Conference Session

Technological and Engineering Literacy - Philosophy of Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; John Heywood, Trinity College Dublin

much as we are teachers’ disposition. Disposition is the waywe habitually approach life and here it is assumed that with regards to teaching or promotinglearning an individual’s disposition in the classroom is based both on what they value ineducation [8] as well as the mental models they hold about how others learn. Values affect whatis taught and the mental model(s) a professor holds affects how they teach.As mentioned above there are a very large numbers of models of learning which are based ontheories of how people learn. These models may be explicitly developed by reading researchstudies and learning from the experiences of others, or they may be more implicit, developedthrough individual practice and one’s own experiences of being taught

Conference Session

LEES 7: Experiments in Experiential and Project-Based Learning

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nandini Sharma, University of Texas at Austin; Jeffrey William Treem, University of Texas at Austin; Megan Kenny Feister, California State University Channel Islands

Conference Session

PCEE Session 3: Robotics and Design Competitions

Collection

2022 ASEE Annual Conference & Exposition

Authors

J Carroll, Saint Louis University; Kyle Mitchell, Saint Louis University

bridge’s failure. However, weighing the bucket is not very excitingand you risk losing some of the contents when the bridge fails and the bucket lands on the floor.Automating the applied load is another way to “spice up” your balsawood bridge competition,which allows spectators to watch the load increase as material is added. The simplest way to dothat is to use a load cell. Load cells are very accurate sensors for measuring applied force andcan be easily calibrated using an applied known load. Fig. 6 (a) shows a standard 1,000 lbs S-shaped load cell used for this competition [15]. The top of the load cell is attached to a spreaderbar connected to two threaded rods used to apply the load at the locations previously shown inFig. 1, while the bottom

Conference Session

Electrical and Computer Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chelsea Lyles, Virginia Polytechnic Institute and State University; Lisa McNair, Virginia Polytechnic Institute and State University; Thomas Koonce, Virginia Polytechnic Institute and State University; Emily Burns, Virginia Polytechnic Institute and State University; Annie Patrick, Virginia Polytechnic Institute and State University

Conference Session

Environmental Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jean Andino, Arizona State University; Fethiye Ozis, Carnegie Mellon University; Adnan Abdullahi, Arizona State University; Emily Henderson, Northern Arizona University

the source Alternative - The inclusion of ground level collection versus some varied height Scenarios (z) for collection Findings -Include more about the weather conditions during sampling to Presentation examine the stability classes and rural vs urban - Add a section for all the results to show instead of writing a reflection so students learn how to present the data in a relevant way -The activity can be improved if the student[s] can create [their] own

Conference Session

Engineering Ethics Division: Perspectives on Engineering Ethics Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amir Hedayati Mehdiabadi, University of New Mexico; Rebecca Atadero, Colorado State University

Conference Session

ECE Division Technical Session 8: Effective Teaching and Learning in Post-Pandemic Classrooms and Other Curricular Innovations

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tyler Gamvrelis, University of Toronto; Hamid Timorabadi, University of Toronto

Paper ID #36612Challenges with Online Teaching and Learnings for the Post-Pandemic ClassroomTyler Gamvrelis Tyler Gamvrelis is graduate student in the Electrical and Computer Engineering department at the University of Toronto. His primary research activities lie within the domain of wireless communications, and range from resource allocation and market design to signal processing algorithms for multi-antenna systems.Hamid S Timorabadi (Assistant Professor, Teaching Stream) Hamid Timorabadi received his BSc, MASc, and PhD degrees in Electrical Engineering from the University of Toronto. He has worked as a

Conference Session

LEES 1: Critical Humanities and Serious Play

Collection

2022 ASEE Annual Conference & Exposition

Authors

Benjamin Laugelli, University of Virginia

students to invest in their learning [5]. Bringing course materials to bear on real-worldscenarios and projects “allow[s] students to vividly and concretely see the relevance and value ofotherwise abstract concepts and theories” [5]. Their findings have relevance for improvingstudent learning in STS and engineering ethics, which are often taught in more abstract settingsnot directly related to students’ work on engineering design projects.Building on these insights, I designed the LEGO course to offer both a seminar and studioexperience in the context of the University’s two-week intensive January term. I hoped thiswould encourage students to apply the social and ethical insights into the LEGO Group’spractices discussed in the morning seminar to

