Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lorelle Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Darnishia Slade, Michigan Technological University; Logan Burley, University of Michigan

provided feedback on the project. This material is based upon worksupported by the National Science Foundation under Grant No. 1954908 under the EHR Core(CORE) Research Program.References[1] I. Settles, L. Cortina, J. Malley, & A. Stewart, “The climate for women in academic science: The good, the bad, and the changeable,” Psychology of Women Quarterly, vol. 30, pp. 47- 58, 2006.[2] C. Corbett & C. Hill, C. Solving the equation: the variables for women’s success in engineering and computing. Washington, DC: The American Association of University Women, 2015.[3] E. Cech, B. Rubineau, S. Silbey, & C. Seron, "Professional role confidence and gendered persistence in engineering," American Sociological Review, vol. 76:5, pp

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Greg Strimel, Purdue University at West Lafayette (PPI); Sherylyn Briller; Douglas Pruim; Todd Kelley, Purdue University at West Lafayette (COE); Jung Sohn, Purdue University at West Lafayette (COE); Rebecca Martinez, Purdue Polytechnic Graduate Programs; Jackson Otto

research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.Gravemeijer, K. & Cobb, P. (2006). Design research from a learning design perspective. In J. Van Den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), Educational design research (pp. 17-51). London: Routledge.Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48, 952-984.Hill. (2020). Understanding the impact of a multi-institutional STEM reform network through key boundary-spanning individuals. Journal of Higher Education, 91(3), 455–482. https

Conference Session

Systems Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Siddhant Joshi, Purdue University at West Lafayette (COE); Kirsten Davis, Purdue University at West Lafayette (COE); Lori Czerwionka, Purdue University at West Lafayette (PPI); Elisa Camps Troncoso, Purdue University at West Lafayette (PPI); Francisco Montalvo

-term program or a single course, whereas the Abeesee scenario maybe appropriate for a more advanced course or longitudinal assessment over the course of aprogram of study.AcknowledgmentsWe acknowledge the National Endowment for the Humanities for the partial funding of this project(AKA-270141-20), and we express our gratitude to the students who participated. References[1] J. R. Grohs, G. R. Kirk, M. M. Soledad, and D. B. Knight, “Assessing systems thinking: A tool to measure complex reasoning through ill-structured problems,” Think. Ski. Creat., vol. 28, pp. 110–130, Jun. 2018, doi: 10.1016/j.tsc.2018.03.003.[2] A. Mazzurco and S. Daniel, “Socio-technical thinking of students and practitioners

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Alexander, Texas A&M University - Kingsville; Michael Preuss; Breanna Bailey, Texas A&M University - Kingsville; David Hicks; Rajashekar Mogiligidda, Texas A&M University - Kingsville; Nitilaksha Hiremath, Texas A&M University - Kingsville; Jingbo Liu, Texas A&M University - Kingsville; Lihua Zuo, Texas A&M University - Kingsville; Mahesh Hosur

students at the university (current retention of 2020participants is higher than institutional averages), and for the institution as a recruiting andstudent preparation tool.This work was funded by the National Science Foundation Award #1928611. Any opinions,findings, and conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.References[1] A. Enriquez, Langhoff, N., Dunmire, E., Rebold, T., Pong, W., "Strategies for Developing, Expanding, and Strengthening Community College Engineering Transfer Programs," presented at the ASEE Annual Conference and Exposition, 2018.[2] M. Khasawneh, Bachnak, R., Goonatilake, R., Lin, R

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 2: Instructional/Learning Resources and Pedagogies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yevgeniy Yesilevskiy; Annika Thomas, Columbia University in the City of New York; Jessica Oehrlein, Fitchburg State University; Melissa Wright, Barnard College of Columbia University; Michael Tarnow, Columbia University in the City of New York

work? a review of the research,” Journal of Engineering Education, vol. 93, no. 3, pp. 223–231, 2004. [3] G. P. Wiggins, G. Wiggins, and J. McTighe, Understanding by design. Ascd, 2005. [4] S. Sundararajan, L. E. Faidley, and T. R. Meyer, “Developing inquiry-based laboratory exercises for a mechanical engineering curriculum,” in 2012 ASEE Annual Conference & Exposition, pp. 25–432, 2012. [5] J. J. Biernacki and C. D. Wilson, “Interdisciplinary laboratory in advanced materials: A team-oriented inquiry-based approach,” Journal of Engineering Education, vol. 90, no. 4, pp. 637–640, 2001. [6] N. Smith, “Scaffolded laboratory sequence: Mechanics lab,” in 2020 ASEE Virtual Annual Conference Content Access, 2020. [7] M. M

