Conference Session

Supporting Transfer Pathways

Collection

2022 ASEE Zone IV Conference

Authors

Radha Aravamudhan, San Jose State University; Maria Chierichetti, San Jose State University

Tagged Topics

Conference Submission, Diversity

regular meetings withcounselors [3], and opportunities to engage with high impact practices, such as undergraduateresearch [3]. In addition, it has been shown that offering introductory engineering courses at the2-year institution helped students effectively navigate the path to transfer when such coursesincluded a survey of engineering careers as well as information about transfer planning and degree[3]. Additionally, faculty guidance on major-specific educational planning and transfer destinationselection was critically important to transfer success [3], as well as outreach and recruitmentactivities in which faculties from 4-year institutions visit the community college to present themajor and their scholarly interests [2]. The existing

Conference Session

Mechanical Engineering 1

Collection

ASEE Southeast Section Conference

Authors

Sally J. Pardue, Tennessee Technological University; Byron A Pardue, Tennessee Technological University; Taylor Chesson, Tennessee Technological University

Tagged Topics

Professional Engineering Education Papers

data informing our need for immediateaction, our mechanical engineering program is implementing two new courses for first-year students.Mechanical Engineering (ME) Fundamentals 1 and 2 is a fully coordinated sequence designed to activelyengage students and equip them with the knowledge, skills, and abilities (KSAs) necessary for a career inthe mechanical engineering profession. Two courses are built from the ground up using various courseplanning tools, leveraging numerous best practices in engineering education. We describe the twelve-monthcollaborative design process for the course sequence and offer candid discussion of key challenges faced.During Fall 2022, ME Fundamentals 1 is piloted with a cohort of 39 first-year students, who will

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 1: Experiential Learning in Fluids, Structures, and Course/Lab Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammad Biswas, The University of Texas at Tyler; Ola Al-Shalash, University of Texas at Tyler; Nael Barakat, The University of Texas at Tyler

(ASME). Dr. Barakat holds a Ph.D. in Mechanical Engineering from McMaster University, Ontario, and a Master Degree from Concordia University, Canada. He is also the recipient of multiple awards including the ASME Edwin Church Medal (2020), ASME McDonald Mentoring Award (2014), ASME Dedicated Service Award (2011), and GVSU Distinguished Early-Career Award (2010). Dr. Barakat has served in many leadership positions for professional organizations such as ASME and ASEE. Dr. Barakat is also a program evaluator for ABET and a consultant for engineering programs development and evaluation under other systems. Dr. Barakat is an active consultant who is currently collaborating with international teams of professionals from

Conference Session

Energy Conversion and Conservation Technical Session 3: Design of Novel Energy-Related Courses and Course Materials

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ilya Grinberg, The State University of New York, College at Buffalo; Saquib Ahmed, The State University of New York, College at Buffalo; Joaquin Carbonara, The State University of New York, College at Buffalo

Paper ID #36488A Holistic Implementation of Data Science in Clean EnergyEngineering EducationIlya Y. Grinberg (SUNY Distinguished Teaching Professor) Ilya Grinberg is SUNY Distinguished Teaching Professor and Director of Electrical Engineering Technology in the Engineering Technology Department and started his career at Buffalo State in 1995. Grinberg holds Kandidat Nauk degree (equivalent to Ph.D.) in Electrical Engineering from Moscow State University of Civil Engineering (Moscow, Russia,1993) and qualification of an Electrical Engineer (equivalent to M.S. in Electrical Engineering) from the National

Conference Session

Computers in Education 6 - Best of CoED

Collection

2022 ASEE Annual Conference & Exposition

Authors

Autar Kaw, University of South Florida; Ali Yalcin, University of South Florida; Rafael Braga Gomes, University of South Florida; Luis Serrano; Yingyan Lou, Arizona State University; Andrew Scott, Alabama A&M University; Renee Clark, University of Pittsburgh

feedback on the manuscript. Any opinions, findings, conclusions,or recommendations expressed in this material are those of the authors and do not necessarilyreflect the views of the National Science Foundation.References“ACT College and Career Readiness.” ACT, https://www.act.org/content/act/en/college-and-career-readiness.html(accessed April 25, 2022).P. Araujo, W. Viana, N. Veras, E.J. Farias, J. A. Castro Filho, “Exploring Students Perceptions and Performance inFlipped Classroom Designed with Adaptive Learning Techniques: A Study in Distributed Systems Courses,”Proceedings of the SBIE 2019, 2019.B. Birgili, F. N. Seggie, and E. Oğuz, “The trends and outcomes of flipped learning research between 2012 and2018: A descriptive content analysis