Conference Session

DEED Technical Session 2: Postcard Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Nagel, James Madison University; Kelly Sadel; Melissa Aleman, James Madison University

build off of other responses and highlight unique aspects of their experience.AcknowledgementsThe authors of this work would like to thank the focus group participants as well as thedepartment in which this study was conducted.References [1] V. Revilla-Cuesta, M. Skaf, J. M. Varona, and V. Ortega-López, “The Outbreak of the COVID-19 Pandemic and its Social Impact on Education: Were Engineering Teachers Ready to Teach Online?,” International Journal of Environmental Research and Public Health, vol. 18, no. 4, p. 2127, Feb. 2021, doi: 10.3390/ijerph18042127. [Online]. Available: http://dx.doi.org/10.3390/ijerph18042127 [2] L. A. Gelles, S. M. Lord, G. D. Hoople, D. A. Chen, and J. A. Mejia, “Compassionate Flexibility and

Conference Session

LEES 5: Preparing and Practicing Culturally and Ethically Sensitive Engagement

Collection

2022 ASEE Annual Conference & Exposition

Authors

Todd Nicewonger; Stacey Fritz; Lisa McNair, Virginia Polytechnic Institute and State University

Conference Session

Technical Session 10 - Paper 2: Lived Experiences and Literature Reviews: Leveraging Experiential Knowledge in STEM Education Doctoral Studies

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sharetta M. Bufford M.Ed., Clemson University; Stephanie A Damas, Clemson University; Matthew Voigt, Clemson University; Eliza Gallagher, Clemson University

Tagged Topics

CoNECD Paper Sessions, Diversity

pursuit of the engineering professoriate. (Doctoral Dissertation), University of Maryland-College ParkCarrasco, E. (1996). Collective recognition as a communitarian device: Or, of course we want to be role models! La Raza Law Journal, 9(1), 81–101.Chakravartty, P., Kuo, R., Grubbs, V., & McIlwain, C. (2018). #CommunicationSoWhite, Journal of Communication, 68(2), 254–266, https://doi.org/10.1093/joc/jqy003Chen, S. (2014) Balancing knowing and not-knowing: an exploration of doctoral candidates’ performance of researcher selves in the dissertation defence, Assessment & Evaluation in Higher Education, 39:3, 364-379, DOI: 10.1080/02602938.2013.834876Choe, N. H., Borrego, M. J., Martins, L. L., Patrick, A. D., & Seepersad, C. C. (2017

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Huihui Qi, University of California, San Diego; Curt Schurgers, University of California, San Diego; Carolyn Sandoval, University of California, San Diego; Leah Klement; Marko Lubarda, University of California, San Diego; Minju Kim, University of California, San Diego; Alex Phan, University of California, San Diego; He Liu; Mia Minnes, University of California, San Diego; Nathan Delson, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Maziar Ghazinejad, University of California, San Diego; Josephine Relaford-Doyle, University of California, San Diego; Celeste Pilegard, University of California, San Diego; Xuan Gedney, University of California, San Diego

-survey (figure 1) and end-of-quarter survey (figure 2) results, there is muchstronger agreement from student respondents on the oral exams’ positive contribution to theacademic integrity of the course after having the oral exam experience, compared to pre-oralexam experience. In the pre-survey, 33% to 55% (varies among courses) respondents agreed orstrongly agreed that oral exams would contribute positively to the academic integrity of thecourse, while 55% to 85% (varies among courses) agreed or strongly agreed that oralassessment(s) contributed positively to the academic integrity of the course at the end of thequarter.Increase Understanding of the Course Subject Matter Figure 3. End of Quarter Survey: Understanding of Subject

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

Conference Session

ERM: Self-Efficacy, Motivation, and MORE!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Nagel, James Madison University; Bethany Popelish, James Madison University; Melissa Aleman, James Madison University; Tobias Reynolds-Tylus, James Madison University

Collection

2022 ASEE Gulf Southwest Annual Conference

Authors

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

implement it in their design process. Overall, ifstudents can better understand the cost and time trade-offs of manufacturing processes, they arebetter equipped for their engineering careers in an industry setting since this understanding is a keyfactor in ensuring efficient design development.7 AcknowledgmentsThe authors would like to thank Mr. Thomas Gilman for his contributions in defining this work.References[1] Daly, S. R., Yilmaz, S., Christian, J. L., Seifert, C. M., and Gonzalez, R., 2012, “Design Heuristics in Engineering Concept Generation,” J. Eng. Educ., 101(4), pp. 601–629.[2] Viswanathan, Vimal K. and Linsey, Julie S., ”Design Fixation and Its Mitiga- tion: A Study on the Role of Expertise,” ASME