Conference Session

LEES 3: Assessing/Addressing Mental Health

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kacey Beddoes, San Jose State University; Andrew Danowitz, California Polytechnic State University, San Luis Obispo

, pp. 371–392, 2021.[5] M. L. Sanchez-Pena and C. Otis, “Comparing Wellbeing Indicators, Perception of Stress, Competition, and Achievement Between Undergraduate Engineering, Other STEM, and Non-STEM Majors,” presented at the American Society for Engineering Education Annual Conference, Virtual Conference, 2021.[6] J. K. Hyun, B. C. Quinn, T. Madon, and S. Lustig, “Graduate student mental health: Needs assessment and utilization of counseling services,” Journal of College Student Development, vol. 47, no. 3, pp. 247–266, 2006.[7] S. K. Lipson, S. Zhou, B. Wagner III, K. Beck, and D. Eisenberg, “Major Differences: Variations in Undergraduate and Graduate Student Mental Health and Treatment Utilization Across Academic

Conference Session

Multidisciplinary Engineering Division Technical Session - Empathy, Metacognitive Skills, and Perceptions of Success

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bala Maheswaran, Northeastern University; Kendrick Langenbach, Northeastern University

Assistant Dongye Shenfor their never-ending wisdom and support.References [1] M. M. Waldrop, “The Science of Teaching Science”, Nature, Vol 523, 272-274 (2015) [2] B. Maheswaran, "Teaching an Accelerated Course via Team Activities: Assessment and Peer Rating of the Team Impact". 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June. ASEE Conferences, 2016. https://peer.asee.org/26015 [3] B. Maheswaran, C. S. Stransky, and H. Kumarakuru, "Innovative Energy Elevator: a Physics and Engineering Wonder!". 2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah, 2018, June. ASEE Conferences, 2018. https://peer.asee.org/30667 [4] B. Maheswaran, N. B. Tedori, E. J

Conference Session

Professional Skills and Community Building in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Deborah Goldberg, University of Maryland College Park

) framework, quality constructused to understand the way a process or product can fail and predict the consequences of thosefailures [8]. As part of the FMEA process, risk severity (S), probability of occurrence (O) andlikelihood of detection (D) are ranked from 1-10 and a risk priority number (RPN) is defined byRPN=S×O×D. This RPN is used to rank the possible failures and determine the priority ofvarious risks being addressed. This topic was introduced through a literature discussion onupstream process conditions, but students were asked in homework to investigate another area ofmanufacturing in which FMEA is routinely used. Exposing students to risk analysis andcontingency planning allows them to begin thinking in this framework; while

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alicia Kiremire; Gerry Caskey; Michael Swanbom, Louisiana Tech University; Matthew Johnson, Louisiana Tech University

, increased thecapacity of the college to manage a project at this scale. Over time, it also increased the capacityof the grant’s Principal Investigator (PI), a faculty member who brought over 30 years ofindustry experience but had not yet led a grant project. This material is based upon worksupported by the National Science Foundation's Advanced Technological Education Programunder Grant No. 1801177. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.Project COMPLETE is a collaboration between Louisiana Delta Community College (LDCC)and Louisiana Tech University (LA Tech) to expand instrumentation workforce pathways

Conference Session

Civil Engineering Division ASCE Liaison Committee - Accreditation and Curriculums - What Changes Are Occurring?

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Swenty, Virginia Military Institute; Brian Swenty, University of Evansville

Paper ID #37359A Comparison of Licensed Engineers’ ConductRequirements, the ASCE Code of Ethics, and EAC-ABETCivil Engineering Accreditation CriteriaMatthew Swenty (Dr.) Dr. Swenty obtained his bachelor's and master's degrees in Civil Engineering from Missouri S&T and then worked as a bridge designer at the Missouri Department of Transportation. He returned to school to obtain his Ph.D. in Civil Engineering at Virginia Tech followed by re-search work at the Turner-Fairbank Highway Research Center on concrete bridges. He is currently a professor of civil engineering and the Jackson-Hope Chair in Engineering at

Conference Session

International Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Collins Vaye, Florida International University; Precious Eze, Florida International University; Bruk Berhane, Florida International University