Conference Session

Civil Engineering Division - Innovating New Ways to Teach

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Saftner, University of Minnesota Duluth; Scott Hamilton, York College of Pennsylvania; Camilla Saviz, University of the Pacific; Tanya Kunberger, Florida Gulf Coast University

Paper ID #36741Teaching Techniques and How Faculty Engage theEngineering ClassroomScott R Hamilton (Professor, Civil Engineering) Scott Hamilton is a Professor of Civil Engineering at York College of Pennsylvania. He is a registered Professional Engineer in California and has both a MS and PhD in civil engineering and a MS in engineering management from Stanford University and a BS from the United States Military Academy at West Point. He is a retired US Army Corps of Engineers officer who has had assignments in the US, Germany, Korea, and Afghanistan. During his military career he spent over 10 years on the

Conference Session

Architectural Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Saúl Enrique Crespo Sánchez, Tecnologico de Monterrey (ITESM); Miguel X. Rodriguez-Paz, Tecnologico de Monterrey (ITESM); Luis Hernandez Carrasco, Tecnologico de Monterrey (ITESM)

research projects in the area of structural deterioration of reinforced concrete bridges and in the development of damage detection techniques in structural systems based on Non Destructive Evaluation. He actively collaborated in the creation and development of the Monitoring Center for Intelligent Bridges and Structures, leading the analysis and structural evaluation of the systems. In the academic field, he has worked as a professor in the Civil Engineering career, in the area of structural engineering at the Instituto Tecnológico de Estudios Superiores de Monterrey (ITESM) Campus Querétaro. He has directed research projects for undergraduate and master's degree students. He has authored several technical publications of the

Conference Session

Engineering Ethics Division: Perspectives on Engineering Ethics Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brent Jesiek, Purdue University at West Lafayette (COE); Stephanie Claussen, San Francisco State University; Carla Zoltowski, Purdue University at West Lafayette (COE); Dayoung Kim, Purdue University at West Lafayette (COE); Lazlo Stepback, Purdue University at West Lafayette (PPI)

survey and interview data from our previous participants now that most ofthem are in full-time job roles and/or pursuing graduate degrees, as well as from a new group ofearly career engineers to enlarge our sample [17]. This study is funded by the NSF’s Ethical andResponsible Research (ER2) program. The prior survey respondents will be asked to complete afourth repeat survey, and interviews will once again be conducted with a purposeful sample ofthese longitudinal respondents. Additionally, we will collect additional survey and interview datafrom a new sample of professionals and graduate students so that we can better: 1) comparefindings across different industry sectors and engineering disciplines, and 2) conduct robustanalyses for various

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

Shinae Jang, University of Connecticut

because of poor teaching [6], students are still leaving engineering because of thebarrier courses for various reasons. Thus, an effort to foster a diverse and inclusive learningenvironment in the barrier courses is desired and necessary.The Statics course is one of the first large courses that engineering students encounter andteaches various foundation topics and rigorous assessment schemes. It is also an importantcourse in that it gives the student the necessary foundation to further succeed in their educationand careers. At the University of Connecticut, the Statics course is a required course for theCivil, Environmental, Mechanical, Material, and Biomedical Engineering departments.Sophomore students predominantly take it. Total enrollment

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Maria-isabel Carnasciali, University of New Haven; Nadiye Erdil, University of New Haven; Ronald Harichandran, University of New Haven; Jean Nocito-Gobel, University of New Haven

aerospace and renewable energy applications as well as optimizing efficiency of thermal-fluid systems. In her free time, she is likely out sailing!Nadiye O. Erdil (Associate Professor)Ronald Harichandran Ron Harichandran has served as the Dean of the Tagliatela College of Engineering at the University of New Haven since August 2011. During his tenure as dean he has let curricular and programmatic innovations to develop technical communication skills and an entrepreneurial mindset in all engineering and computer science undergraduate students. He also leads the First-Year and Career Mentorship programs in the college.Jean Nocito-gobel (Professor) © American Society for Engineering Education, 2022

