Conference Session

Remote Pedagogy in Manufacturing Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joshua Gargac, Ohio Northern University

Equipment 7 Lab design project work day THORS - Castings Lightning Learning courses 8 Midterm THORS test LECTURE: Forging and rolling 9 Lab design pitch competition presentations LECTURE: Drawing and extrusion 10 How's it made? - Metals worksheet LECTURE: Virtual ULA tour 11 AM presentation research work day LECTURE: Daimler Detroit virtual tour 12 AM prototyping design project work day LECTURE: Polymer manufacturing 13 TED talk planning worksheets LECTURE: Watch additive mfg. presentations 14 How's it made? - Polymers worksheet LECTURE: Ceramic and composite manufacturing 15 Final

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Pamela Brown; Melanie Villatoro, New York City College of Technology; Elizabeth Milonas, New York City College of Technology; Benito Mendoza, New York City College of Technology; Hon Jie Teo, New York City College of Technology; Mohammad Razani, New York City College of Technology; Diana Samaroo

enrich themselves. This Spring, faculty and staff participated in aseries of workshops discussing our role in serving Hispanic students and developing plans forprograms and activities on campus that embody our HSI identity. Spanish is the second mostwidely spoken language in New York City; therefore, in order to remove language as a potentialbarrier for recruitment and promote our identity as an HSI, the IUSE program information wastranslated to Spanish and is available on the website and as print marketing materials.ConclusionOverall, these preliminary results suggest that targeted pre-transfer and post-transfer supportsimprove transfer student outcomes. The pandemic has made deeper analysis difficult becausestudents are facing so many

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shannon Clancy, University of Michigan; Shanna Daly, University of Michigan; Laura Murphy, University of Michigan; Colleen Seifert, University of Michigan

included limited time and lack of resources availableor known to the students to engage in exploration of alternatives.Some limitations of this process included limited diversity in the pilot sample, includingmechanical engineering students from a single university. The convenience sampling of studentsthrough research team contacts may have resulted in students more interested in reflecting onengineering work. Next steps within the larger research study include plans to intentionallyrecruit a more diverse student sample through program listservs, student organizations, andmultiple universities to ensure diversity across gender, race and ethnicity, experiences, andselected projects. The larger research study will be expanded to include high school

Collection

2004 GSW

Authors

Ronald Barr; Marcus Pandy; Anthony Petrosino; Barbara Austin

, measuring the gain (Table 2) from pre- to post-test is avaluable instrument for accessing the level of learning in the treatment.3. Outcomes testing is a good way to determine where a particular course fits into the overallcurriculum or degree plan. Based on the results of this outcomes survey (Figure 24), it appearsthat the VaNTH Biomechanics modules can contribute to the following ME outcomes: PO #2 – Ability to solve open-ended problems; PO #4 - Ability to setup, conduct and interpret experiments and to present the results in a professional manner; PO #5 - Ability to use modern computer tools in mechanical engineering; and PO #6 - Ability to communicate in written

Collection

2005 GSW

Authors

M. M. Darwish; M. H. Akram; B. L. Green

were planned before tests. The performance of protégésimproved over time and all of them were able to pass the course.ETEC CourseThis is a lab course designed for first-semester seniors in ETEC program. In the mostrecent senior lab project, the students were partnered in groups specifically to encouragementoring. The senior lab was an all-male class having 16 students, with a wide variety ofbackgrounds. The majority of the students were traditional students; entering collegedirectly from high school, but a sizeable percentage is non-traditional students; enteringcollege at a later stage in their lives. Sixteen students were enrolled for this class; 13White and 3 new Spanish students.The 13 White students in this group had been together in