Disruption of school curriculum Traditional teaching style Quality (High-quality educators) Blended-modular learningReference[1] “Statement on the tenth meeting of the International Health Regulations (2005) EmergencyCommittee regarding the coronavirus disease (COVID-19) pandemic,” www.who.int.https://www.who.int/news/item/19-01-2022-statement-on-the-tenth-meeting-of-the-international-health-regulations-(2005)-emergency-committee-regarding-the-coronavirus-disease-(covid-19)-pandemic.[2] S. D. Pitlik, “COVID-19 Compared to Other Pandemic Diseases,” Rambam MaimonidesMedical Journal, vol. 11, no. 3, p. e0027, Jul. 2020, doi: 10.5041/rmmj.10418.[3] G. E. Patterson, K. M. McIntyre, H. E. Clough

Conference Session

Civil Engineering Division - The New Normal: Enduring Technology Improvements in the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mousumi Roy, University of Connecticut; Manish Roy, University of Connecticut

, and R.R. Pompano, “Strategies for enhancing remote student engagement through active learning,” Anal Bioanal Chem, vol. 413, pp. 1507-1512, Mar. 2021.[4] Bradley, V. M. (2021). Learning Management System (LMS) use with online instruction. International Journal of Technology in Education (IJTE), 4(1), 68-92. https://doi.org/10.46328/ijte.36[5] S. Freeman, S. L. Eddy, M. McDonough, M.K. Smith, N. Okoroafor, H. Jordt, and M. P. Wenderoth, “Active learning increases student performance in science, engineering, and mathematics,” Proceedings of the National Academy of Sciences of the United States of America, vol. 111(23), pp. 8410-8415, 2014.[6] Bruff, D. (2009). Teaching with classroom response systems: Creating active learning

Conference Session

Mechanical Engineering: Online Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amir Karimi, The University of Texas at San Antonio; Randall Manteufel, The University of Texas at San Antonio

% 3%* Design Project/Research Project(s) 8% Cumulative Midterm Exams 48% Final Exam 22% Total 100% 5%* For an average exams grade above 70 points during the semester, up to 3 bonus points will be awardedbased on the total points earned for homework assignments.Three-midterm exams accounted for 48% of the final grade and the final exam had a weight of 22%on the final grade. As a part of exam policy, the lowest mid-term exam grade was replaced by theaverage of all other exam grades, including the final exam. For example, if the mid-term

Conference Session

ERM: Conceptualizations of Engineering and Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Theresa Green, Utah State University; Angela Minichiello, Utah State University; Amy Wilson-Lopez, Utah State University - Engineering Education

--35672.[14] G. W. Stocking, Observers observed: Essays on ethnographic fieldwork. Madison, WI: The University of Wisconsin Press, 1983.[15] R. C. Bogdan and S. K. Biklen, Qualitative research for education: An introduction to theory and methods. Boston, MA: Allyn and Bacon, 1992.[16] J. W. Creswell, Qualitative inquiry & research design: Choosing among five approaches, 3rd ed. Thousand Oaks, CA: SAGE Publications, Inc., 2013.[17] S. Masta and S. Secules, “When critical ethnography leaves the field and enters the engineering classroom: A scoping review,” Stud. Eng. Educ., vol. 2, no. 1, pp. 35–52, 2021, doi: 10.21061/see.26.[18] J. M. Case and G. Light, “Emerging research methodologies in engineering

Conference Session

PCEE Session 3: Robotics and Design Competitions

Collection

2022 ASEE Annual Conference & Exposition

Authors

Arif Sirinterlikci, Robert Morris University; Jason McKenna, VEX Robotics; Yuhan Lin; Raina Oravec; Lauren Harter, VEX Robotics

/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid- 19_and_education_august_2020.pdf[8] A. Robins, J. Rountree and N. Rountree. “Learning and Teaching Programming: A Review and Discussion”. Computer Science Education, vol. 13 no. 2, pp. 137-172, 2003.[9] R. Pea. “Language-Independent Conceptual "Bugs" In Novice Programming”. Educational Computing Research, vol. 2 no. 1, pp. 25-36, 1986.[10] S. Grover, Computer Science in K-12: An A-To-Z Handbook on Teaching Programming. Edfinity, 2020.[11] H. S. Hadani and S. Parvathy “What do we know about the expansion of K-12 computer science education?”, August 2020. [Online]. https://www.brookings.edu/research/what-do-we-know-about-the-expansion-of-k-12- computer-science

Conference Session

Biomedical Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rachel Childers, The Ohio State University