Conference Session

Faculty Development Division Technical Session 8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University; Michael Johnson, Texas A&M University; Lance White, Texas A&M University; Sara Amani, Texas A&M University; Samantha Ray, Texas A&M University; Larry Powell, Texas A&M University; Tracy Hammond, Texas A&M University; Shawna Thomas, Texas A&M University; Robert Lightfoot, Texas A&M University; Rachelle Pedersen, Texas A&M University; John Moore, Texas A&M University

over $3.6 million in external research funding from several companies, governmental agencies, and National Science Foundation. Dr. Natarajarathinam has written 22 peer-reviewed journal articles, a business case with a teaching note, 63 peer-reviewed conference proceedings, and was the keynote speaker at the food banks Conference. She works with the Texas Education Agency (TEA) in developing innovative Career and Technical Education (CTE) courses in logistics and distribution. Dr. Natarajarathinam has chaired 91 graduate capstone projects, and several undergraduate capstone projects, and has served on two master’s committees. Dr. Natarajarathinam was chosen as of the “40 under 40” faculty by the American Society of

Conference Session

Community Engagement Division Technical Session 1 - STEM Outreach

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brad McCoy, United States Military Academy; Aaron Hill, United States Military Academy; Adam Tawakkol, United States Military Academy; stone sawyer, United States Military Academy; Charles Nyakundi, United States Military Academy; Cameryn Smith, United States Military Academy

Military Academy, engage middle schoolstudents in three different U.S. cities. The cadets developed a STEM module to inspire under-represented middle school students toward a possible career in the STEM professions. Themodule was designed to encourage creativity and enforce fundamental engineering principleswhile creating a fun atmosphere with healthy competition. Further, the development of themodule reinforced the cadets’ fundamental understanding of first principles. The cadetsdeveloped lesson objectives for the module and prepared a series of questions to ask the middleschool students following the outreach event to gauge the effectiveness of the module. Theoutreach events inspired 40 middle school students in Atlanta, GA, 40 middle school

Conference Session

Labs and Demonstrations in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Natacha Souto-Melgar, University of Arkansas; Jackqueline Steinman-Ptacek, University of Arkansas; Andie Veeder, University of Arkansas

. After implementing the experiment in the course, all the chemical engineering studentswill be exposed to a hands-on experience in membrane separation. This new experience will bebeneficial to students who continue into careers in industry as well as those that pursue graduateschool. In addition, the video demonstration of the experiment will increase the accessibility ofthe laboratory experience. Also, the video demonstration can be used in multiple ChemicalEngineering courses to illustrate the fundamental concepts of membrane separation. Lastly, thevideo demonstration will be disseminated widely to reach other students worldwide. Table 7shows the comments of the students that participated in the project about their experience.Table 7: Student

Conference Session

Redefining Manufacturing Education Practices

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Zappe, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Sam Spiegel, Colorado School of Mines; Jenifer Blacklock, University of Colorado Boulder; Deb Jordan, Colorado School of Mines; Francisco Garcia, Colorado School of Mines

similarlyas they did on the general scale, except with only 2 factors, which we labeled 1) Technology andData and 2) Project Management and Communication. These two factors included all of the sameitems that had loaded on each factor as in the general scale with two exceptions. The final twoitems (Being successful in an online course and Making decisions about future career pathways)loaded onto the first factor with the Technology and Data items, rather than as a separate factor. 8 Figure 4: Scree plot for AMDS Mindset - Personal ScaleDiscussion and Next StepsThis study represents our first steps in the development of instruments to measure learners’ self-efficacy and mindset relating

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Simone Smarr, University of Florida; Juan Gilbert, University of Florida

University. The workdiscusses the role industry partnerships played in the Continuity category in helping studentscomplete their degrees [24]. The partnerships particularly aim to help students feel prepared fortheir careers through mock interviews and support. In these three articles, we see that relevantpartnerships benefit faculty and students on the path to increasing interest/retention rates.Beyond introducing the problems they are trying to solve, the research regarding departmentalprojects does not take a focus related to the cultural frameworks discussed. These interventionsare more extensive, which could contribute to a difference in how the work is examined. Thequestion then becomes can cultural frameworks inform large-scale departmental