Collection

2022 ASEE Midwest Section Conference

Authors

Pavel Navitski; Elena Gregg; Robert Leland; Viktar Taustyka; Andrzej Gawlik

second year onschedule with the degree plan sheet. In general infection rates during the summer were lowerthan in early fall or spring, so there was less disruption.Project workThe time of the pandemic has imposed peculiarities on the work on projects. If earlier studentshad the opportunity to meet physically to complete group projects, then during the pandemic thisbecame impossible. This imposed particularities on both communication and the execution of © American Society for Engineering Education, 2022 2022 ASEE Midwest Section Conferenceindividual projects. This became especially noticeable when implementing projects involvingmanufacturing enterprises and external partners and customers

Collection

2022 ASEE Illinois-Indiana Section Conference

Authors

Jackson Otto, Purdue University; Greg J Strimel, Purdue University at West Lafayette (PPI)

that enhances meaning 4.22 4.82 -2.606 .009 Reject Make clear the interdependence of language and meaning, thought, and expression 4.31 4.85 -2.706 .007 RejectReflection and Self-Assessment Envision a future self 4.35 5.13 -3.879 .000 Reject Make plans that build on past experiences that have occurred across multiple and diverse contexts. 4.43 5.18 -4.126 .000 RejectNote. 5-point Likert scale: 1-Strongly Disagree to 5-Strongly Agree © American Society for Engineering Education, 2022 2022

Conference Session

Technical Session 4 - Paper 1: Valuable Professional Learning and Development Activities for Black STEM Postdoctoral Scholars

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Canek Moises Luna Phillips, Rice University; Tammy Michelle McCoy, Georgia Institute of Technology; Comas Lamar Haynes, Georgia Tech Research Institute; Kathryn Joan Watson, University of Colorado Colorado Springs; Sarah Elizabeth Cooksey, University of Colorado Colorado Springs; Kathryn Elizabeth Starkey, University of Colorado at Colorado Springs

Tagged Topics

CoNECD Paper Sessions, Diversity

multidimensional. Thus,student STEM identity continues to be refined and influenced over the course of one’s entire collegeexperience. The model served as the foundation of the interview protocol as well as the deductivedata analysis plan and was used to consider the implications of the study. 5 PARTICIPANTS Pseudonym Year of Birth Gender Race/Ethnicity Engineering Discipline Faculty Rank Guara 1979 Woman White, Latinx Electrical, Computer, and Systems Assistant Rose 1983 Woman White Civil and Environmental Assistant Kelly 1983 Woman

Conference Session

Social Justice and the Curriculum: Equity, Culture & Social Justice in Education Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Peuker, California Polytechnic State University, San Luis Obispo; Erin Moss, California Polytechnic State University, San Luis Obispo; Jaxon Silva, California Polytechnic State University, San Luis Obispo; Emily Wannenmacher, California Polytechnic State University, San Luis Obispo; Lauren Cooper, California Polytechnic State University, San Luis Obispo

,sustainability, global systems of extraction, bias in design, etc. (2) move past the technical/socialdualism currently present in engineering education to empower students to learn about andparticipate in social justice issues and discussions, and (3) give students the tools and skills to learnhow they can incorporate social justice work in ways that support their professional developmentand career plans. This paper will summarize and synthesize our key findings across the threequalitative data strands. By shedding light on the factors that influence student motivation toengage with social justice content in engineering courses, we can help other faculty who areworking toward related curricular transformations at their institutions.MethodsIn a

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hannah Huvard, New Mexico State University; Hengameh Bayat, New Mexico State University; Sandra M. Way, New Mexico State University; Catherine Brewer, New Mexico State University; Addison Miller; Antonio Garcia, New Mexico State University

have been anticipatedby engineering educators to meet these rapid changes [2]. However, the current structure of a4-year engineering degree continues to lag behind more nimble approaches to training theworkforce, such as partnerships between companies and mass open online course (MOOC)providers [3]. Although accreditation plans show intentional opportunities for students to accessand integrate knowledge independently in design courses, internships, or research experiences[4], there is a growing acceptance that learning should be directed by more than pedagogy alonein order to educate engineers. Our vision to meet the challenge of accelerating change is to construct engineeringcurricula that are guided by both andragogy (self-directed