. Psychol., vol. 40, no. 2, pp. 130–133, doi: 10.1177/0098628312475033.[3] T. A. Benson, A. L. Cohen, and W. Buskist, “FACULTY FORUM Rapport: Its Relation to Student Attitudes and Behaviors Toward Teachers and Classes.”[4] M. Townes O’Brien, T. Leiman, and J. Duffy, “The Power of Naming: The Multifaceted Value of Learning Students’ Names,” QUT Law Rev., vol. 14, no. 1, Feb. 2014, doi: 10.5204/QUTLR.V14I1.544.[5] K. M. Cooper, B. Haney, A. Krieg, and S. E. Brownell, “What’s in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High- Enrollment Biology Classroom,” CBE Life Sci. Educ., vol. 16, no. 1, Mar. 2017, doi: 10.1187/CBE.16-08-0265.[6] Y. D. Murdoch, L. Hyejung

Conference Session

Engineering Libraries Division Technical Session 7: Library Collaboration

Collection

2022 ASEE Annual Conference & Exposition

Authors

D. Boyer, Clemson University; Leah Wiitablake, Clemson University; Yang Wu, Clemson University

. “Fixing the broken textbook market.” The Student Public Interest Research Groups(Student PIRGs), U.S. PIRG Education Fund, pp. 1-17, 2014.[7] Florida Virtual Campus. “2018 student textbook and course materials survey.” Tallahassee, Florida,2019. Available:https://dlss.flvc.org/documents/210036/1314923/2018+Student+Textbook+and+Course+Materials+Survey+Report+--+FINAL+VERSION+--+20190308.pdf/07478d85-89c2-3742-209a-9cc5df8cd7ea[8] J. J. Jenkins, L. A. Sánchez, M. A. Schraedley, J. Hannans, N. Navick, and J. Young. “Textbook broke:Textbook affordability as a social justice issue.” Journal of Interactive Media in Education, vol. 1, no. 3,pp. 1, 2020. Available: http://dx.doi.org/10.5334/jime.549[9] S. D’Antoni. “Open educational resources: Reviewing

Conference Session

Faculty Development Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tina Zecher, Northern Arizona University; Fethiye Ozis, Carnegie Mellon University

. We applied a mixed methods designto not only establish a baseline of PCP tools used by faculty and the student perception ofprofessor-student rapport, but also to understand the reasoning behind the PCP choices made byvarious faculty. In the process of this initial study, however, we began to notice rapport was notcorrelated to the PCPs used but rather to the reasons faculty used certain communication tools.We pivoted our work to examine how faculty mindsets, which became evident in theirexplanations for how and why PCPs were used, correlated to professor-student rapport.Drawing on Wilson et al.'s work [7] using student perceptions to understand professor-studentrapport and more recent work on the impact of faculty mindset on student

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ali Zilouchian, Florida Atlantic University; Nancy Romance, Florida Atlantic University; Hanqi Zhuang, Florida Atlantic University

collaborating on start-up projects and grant writing with the Colleges of Science, Nursing, Arts & Letters, Engineering and Computer Science and Medicine. 1992-Present: Professor, Science/Literacy Education, College of Education, Florida Atlantic University. Currently PI: USDOE Hispanic Serving Institution with College of Engineering; Co-PI: NSF S STEM; Completed Grant Activity– PI on NSF DR K-12: Early Science Learning and Literacy Development (2013-2018); Co-PI: NSF GK12 and NSF RIGEE; Advisory Member on NSF STEM-C, NSF ChemBOND, and NSF Statewide Systemic Initiative. Previous grants: PI USDOE/IES Vocabulary Development (2004-08), NSF/REC/IERI Science and Literacy (2002-09), USDOE/IES Reading Comprehension (2004-09

Conference Session

Understanding Inclusivity and Equity in STEM Contexts: Equity, Culture & Social Justice in Education Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tiffani Williams, University of Illinois at Urbana - Champaign; Karin Jensen, University of Illinois at Urbana - Champaign; Ilalee James, University of Illinois at Urbana - Champaign