Conference Session

ERM: Design!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohamed Jalal, University of Ottawa; Hanan Anis, University of Ottawa

4(as defined as one of the Big Five personality traits) or self-control (Muenks et al., 2017; Cross,2013), grit entails “working strenuously toward challenges, maintaining effort and interest overyears despite failure, adversity, and plateaus in progress” (A Duckworth et al., 2007). Recentstudies on grit have found that grit is a better predictor for success outcomes than IQ (ADuckworth et al., 2007). Grittier individuals are found to progress further in their education,make fewer career changes (A. L. Duckworth & Quinn, 2009) and are less-likely to drop out oftheir life commitments (Eskreis-Winkler, Shulman, Beal, & Duckworth, 2014), achieve highermath grades for grade 4 to 8 students (Rojas & Usher, 2012), have higher grade

Conference Session

Graduate Studies Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Athena Lin, Purdue University at West Lafayette (COE)

influence their writing practice. It isimportant to understand how graduate students’ learn academic writing because the ability towrite well can connotate expertise, affect the development of one’s academic and disciplinaryidentity, and influence post-graduation career trajectories [1].In this paper, I argue that learning academic writing involves learning the disciplinaryconventions of writing in one’s field and learning how to negotiate these expectations in one’sown writing. Students’ writing practices are shaped by their epistemological beliefs aboutresearch and what counts as legitimate contributions to knowledge within their field. Thefindings from this study illuminate some of the disciplinary expectations that graduate studentsin

Conference Session

LEES Session 8: Care and Commitments

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marie Stettler Kleine, Colorado School of Mines; Elizabeth Reddy, Colorado School of Mines; Jessica Smith, Colorado School of Mines

forms of care, we believethat these practices and “what counts” should be expanded and affirmed in scholarly roles suchas service, advising, and different forms of “personable teaching.” Care does not only includefaculty caring for students, but it is more comprehensive. We hope to take advantage of thetheoretical move of those that hope to move from “empathetic design” to “empatheticengineering” [22] to include more systemic forms of care, which includes caring for and beingcared for by non-human actors.We want to collectively recognize how these “personable” features of our work are taken forgranted. Socialized gender roles, stereotypes related to our identities, and career status are largecontributing factors of who can and does care, and

Conference Session

International Division Technical Session 1: Looking at Study Abroad through an enhanced lens

Collection

2022 ASEE Annual Conference & Exposition

Authors

Pingchien Neo, University of Florida; Natalie Downing, Mt San Antonio College; Damien FABREGUE, INSA de Lyon - DOC'INSA; Edward Collins, Clemson University

able to applyknowledge, skills, and behaviors to their lives and careers in a global context. There are threethrust areas: (i) Professional and Disciplinary Contexts, (ii) Ethics and Social Responsibility, and(iii) Communications, Connectivity, and Global Diversity.Like most schools, Clemson students can access international experiences in many ways,including through student exchange programs. On the average, the university’s internationalstudent mobility via exchange programs has been relatively constant with a slow downwardtrend, with some cyclic ups and downs following world events and the economy. And like mostinstitutions, took a dramatic tumble with the COVID-19 pandemic. The trends since 2017 areshown in the bar chart in Figure 4.One

Conference Session

Technology Integration in Manufacturing Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Aditya Akundi, The University of Texas Rio Grande Valley; Tzu-liang Tseng, University of Texas at El Paso; Md Fashiar Rahman, University of Texas at El Paso; Richard Chiou, Drexel University

- 9world problems. Obviously, the students want more interactive class sessions rather than readingor watching visual presentations in the classroom. While designing the course, the instructorshould be careful to have curricula components like individual projects, group assignments/min-project, several short lab sessions. The instructor also should update the lecture material after acertain period of time and include the latest contents and concepts in the respective field of study.Thus, we can improve the course curricula and meet the students’ satisfaction in shaping theirfuture academic or career goals.6 CONCLUSIONIn this work, we tried to understand students’ perceptions of existing engineering courses and usedthe quality function

