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado Boulder; Sabina Schill, University of Colorado Boulder; Haley Passov

facilitate the learning of theirnear-peers in STEM courses [1-7], including first-year engineering courses [8-11]. The LearningAssistant (LA) model formalized the process of training UTA students to serve in a variety ofclassroom settings, frequently for core STEM courses that many students find particularlychallenging. The LA model started at the University of Colorado Boulder and has sinceexpanded to 200 institutions [12, 13]. LA Programs are intended to blend four goals:undergraduate course transformation using LAs, discipline-based education research, teachingrecruitment and preparation, and transformation of departmental cultures [12]. The three mainexperience elements of model LA programs include: (1) practice where the LAs lead weeklylearning

Conference Session

Assessment in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Stephanie Wettstein, Montana State University - Bozeman; Jennifer Brown, Montana State University - Bozeman; Eva Chi, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico

Conference Session

Civil Engineering Division - Huh? What Did You Say? What Does That Mean?

Collection

2022 ASEE Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado Boulder; Cristina Torres-Machi; Qin Lv, University of Colorado Boulder

competences in data analysis. Theintuition driving this research is that the approach currently used to teach data science in civilengineering is failing to gain the interest of students. This study has two objectives: (1) toexplore the attitudes and beliefs of civil engineering students towards data science and (2) topropose pedagogical activities aimed at integrating data science into undergraduate civilengineering courses. Toward the first objective, an instrument was developed using itemsadapted from the Computing Attitudes Survey (CAS) and the Engineering ProfessionalResponsibility Assessment (EPRA). The survey was administered to civil engineering students,with responses received primarily from senior-level students. An exploratory factor

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Filip Cuckov, Wentworth Institute of Technology; Marisha Rawlins, Wentworth Institute of Technology; Wayne Bynoe, Wentworth Institute of Technology; James McCusker, Wentworth Institute of Technology

future computer engineering curricula. Such curricula should meet the standards oftoday yet look forward to adapting to the guidelines of tomorrow, which are embodied by theIEEE/ACM Computing Curricula 2020 Paradigms for Global Computing Education.IntroductionAt our institution, like many others worldwide, it has been over a decade since we havereimagined and redesigned our engineering curricula. Since then, we have ensured andconfirmed compliance with accreditation agencies [1], perfected the delivery of courses, andassessed learning outcomes to ensure that our graduates can be successful in all the differentstages of their careers. The problem is that in the last ten years, the careers that await ourgraduates have changed fundamentally such

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Casey Ankeny, Northwestern University; Amy Adkins, Northwestern University; David O'Neill, Northwestern University

between what instructors want students to know (course goals orobjectives) and their understanding. As a result, an alternative method of assessing student work,standards-based grading (SBG), is becoming more popular in the engineering education field toprovide students with rich feedback on how well they are meeting course standards [1] . ThoughSBG more explicitly links student proficiency and course goals, its effectiveness still relies onstudent initiative to read and internalize the SBG feedback. This is a not a trivial task. Bothanecdotal educational wisdom and a handful of studies suggest that students do not incorporatefeedback [2] , especially when paired with a grade [3]. Additionally, there can be studenthesitance in accepting SBG