Collection

2004 GSW

Authors

Paul Ruchhoeft

areas.The capstone design course at the University of Houston is taken by three of the fiveengineering departments: Mechanical Engineering, Industrial Engineering, and Electricaland Computer Engineering. The course was originally taught in the Department ofMechanical Engineering (ME) and has existed (until recently), more or less, in its presentform since 1981. At that time it was taken by all mechanical engineering undergraduates.In the mid-80’s the Department of Industrial Engineering (IE) joined the course so thatproject teams were composed of both ME and IE students. The course was offered inboth the fall and spring semesters and was being taken by up to 80 students a year. Fiveyears ago the Department of Electrical and Computer Engineering

Conference Session

Assessment in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessica Pittman, Texas Tech University; Sheima Khatib, Texas Tech University; Roman Taraban, Texas Tech University

the effectiveness of various practices in enhancingconfidence.AcknowledgementWe offer our sincere gratitude and appreciation to Nigel Yeo for his role in the discussion andcoding of students’ responses.References[1] N. J. Mourtos, N. D. Okamoto and J. Rhee, “Defining, teaching, and assessing problem solving skills.” Proceedings of the 7th UICEE Annual Conference on Engineering Education. 2004.[2] R. Leland, J. Richardson, T. Lee, and J. Dantzler, "Mathematical problem solving for engineering students." Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition. 2005.[3] M. K. Ponton, J. H. Edmister, L. S. Ukeiley and J. M. Seiner, “Understanding the role of self

Conference Session

Technological and Engineering Literacy - Philosophy of Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Renato Alan Bezerra Rodrigues; Jillian Seniuk Cicek, University of Manitoba; Kari Zacharias, Concordia University; Jeffrey Paul, University of Manitoba

translation that the actor-network is built, transformed and stabilized (Callon,1984).Problematization is the stage of defining a situation by making some aspect(s) of it indispensable. In thispart of the process, identities and relationships between actors are presupposed and OPPs are defined.Making a parallel with the design thinking cycle, the problematization would be the equivalent to“empathize” and “define the problem”, where engineers are trying to understand the problem, itsrequirements, and constraints.In the second stage, interessement, the definitions presupposed through problematization can bestabilized, disputed, or rejected. A structure, or a system of alliances between actors, may be negotiatedand constructed. However, in Callon’s

Conference Session

Civil Engineering Division - Changing How We Teach: Flipping, Project-Based Learning, and More!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jes Barron, United States Military Academy; Brock Barry, United States Military Academy; James Klosky, United States Military Academy

late 1960’s with the following characteristics: 1. Learning is student centered. 2. Learning occurs in small student groups 3. Teachers are facilitators or guides 4. Problems form the organizational focus and stimulus of learning 5. Problems are the vehicles for the development of problem-solving skills 6. New information is acquired through self-directed learning. [2]Since its introduction, an explosion of research touts the pedagogy and its effectiveness. As withmany pedagogical methods, the effectiveness depends on the how the theory is put into practice,and as Graaf points out “the label ‘PBL’ is used to cover an amazing diversity of educationalpractices, ranging from problem-oriented lectures to completely open

Conference Session

Construction Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Francois Jacobs, University of Wyoming; Renxiang Lu, University of Wyoming

: Evaluation of an Australian pilot program,” International Journal of Training Research, vol. 11, no.1, pp. 56-68, 2013.[9] F. Okumus, and K. Wong, “A critical review and evaluation of teaching methods of strategic management in tourism and hospitality schools,” Journal of Hospitality & Tourism Education, vol. 16, no. 2, pp. 22-30, 2004.[10] F. Kamoun, and S. Selim, “A Framework towards assessing the merits of inviting IT professionals to the classroom,” Journal of Information Technology Education Research, vol. 6, pp. 81-103, 2007.[11] S. Haviland, and S. Robbins, “Career and technical education as a conduit for skilled technical careers: A targeted research review and framework for future research. ETS

Conference Session

First-Year Programs Division Technical Session 3: Online Learning and the Impact of COVID-19