Conference Session

Graduate Studies Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Philip M Holmes, Mayo Clinic Graduate School of Biomedical Sciences; Cynthia H McCollough, Mayo Clinic; Shuai Leng, Mayo Clinic

theinvited lecturers, have a chance to change imaging settings, acquire images, and take image quality andradiation dose measurements. For example, the invited lecturer who teaches the section of radiographywill host a lab session where students have a chance to see every part of an x-ray machine, take imageswith it, and take several measurements of dose and image quality. This type of hands-on studentengagement would be very difficult to organize without the help of our invited lecturers. Having a largeroster of invited lecturers does, however, introduce complications when planning the course. One disadvantage of having so many invited lecturers is that of continuity. Each invited lecturer mayhave their own idea of how they want to run their

Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Syed Ali Kamal, University at Buffalo, The State University of New York; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York

Tagged Topics

Diversity

professionals in popular media affect the identity formation of women andyoung girls in STEM fields can be understood in the light of social identity theory. First, the socialidentity theory puts light on the active role played by individuals in different groups to uphold theirunique identity [34] For instance, when young women plan their careers, they tend to choose pathsthat they feel align with their identities. Secondly, it recognizes the significance of identities towhich individuals feel strongly committed to [34]. In this study, representational intersectionalityinforms how film representations of Black women can impact their lives whereas the SocialIdentity theory informs about the potential impact the film representations of Black female

Conference Session

ERM: New Research Methods and Tools

Collection

2022 ASEE Annual Conference & Exposition

Authors

Qin Liu, University of Toronto; Joanna Li, University of Toronto; Jenifer Hossain, University of Toronto

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

skilled at seeing cultural practices around them, rather than narrowingtheir focus only on what we went in planning to study. We drew from Carlone’s work [13, 14] indesigning protocols and onboarding activities for our team. We realized that these practices ofcultural analysis overlapped with some of the orienting goals of the STS program andcompetencies it was trying to cultivate. For example, Dr. Gupta had observed an STS lessonwhere the instructor invited students to photograph the contents of different refrigerators theyhad access to (at home and at work) and then analyze those scenes. In a research meeting, Dr.Gupta noted that, “these activities prepare them to take up cultural analysis.”At the 2020 Physics Education Research Conference, Dr

Conference Session

Intersections of Identity and Student Experiences: Equity, Culture & Social Justice Technical Session 10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rachael Cate, Oregon State University; Aiden Nelson

shared 5. Explorations of options for new roles, relationships, and actions 6. Planning a course of action 7. Acquiring knowledge and skills for implementing one’s plans 8. Provisional trying of new roles 9. Building competence and self-confidence in new roles and relationships 10. A reintegration into one’s life on the basis of conditions dictated by one’s new perspective [3, p.22]For Mezirow [3-4], Merriam [5], Illeris [6] and scholars of engineering education who haveapplied these frameworks in their own work [6-10], “true transformative learning touches deeplyinto participants’ sense of identity, community, and overall worldview, rather than just depositingcontent into the surface of a learner’s awareness” [2

Conference Session

LEES 4: Understanding and Disrupting Engineering Cultures

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Radoff, University of Maryland College Park; Chandra Turpen, University of Maryland College Park; Fatima Abdurrahman, University of Maryland College Park; Danjing Chen, University of Maryland College Park; David Tomblin, University of Maryland College Park; Amol Agrawal; Sona Chudamani

problem, rather than only focus on describingpossible solutions. With these considerations, the design scenario prompt for our focus groupparticipants was the following: A small grocery store in a low-income neighborhood has "long lines" and has hired your group to make a plan to solve this problem. The store is following their state and county guidelines for social distancing due to COVID-19, which has just started spreading. Some employees had to quit because of employer policies and/or underlying health conditions. However, even with the state-enforced reduced capacity, the store check-out lines get very long. The remaining employees have even seen customers at the back of the line just putting down