Conference Session

Utilizing Technology to Train Chemical Engineering Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Taryn Bayles, University of Pittsburgh

Paper ID #38208Hands-on Project Based Learning Design Project toAccommodate Social Distancing and On-line LearnersTaryn Melkus Bayles (Professor) Taryn Melkus Bayles is a Professor, Teaching Track, in the Chemical & Petroleum Engineering Department at the University of Pittsburgh, and serves as the Vice Chair of Undergraduate Education. She has spent part of her career working in industry with Exxon, Westinghouse, Phillips Petroleum and Pittsburgh Energy Technology Center (now NETL). Her industrial experience has included process engineering, computer modeling and control, process design and testing, and

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Royce Francis, The George Washington University; Marie Paretti, Virginia Polytechnic Institute and State University; Rachel Riedner

Engineering from Howard University.Marie C. Paretti (Professor) Marie C. Paretti is a Professor of Engineering Education at Virginia Tech, where she is Associate Director of the Virginia Tech Center for Coastal Studies and Education Director of the interdisciplinary Disaster Resilience and Risk Management graduate program. She received a B.S. in chemical engineering and an M.A. in English from Virginia Tech, and a Ph.D. in English from the University of Wisconsin-Madison. Her research focuses on communication and collaboration, design education, and identity (including race, gender, class, and other demographic identities) in engineering. She was awarded a CAREER grant from the National Science Foundation to study expert

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Karin Jensen, University of Illinois at Urbana - Champaign; Lisa Benson, Clemson University; Kelsey Watts, Clemson University; Gary Lichtenstein, Arizona State University; Evan Ko, University of Illinois at Urbana - Champaign; Rebecca Bates, Minnesota State University, Mankato

Paper ID #38350Building a Community of Mentors in Engineering EducationResearch Through Peer Review TrainingKarin Jensen (Prof.) Karin Jensen, Ph.D. is a Teaching Associate Professor in bioengineering at the University of Illinois Urbana-Champaign. Her research interests include student mental health and wellness, engineering student career pathways, and engagement of engineering faculty in engineering education research. She was awarded a CAREER award from the National Science Foundation for her research on undergraduate mental health in engineering programs. Before joining UIUC she completed a post-doctoral

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Catherine Cohan, Pennsylvania State University; Lauren Griggs, Pennsylvania State University; Ryan Hassler; Mark Johnson, Pennsylvania State University, Altoona Campus; Mikhail Kagan, Pennsylvania State University, Ogontz Campus; Amy Freeman, Pennsylvania State University; Peter Butler, Pennsylvania State University; Tonya Peeples, Pennsylvania State University

inclusion. Her passion lies in mentoring through meaningful career discussions and helping students gain confidence as well as succeed in their chosen degree fields.Ryan Scott HasslerMark William JohnsonMichael Kagan Associate Professor of Physics, Pennsylvania State University, Abington CollegeAmy L. Freeman (Director, Millennium Scholars Program) (PennsylvaniaState University) Amy Freeman holds a Ph.D. in Workforce Education a Master of Science degree in Architectural Engineering, both from The Pennsylvania State University. Her doctoral dissertation focused on factors that increase graduation rates for underrepresented students in engineering. Dr. Freeman’s research area is the examination of processes, pedagogy and human

Conference Session

Environmental Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ning Zhang, Central State University; Xiaofang Wei; Ramanitharan Kandiah, Central State University; Krishnakumar Nedunuri, Central State University; Subramania Sritharan, Central State University

program and work successfully towards graduation. One ofthe engaged students is part time enrolled (PTE) in the program, so the data on that participant isnot included in the survey results, and all others are full time (FTE) students. Five of the studentparticipants were first time enrolled with weak preparation in math (i.e., not ready for Calculus Iin their first year), which put them on the five year graduation roadmap. By the end of 2021 – 2022academic year, five of them have graduated; the other three are on track to graduation in 2022 –2023 academic year. Table below summarize the undergraduate student participant graduationschedule and post career employment.Table 2. Undergraduate participant retention and graduation summary