. San Francisco, Calif: Jossey-Bass, 2010.[4] S. A. and H. K. CNN, “Everyday words and phrases that have racist connotations,” CNN. https://www.cnn.com/2020/07/06/us/racism-words-phrases-slavery-trnd/index.html (accessed Feb. 28, 2022).[5] “12 Common Words And Phrases With Racist Origins Or Connotations,” HuffPost, Jul. 07, 2020. https://www.huffpost.com/entry/common-words-phrases-racist-origins-connotations_l_5efcf b63c5b6ca9709188c83 (accessed Feb. 28, 2022).[6] V. Braun and V. Clarke, “Using thematic analysis in psychology,” Qual. Res. Psychol., vol. 3, no. 2, pp. 77–101, Jan. 2006, doi: 10.1191/1478088706qp063oa.[7] J. Fiske, Introduction to Communication Studies, 3rd ed. London: Routledge, 2010. doi: 10.4324

Conference Session

Remote and Flipped Instruction in Mechanics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Holte, University of St. Thomas

andproportions create great tasting dishes, the same attributes and proportions may not be needed foreach class period to be engaging.While in-person instruction is preferred, there are many benefits to engaging studentssynchronously when we are forced to move instruction online.AcknowledgementsThe author thanks Dr. Doug Dunston for his assistance in data collection for this study.References[1] J. Bourne, D. Harris, F Mayadas, "Online Engineering Education: Learning Anywhere, Anytime," Journal of Engineering Education, vol. 94, pp. 131-146, 2005.[2] I.E. Allen & J. Seaman, Staying the Course: Online Education in the United States, Needham. MA: Sloan-C, 2008.[3] M. Shuey, A Akera, S. Appelhans, A. Cheville, T. De Pree, & S

Conference Session

Social Identities and STEM Experiences: Equity, Culture & Social Justice in Education Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lizabeth Thompson, California Polytechnic State University, San Luis Obispo; Andrew Chan, California Polytechnic State University, San Luis Obispo; Julia Cannon, California Polytechnic State University, San Luis Obispo; Jane Lehr, California Polytechnic State University, San Luis Obispo

ecosystem model. She is also a Co-PI on an NSF S-STEM grant called ENGAGE which is working to make a more robust transfer pathway for local Community college students. Dr. Thompson is a Co-PI on an NSF ADVANCE grant called KIND with other universities within the CSU. She is a co-advisor to Engineers without Borders, Critical Global Engagement, and oSTEM at Cal Poly.Andrew Thomas ChanJulia CannonJane L. Lehr (Professor) Dr. Jane L. Lehr is the Director of the Office of Student Research and Professor in Ethnic Studies and Women’s, Gender & Queer Studies at California Polytechnic State University, San Luis Obispo. She is also Director of the CSU Louis Stokes Alliance for Minority Student Participation (LSAMP) in STEM

Conference Session

Aerospace Division Technical Session: Student Success

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathryn Wingate; Aaron Johnson, University of Michigan; Kayla Brooks, University of Colorado Boulder

asignificant effect on aerospace student persistence past their first year nor students’ academic at-risk status. There were small inverse effects, suggesting that decreased financial means led togreater academic at-risk status but also higher persistence. However, once again, these resultswere not statistically significant.All of these studies have looked at student outcomes at one point in time, such as graduationrates, persistence into the engineering profession, or academic at-risk status after their first year.While these are important metrics, only looking at one point in students’ undergraduateeducation cannot shed insight into the place(s) in the curriculum that are causing inequitableoutcomes. To begin to answer this question, researchers

Collection

2005 GSW

Authors

Jose Amieva; Apolinar Zapata

experiments we can see the results of the integrationand derivation functions”.The same two laboratory experiments were assembled and tested, by the same students,using the real components. The comments from most of the students again were “theselaboratory experiments make the connection of the calculus concepts, with the real world.We learn by doing.” Proceedings of the 2005 ASEE Gulf-Southwest Annual Conference Texas A&M University-Corpus Christi Copyright © 2005, American Society for Engineering Education References 1. Mel S. Sabela, E.F. Redish (2005) “Student Understanding of Topics in Calculus” 2. Lightbourne James “Crossing the

Collection

2022 ASEE Midwest Section Conference

Authors

Mohamed Adawi; Landon Perdue; Robert A. Fleming

photovoltaic soiling losses through optical characterization,” Sci. Rep., vol. 10, no. 1, p. 58, doi: 10.1038/s41598-019-56868-z[2] V. Rajasekar, 2015, “Indoor Soiling Method and Outdoor Statistical Risk Analysis of Photovoltaic Power Plants,” Master’s Thesis, Arizona State University, publication number: 1588273[3] S. Mantha, 2016, “Development of Uniform Artificial Soil Deposition Techniques on Glass and Photovoltaic Coupons,” Master’s Thesis, Arizona State University, publication number: 10144651 https://www.proquest.com/pagepdf/1826872881?accountid=8363 (accessed Jul. 08, 2022).[4] N. Hussain et al., 2021, “Designing of homemade soiling station to explore soiling loss effects on PV modules,” Sol. Energy, vol. 225, pp. 624–633