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brian Dick

; Exposition, Seattle, Washington. 10.18260/p.24250.9. Mazur, E., “Farewell, Lecture?”, Science, Vol. 232, Iss. 5910, pg 50-51 (2009).10. Ostafichuk, P. M., Jaeger, C.P., Nakane, J., Nesbit, S., Ellis, N., Sibley, J., “Redesigning the UBC First Year Introduction to Engineering: Successes and Challenges” Proc. Canadian Engineering Education Association CEEA16 Conf., Halifax, NS; 19-22 June 2016, Paper 135.11. Sibley, J.E., and Ostafchuk, P. Getting Started with Team-Based Learning, Stylus Publishing (2014).12. Michaelsen, Larry K., "Team Learning: A Comprehensive Approach for Harnessing the Power of Small Groups in Higher Education". (1992). To Improve the Academy. 249.13. Dick, B., Nguyen, T.S. “Promoting Intercultural Exchange through a

Conference Session

Civil Engineering Division - Changing How We Teach: Flipping, Project-Based Learning, and More!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Retherford, University of Tennessee at Knoxville; Sarah Mobley, University of Tennessee at Knoxville; Brad McCoy, United States Military Academy; Aaron Hill, United States Military Academy

served in the department from 2006 to 2009 and again from 2016 to the present. Along the way, he earned Master’s degrees in Engineering Management (Missouri S&T) and Civil Engineering (Virginia Tech) and a Ph.D. in Civil Engineering (The University of Texas at Austin). He has taught several courses in the civil engineering curriculum ranging from structural engineering and steel design to infrastructure systems and construction management. Each spring, he co-teaches Project Management Professional prep classes to the West Point community. His researchinterests include topics in structural engineering and engineering education. He serves as the Vice-Chair of the AmericanInstitute of Steel Construction (AISC) Partners in

Conference Session

First-Year Programs Division Technical Session 5: Design and Robotics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Olukemi Akintewe, University of South Florida; Walter Silva Sotillo, University of South Florida

robotics e-teaching for teamwork, International Journal of Continuing Engineering Education and Life Long Learning, Volume 13, Issue 1-2, 2003 10. Code, J., Ralph, R. and Forde, K. (2020), "Pandemic designs for the future: perspectives of technology education teachers during COVID-19", Information and Learning Sciences, Vol. 121 No. 5/6, pp. 419-431. https://doi.org/10.1108/ILS-04-2020-0112 11. A. S. Alves Gomes, J. F. Da Silva and L. R. De Lima Teixeira, "Educational Robotics in Times of Pandemic: Challenges and Possibilities," 2020 Latin American Robotics Symposium (LARS), 2020 Brazilian Symposium on Robotics (SBR) and 2020 Workshop on Robotics in Education (WRE), 2020, pp. 1-5, doi: 10.1109/LARS/SBR

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gary Thompson, Rowan University; Prince Atsu, Rowan University; Bob Patterson, Rowan University

cohorts of students – a third-year, a fourth-year, and anewly graduated engineering student. Their backgrounds and visions vary, and the changing world,including last year’s COVID-19 pandemic and research lab shutdown, impacts them in different ways.Yet, these students share a drive to innovate and make the most of available opportunities. Theperspectives of these students on the engineering entrepreneurship education they receive through thisinstitution will help to develop future projects and entrepreneurship programs.IntroductionRowan University’s engineering program was developed in the late 1990’s when there was a growingnational movement to reform undergraduate engineering education. Around that same time, the discussionto infuse

Conference Session

ETD Technical Session 5 - ET Curriculum and Programs II

Collection

2022 ASEE Annual Conference & Exposition

Authors

Orlando Ayala, Old Dominion University; Kristie Gutierrez, Old Dominion University; Francisco Cima; Julia Noginova; Min Jung Lee, Old Dominion University; Stacie Ringleb, Old Dominion University; Pilar Pazos, Old Dominion University; Krishnanand Kaipa, Old Dominion University; Jennifer Kidd, Old Dominion University

or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation. References1. J. Dofe and S.T. Kurwadkar, “Project-Based Learning: Contrasting Experience Between Traditional Face-to-Face Instruction and Virtual Instruction,” Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021. https://peer.asee.org/37616.2. S. Hamoush, E.H. Fini, M.M. Parast, and S. Sarin, “The Effect of Project-Based Learning (PBL) on Improving Student Learning Outcomes in Transportation Engineering,” Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011.3. A.C. Heinricher, P. Quinn, R.F. Vaz, and K.J

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Simone Nicholson, Florida International University; Trina Fletcher, Florida International University