Conference Session

Professional Skills and Community Building in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Eva Chi, University of New Mexico; Abhaya Datye, University of New Mexico; Yan Chen, University of New Mexico; Sang Han, University of New Mexico; Catherine Hubka, University of New Mexico; Jamie Gomez, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Susannah Davis, University of New Mexico

Paper ID #36925Insights and Outcomes from a Revolution in a ChemicalEngineering DepartmentVanessa Svihla Dr. Vanessa Svihla is an associate professor at the University of New Mexico (UNM) with appointments in learning sciences and engineering. Her research, funded by an NSF CAREER award, focuses on how people learn as they frame problems and how these activities relate to identity, agency and creativity.Madalyn Wilson-fetrow (Graduate Student Researcher) (University of NewMexico) I am a graduate student at the University of New Mexico in learning sciences with a background in materials engineering and in

Conference Session

ETD Technical Session 5 - ET Curriculum and Programs II

Collection

2022 ASEE Annual Conference & Exposition

Authors

Walker Murphy, Purdue University at West Lafayette (PPI); Keith Pate, Purdue University at West Lafayette (PPI); Israa Azzam, Purdue University at West Lafayette (COE); Jose Garcia; Farid Breidi, Purdue University at West Lafayette (PPI)

engaging them in the project. The simplicity of dealing with this transparent materialprovides students with straightforward assembly and enables them to compile the parts readily.Furthermore, many components are easily manufactured, avoiding the issue of distributors runningout of stock for niche education parts. Figure 1. Transparent hydraulic demonstrator arm [15]In addition to the hydraulic excavator developed in [15], in [16], Purdue Researchers designed aportable excavator demonstrator to introduce K-12 students to engineering fluid power conceptsbefore college, thus promoting students’ interest in STEM careers. The developed excavatordemonstrator, shown in Figure 2, was integrated into K-12 in-class modules and employed

Conference Session

Mechanical Engineering: Adjusting Course Content

Collection

2022 ASEE Annual Conference & Exposition

Authors

John Liu, Massachusetts Institute of Technology; Nisal Ovitigala; Benita Comeau, Massachusetts Institute of Technology; Emily Welsh, Massachusetts Institute of Technology; Nicholas Fang, Massachusetts Institute of Technology

barriers to entry forintroductory students to pursue a career in nanotechnology. Haptics and interactive visualizationafford students the opportunity to gain intuition through active learning and engaging differentsenses; however, commercial haptics setups are often prohibitively expensive for the average lab.We explore the feasibility of teaching non-intuitive nanotechnology concepts by designing,developing, implementing, and assessing a low-cost haptics and visualization activity for theteaching of the force-distance curve concept and its connection to the Atomic Force Microscope(AFM). Forces and length scales relevant to AFM measurements are well below what weexperience in our everyday lives, making the study and understanding of this topic

Conference Session

Engineering Libraries Technical Session 6: Diversity

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eric Prosser, Arizona State University

Sociological Review, vol. 83, no. 6, pp. 1171–1214, November 2018.[2] M. Estrada, P. R. Hernandez, and P. W. Schultz. (2018). “A longitudinal study of how quality mentorship and research experience integrate underrepresented minorities into STEM careers,” CBE Life Sciences Education, vol. 17, no. 1, March 2018. [Online]. Available: https://www.lifescied.org/doi/full/10.1187/cbe.17-04-0066. [Accessed: February 6, 2022].[3] National Center for Science and Engineering Statistics, “Field of degree: Minorities,” Women, minorities, and persons with disabilities in science and engineering, April 2021. [Online]. Available: https://ncses.nsf.gov/pubs/nsf21321/report/field-of-degree- minorities. [Accessed

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

helping them, I became a greatdeal more confident and able to focus all of my energy on helping students, instead of gettingcaught up in nervousness. Furthermore, since I would like to have some sort of teachingcomponent in my future career, I have learned the larger importance of confidence. Beingnervous or insecure in one’s ability to teach something they are obviously qualified to teach(otherwise they would not be chosen for the role) can only hurt their performance. Thus, in reallyanything I do, I have learned to recognize that I am doing it for a reason and deserve to be there –and this recognition really helps me be more confident. The discussion we had in class regardingconfidence really helped me employ this mindset.Comment 3:During our