Collection

2022 ASEE Gulf Southwest Annual Conference

Authors

Joseph Anthony Donndelinger, Baylor University; Savannah Richards, Baylor University; Lisa Joanne Retzlaff

designing compatible geometricinterfaces on mating components after receiving instruction in both solid modeling approaches andcapabilities of manufacturing equipment and processes. Additionally, the authors have identifiedspecific benefits of delivering instruction on these subjects in a peer-to-peer, active learning format.Action plans for incorporating lessons learned from this study in engineering design courses areincluded in the paper. IntroductionIn today’s engineering design courses, there are multiple methods to manufacture design; two well-known processes are additive manufacturing and laser cutting. The utilization of either method firstrequires students to design a part using a type of computer

Collection

2004 GSW

Authors

Paul Ruchhoeft

and amongthe teams occurs in cohorts composed of three or four teams. For example, for spring2004, eight sets of 90-minute cohort meetings are scheduled at approximately two-weekintervals. (Each set is actually six meetings as the 87 students in the class are dividedinto 22 teams, and the teams assigned to one of six cohorts.) Project planning andcommunication issues (as well as many other “professional” issues) are discussed withthe current projects used as examples or case studies. The teams with projects involvingsimilar technology are grouped in the same cohorts. Teams make informal presentationsand present samples of their work at each cohort meeting. The teams are encouraged towork together as appropriate. There are four rounds of oral

Collection

ASEE-NE 2022

Authors

Ahmed Hassebo, Wentworth Institute of Technology; Sharif IM Sheikh, Wentworth Institute of Technology; Wayne Bynoe, Wentworth Institute of Technology

requirements. Because the aggregate ULtraffic load of most of these IoT applications is typically higher than that of downlink (DL), we focus ouranalysis only on LTE UL performance.To achieve our objective, we present a simple LTE UL scheduling strategy that fully conforms to LTE’ssignaling and QoS standards and builds upon two sequential scheduling algorithms, that is, intra-HNscheduling and inter-HN scheduling. The numerical results of this work can be used as initial guidelines tohelp industry and city officials, who are planning to rollout Smart connected streetlights network, in selectingthe appropriate wireless connectivity technology.The rest of this paper is organized as follows. Section II presents an overview of LTE QoS model andsignaling

Conference Session

ERM: Lessons Learned from COVID (COVID Part 2)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ona Egbue, University of South Carolina, Upstate; Rania Al-Hammoud, University of Waterloo; Arshia Khan, University of Minnesota Duluth

online platform (such as Zoom, Google Classroom, and others) dueto the forced closure of campuses as online education. However, some researchers argue that amore accurate term to describe this shift to online platforms during the pandemic is “emergencyremote teaching” [11, 12], due to the inexperience of professors and teaching teams with regardsto online classes. It rapidly became clear that this type of teaching that became the new standardin March 2020 when the majority of the world began lockdowns to help curb the spread of thenovel coronavirus was not sustainable, and proper teaching plans and support for faculty neededto be in place to assist professors and teachers to effectively run their courses and aid students tothe same degree that

Conference Session

ERM: Find Out More About Faculty!

Collection

2022 ASEE Annual Conference & Exposition

Authors

James Huff, Harding University; Mackenzie Sharbine, Harding University; Joachim Walther, University of Georgia; Nicola Sochacka, University of Georgia; Kyle Shanachilubwa, Harding University; Grant Countess, Harding University

Huff as his advisor, his honors thesis is focused on examining academic well- being of Black computer science/engineering students. Kyle Shanachilubwa is a member of the Beyond Professional Identity (BPI) lab where he assists Dr. Huff with his work on professional shame in engineering education. He plans to attend graduate school in 2024Joachim Walther (Professor)Nicola W. Sochacka (Research Professional) © American Society for Engineering Education, 2022 Powered by www.slayte.com Professional Shame amid Faculty-Student InteractionsAbstractPrior research on faculty-student interactions in engineering education generally conceptualizesthe function of