Secules(2017) describes as a replacement of free labor from Black people and “… the quintessentialproductive force behind the industrial revolution. A modern invention, a capitalistic invention.”[25, Page 3]. During this time, American politicians and white educators questioned what type ofeducation would be appropriate for newly freed Black people. As Slaton (2004) notes, anyinclusivity of Black people in technical occupations or education was in direct response to how itwould benefit the U.S.’s global competitiveness and economy.In response, HBCUs were created and led by “white architects of black education” that educatedBlack youth on skills that would support a growing industrialized economy but kept Blacks inthe lowest socio-economic

Conference Session

DEED Technical Session 1: Adapting to COVID and other Design Challenges

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nebojsa Jaksic, Colorado State University - Pueblo

as well as implement appropriateonline pedagogical tools.Bibliography1. J. Dewey, Experience and Education, Macmillan, N.Y., 1939.2. D. A. Kolb, Experiential Learning: Experience as the Source of Learning and Development, Prentice Hall, Englewood Cliffs, N.J., 1984.3. J. N. Harb, S. O. Durrant, and R. E. Terry, “Use of the Kolb Learning Cycle and the 4MAT System in Engineering Education,” Journal of Engineering Education, Vol. 82, April 1993, pp. 70-77.4. J. N.Harb, R. E. Terry, P. K. Hurt, and K. J. Williamson, Teaching Through the Cycle: Application of Learning Style Theory to Engineering Education at Brigham Young University, 2nd Edition, Brigham Young University Press, 1995.5. L. E. Ortiz and E. M. Bachofen, “An

Conference Session

ERM: Identity Impacts (Identity Part 2)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stephanie Damas, Clemson University; Lisa Benson, Clemson University

physics career choice: A gender study",Journal of Research in Science Teaching, p. n/a-n/a, 2010. Available: 10.1002/tea.20363[Accessed 10 January 2022].[15] A. Godwin, "The Development of a Measure of Engineering Identity", 2016 ASEE AnnualConference & Exposition Proceedings. Available: 10.18260/p.26122 [Accessed 10 January2022].[16] C. J. Dunst, M. Raab, “Interest-based child participation in everyday learning activities”,Encycl Sci Learn pp.1621-1623, 2012[17] P. Schreuders, S. Mannon and B. Rutherford, "Pipeline or personal preference: women inengineering", European Journal of Engineering Education, vol. 34, no. 1, pp. 97-112, 2009.Available: 10.1080/03043790902721488 [Accessed 4 January 2022].[18] V. Tinto, Leaving College: Rethinking

Conference Session

LEES 3: Assessing/Addressing Mental Health

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Bruce, University of Ottawa

start to break the stigma of discomfortaround this sensitive topic.References1. A. Danowitz and K. Beddoes, “Characterizing Mental Health and Wellness in Students AcrossEngineering Disciplines,” in American Society for Engineering Education CollaborativeNetwork for Engineering and Computing Diversity, 2018, Paper ID#24138 [Online]. Available:https://monolith.asee.org/public/conferences/113/papers/24138/view.2. N. Fatimah, M. Hasnain Nadir, M. Kamran, A. Shakoor, M. Mansoor Khosa, M. Raza Wagha,M. Hasan, A. Arshad, M. Waseem, S. Afzal Kayani, “Depression among Students of aProfessional degree: Case of Undergraduate Medical and Engineering Students,” InternationalJournal of Mental Health & Psychiatry, vol. 2, no. 2, pp. 1-9, 20163. L.S

Conference Session

Joint Session: Entrepreneurially-Minded Learning in the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anna Howard, North Carolina State University at Raleigh

/word-entrepreneur-mean/ (accessed Mar. 28, 2022).[5] M. S. Kennedy, H. L. Cox, and S. K. Lanier, “Board # 71 : Tracking Research Self-Efficacy of Participants in an NSF Research Experience for Undergraduates Site,” presented at the 2017 ASEE Annual Conference & Exposition, Jun. 2017.[6] A. K. T. Howard, Undergraduate Research for Composites in Extreme Environments, Second Year Study,” Proceedings of the 2018 ASEE Southeast Section Conference, Daytona Beach, FL, March 4-6, 2018.[7] J. B. Hylton, D. Mikesell, J.-D. Yoder, and H. LeBlanc, “Working to Instill the Entrepreneurial Mindset Across the Curriculum,” Entrepreneurship Educ. and Pedagogy, vol. 3, no. 1, pp. 86–106, Sep. 2019.[8] “Expanded KEEN Student Outcomes (aka e