Collection

2022 ASEE Midwest Section Conference

Authors

Randy Kelley

factorsaffect the accuracy in a classroom setting. This experiment was for demonstration purposes onlyand not for scientific discovery. © American Society for Engineering Education, 2022 2022 ASEE Midwest Section ConferenceReferences[1] Gregory S. Marlow, Mukunda B. Das, The effects of contact size and non-zero metal resistance on thedetermination of specific contact resistance, Solid-State Electronics, Volume 25, Issue 2, 1982, Pages 91-94,[2] C.Y. Chang, Y.K. Fang, S.M. Sze, Specific contact resistance of metal-semiconductor barriers, Solid-StateElectronics, Volume 14, Issue 7, 1971, Pages 541-550,[3] Sarah E. Bonner (1999) Choosing Teaching Methods Based on Learning Objectives: An

Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Denise M Driscoll, Purdue University at West Lafayette (PPI); Kristin Everett

individuals in the Center. This means that inclusion, however it is measured, has to beconsidered as a function of a host of demographic variables (race/ethnicity, gender, etc.) toaddress, as much as Center numbers allow, the intersectional nature of individuals with the endgoal of showing that inclusion is a shared, consensual experience, and not just reflective of thosein the numerical majority.Devising a Culture of Inclusion survey instrument for ERCs. ERCs can choose, or create, theassessment(s) or survey instrument(s) appropriate to best meet the needs of their Center. Giventhe unique characteristics of an ERC, as just described, it was difficult to find an appropriatesurvey instrument already in the literature. Some ERCs have chosen to assess

Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Xiyuan Liu, Syracuse University

-centeredengineering class can inspire students to actively participate in and outside the classes, allow studentsto enjoy their skill development and help students to improve their academic performance.Reference[1] B. Kerr, “The flipped classroom in engineering education: A survey of the research,” in 2015 International Conference on Interactive Collaborative Learning (ICL), Sep. 2015, pp. 815–818. doi: 10.1109/ICL.2015.7318133.[2] H. Baytiyeh and M. K. Naja, “Students’ perceptions of the flipped classroom model in an engineering course: a case study,” European Journal of Engineering Education, vol. 42, no. 6, pp. 1048–1061, Nov. 2017, doi: 10.1080/03043797.2016.1252905.[3] G. Barata, S. Gama, J. Jorge, and D. Goncalves, “Engaging Engineering

Conference Session

Computing & Information Technology Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kylan Stewart; Bruce Debruhl; Zoe Wood

Assessment of Belonging among Computing StudentsAbstract Creating a Computer Science and Software Engineering Department that supports stu-dents with diverse identities and backgrounds is essential to creating a computing workforce thatreflects the world at large. Inspired by the work of Metcalf et al.’s survey conducted at the Uni-versity of Illinois [1], we use the same methods to examine the state of our computing depart-ment with respect to issues of inclusive climate and student sense of belonging, which have beenshown to be important for retention in STEM fields [2, 3, 4, 5, 6, 7, 8]. We use the four areasthat contribute to belonging based on the work of Rainey et al. [9] along with a fifth category oflearning environment in

Collection

2022 ASEE Gulf Southwest Annual Conference

Authors

Hashmath Fathima, Morgan State University; Kofi Nyarko, Morgan State University

Online versus Traditional Education,” p. 8.2. J. Yerby and K. Floyd, “AN INVESTIGATION OF TRADITIONAL EDUCATION VS. FULLY-ONLINE EDUCATION IN INFORMATION TECHNOLOGY,” p. 7, 2013.3. Allen, I. E., & Seaman, J. (2011). Going the distance: Online education in the United States, 2011. Wellesley, Massachusetts: Babson Survey Research Group and Quahog Research Group, LLC. Retrieved from http://www.onlinelearningsurvey.com/highered.html4. S. Platto, T. Xue, and E. Carafoli, “COVID19: an announced pandemic,” Cell Death Dis, vol. 11, no. 9, p. 799, Sep. 2020, doi: 10.1038/s41419-020-02995-9.5. M. Gayle and D. Mangra, “Engineering by Remote Online Learning During COVID-19,” p. 10.6. K. D. Abel, “Effective Online