Conference Session

ERM: Problem Solving and Conceptual Understanding

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessica Swenson, University at Buffalo, The State University of New York; Aaron Johnson, University of Michigan; Max Magee; Melissa Caserto, University at Buffalo, The State University of New York

, responsive teaching, and elementary school engineering teachers.Max Magee Max Magee is an undergraduate research assistant in the Department of Engineering Education at the University at Buffalo. He is majoring in Aerospace Engineering and minoring in Law and Mathematics and set to graduate in May 2023. After graduation, Max plans on seeking employment in the Aerospace field, preferably working with space craft.Aaron W. Johnson (Assistant Professor) Aaron W. Johnson is an Assistant Professor in the Aerospace Engineering Department and a Core Faculty member of the Engineering Education Research Program at the University of Michigan. He believes in a strong connection between engineering education research and practice, and his

Conference Session

Graduate Studies Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jutshi Agarwal, University of Cincinnati; Samieh Askarian, University of Cincinnati; Gregory Bucks, University of Cincinnati; Teri Murphy, University of Cincinnati

contains three main categories of outcomes at two levels,GTA and undergraduate student. These impacts (blue) are linearly (sequentially) related: GTA cognition, GTAteaching practices, and undergraduate student outcomes. GTA cognition pertains to GTAs’ knowledge, skills,attitudes, or beliefs about teaching. GTA teaching practices concerns the GTAs’ approaches to planning, instruction,and assessment. Undergraduate student outcomes centers on the knowledge and skills of GTAs’ students, as well asmore distal student outcomes such as retention and graduation. The framework supposes that effective GTA TPDdirectly promotes changes in GTA cognition, which in turn impacts their instructional behavior (GTA teachingpractices) and subsequent outcomes for

Conference Session

Civil Engineering Division - Integration of Engineering and/or Technical Rigor with Diversity, Equity, Inclusion and Justice (DEIJ)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kristen Sanford, Lafayette College; Philip Parker, University of Wisconsin - Platteville; Frederick Paige, Virginia Polytechnic Institute and State University; Rodolfo Valdes-Vasquez, Colorado State University; Elizabeth Diacik, Lafayette College; Timothy Larsen, Lafayette College; Peter Canevari, Lafayette College

apply a social justice lens to infrastructure planning [34]. Severalauthors describe interventions in Statics courses (e.g. [24], [35]). Chen and Przestrzelski apply adifferent lens in introducing social justice into a statics course through looking at gerrymanderingand centroids; while this isn’t a typical civil engineering context, it does reinforce thesociotechnical nature of problems [27]. Finally, Riley re-imagined and implemented liberativepedagogies in a thermodynamics course as described in her seminal 2003 article, with ideas thatformed the basis for and inspired much subsequent work in transforming technical courses intosociotechnical courses [36].Teaching with a sociotechnical context inherently incorporates ethics and engages

Conference Session

Engineering Ethics Division: Approaches to Ethics Education (Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Vignesh Subbian, The University of Arizona; Linda Shaw; colleen halpin, University of Arizona

Serving Institutions. Subbian’s educational research is focused on asset-based practices, ethics education, and formation of professional identities.Linda R Shawcolleen lynel halpin © American Society for Engineering Education, 2022 Powered by www.slayte.com Ethical Decision-Making Frameworks for Engineering Education: A Cross-Disciplinary ReviewIntroduction The work of an engineer involves countless decisions and judgement calls during every stepof the planning, design, implementation, and evaluation phases of any given project. Thesedecisions may impact the public in a myriad of ways, with significant implications for publichealth

Conference Session

LEES 4: Understanding and Disrupting Engineering Cultures

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Tomblin, University of Maryland College Park; Nicole Mogul, University of Maryland College Park

of thesemester. One of the primary considerations for hiring a UTF is their ability to connect the STSpostures to course learning outcomes. In advance of the Spring 2022 semester, we implementedthe curriculum and believe that our current 12 UTFs understand their role as both implementingcurriculum and continuously self-reflecting on their own classroom practices. Each week wemeet as a team in a classroom to run through the week’s lesson plan and to do the active stokestogether to ensure the best possible implementation and debrief. We gave the UTFs notebooksand assigned them 10 minutes of reflective writing on Fridays after their session, plus oneobservation of another section during the first three weeks of the semester. Our

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joan Tisdale, University of Colorado Boulder; Angela Bielefeldt, University of Colorado Boulder; Laura MacDonald, University of Colorado Boulder; Carlo Salvinelli, University of Colorado Boulder

the different phases in the iterative process of engineering design; ● Create innovative technological solutions for underserved communities; ● Gain an understanding of their role in the engineering community; ● Learn to consider the consequences of design decisions at both local and global levels; ● Learn how engineering underpins everyday life; ● Learn how to place people at the heart of their designs; and ● Develop skills in engineering, communication, planning and project management, effective distribution of work and collaboration.In Fall of 2021, the project was focused on a real-world scenario in the Cape York Peninsula inAustralia. Students were provided with a Design Brief, which included extensive informationabout

Conference Session

LEES Session 8: Care and Commitments

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michelle Ausman; Dean Nieusma, Colorado School of Mines; Qin Zhu, Colorado School of Mines; Stephen Rea; Kylee Shiekh, Colorado School of Mines; Beck Corby, Rensselaer Polytechnic Institute

need to learn this so that this won't happen.” -Senior, Mechanical EngineeringAnother form of tacit knowledge for undone ethics is that because ethics involves a personal setof values, it can’t be taught but instead is something each person carries. As each person has theirown set of ethics, engineering ethics is difficult to transfer due to the nuances of each person’sethical values. Thus, ethics is unteachable because you either have it or you don’t: A lot of the ways that ethics get involved in that class aren't really with a traditional way. It's more you realize that it's an ethics sort of thing. There isn't a lesson plan where they're like, ‘Oh, this is an example of ethics’. It's more they explain, like, an

Conference Session

Computers in Education 6 - Best of CoED

Collection

2022 ASEE Annual Conference & Exposition

Authors

Elma Hernandez, Texas Tech University; Venkatesh Uddameri, Texas Tech University; Ameri Gurley, Texas Tech University

being planned to help studentsbecome more comfortable with sensor and physical computing technologies. The study also providesuseful feedback to refine first-year courses on computational thinking and data analysis in order to makethem more suitable for up-streaming purposes. The findings also indicate that the elimination ofengineering circuits hinders students comfort with sensing technologies. Laboratory courses do provide 16a useful pathway to foster computational thinking and introduce sensing technologies to overcome theelimination of basic engineering electives in modern civil engineering program. The interventionspresented here have low cost overhead and can therefore easily be

Conference Session

Student Success and Interactions

Collection

2022 ASEE Zone IV Conference

Authors

Michael Sekatchev, University of British Columbia; John Graeme Dockrill, University of British Columbia, Vancouver; Agnes Germaine d'Entremont P.Eng., University of British Columbia, Vancouver

Tagged Topics

Conference Submission, Diversity

assignment during asecond-year rigid body dynamics course. A second survey, distributed after the assignment wascompleted, asked students (both those who submitted problems and those who didn't) toself-evaluate their understanding, and ask whether or not they plan to incorporate problemcreation into their regular studying habits (and why or why not).Then, a third separate survey was sent out to 13 current and previous members of our openeducational resource (OER) mechanics homework problem project (which we will designate as“OER students”). This project is an ongoing 2-year project where students create ~50-100problems each per work term. We wanted to evaluate whether creating their own problemsimproved their understanding of dynamics and/or statics