Conference Session

Engagement in Practice Lightning Round: Engineering with and for Community Partners

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer A. Warrner, Ball State University; Joe Bradley, University of Illinois Urbana-Champaign; Sirena C. Hargrove-Leak, Elon University; Anand Nageswaran Bharath, Cummins Engine Company

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

participants using an evaluation atthe conclusion of the unit, and 3) the engineering students using a reflective journal. Both theparents of the elementary school students and the engineering students failed to complete theirassessments. This indicates that reliance on intrinsic motivation is not enough.Programs #3 and #4Institutional ContextThe next two outreach programs were developed at the University of Illinois Urbana-Champaign, a large public land-grant university with a strong research foundation andundergraduate/graduate student engagement in service learning and outreach.Curriculum/Learning GoalsThe first program combines a two-semester graduate course and outreach to high school studentsenrolled in the AVID (Advancement Via Individual

Conference Session

Safety and Sustainability in the ChE Classroom

Collection

2024 ASEE Annual Conference & Exposition

Authors

Adam T Melvin, Clemson University; Michael J. Ardoline, Louisiana State University and A&M College

Tagged Divisions

Chemical Engineering Division (ChED)

to an improvement in thestudents’ normative reasoning skills. Dilemma 2 poses a question of putting colleagues in apotentially dangerous situation to benefit the company. Dilemma 5 poses the question of what ismore important: the safety of the workplace versus the bottom line for the company. The changein both can be seen as moving from thinking in terms of benefit (Kohlberg’s pre-conventionalstage) or acceptable professional practices (the conventional stage) to the terms of values andethical principles (the post-conventional stage). Given the link to Kohlberg’s stages ofdevelopment, it would appear as if the learning module succeeded in providing students a greaterunderstanding of moral reasoning which was reflected in their responses to

Conference Session

NEE Technical Session 1 - Educator's Tools

Collection

2024 ASEE Annual Conference & Exposition

Authors

Quamrul H. Mazumder, University of Michigan, Flint; Sunzia Sultana, University of Michigan, Flint

Tagged Divisions

New Engineering Educators Division (NEE)

Turnitin that showed approximately 90% unique,managed using proper citations. All authors also reviewed the paper for completeness andaccuracy. It was observed that international graduate students lack knowledge with propercitation and consequences of plagiarism in the scholarly works. The future work is to use theinstrument to train undergraduate and graduate students to develop competencies about how todevelop scholarly works without any issues related to plagiarism. References:[1] Risku, Hanna. (2016). Situated learning in translation research training: Academic researchas a reflection of practice. The Interpreter and Translator Trainer. 10. 1-17.10.1080/1750399X.2016.1154340.[2] Masic I. (2012

Conference Session

Hands-On Learning in ET II

Collection

2024 ASEE Annual Conference & Exposition

Authors

Helene Jabbour, Purdue University ; Israa Azzam, Purdue University ; Isaac Elí Lago, Tecnologico de Monterrey ; Farid Breidi, Purdue University ; Jose M. Garcia, Purdue University

Tagged Divisions

Engineering Technology Division (ETD)

implemented multiple interactive Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) modules and platforms. These modules have been effectively utilized in mechanical design, training, remote operation, and engineering education. Israa has received recognition for her contributions, including the best poster and presentation awards for her work, the 2024 Bravo Award for Employee Recognition, and induction into the Honor Society of Phi Kappa Phi, placing her among the top 10% of Purdue Graduate students. Her academic journey reflects a commitment to advancing knowledge and contributing to technological innovation in XR control systems. Her professional aspirations include applying for an Assistant Professor

Conference Session

Unique Pedagogies for Mechanics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amie Baisley, University of Florida; Julian Ly Davis, University of Southern Indiana; Geoffrey Recktenwald, Michigan State University

Tagged Divisions

Mechanics Division (MECHS)

lecture style class using the SMART Assessment approach, and (3) a lecture style class with 3levels of student participation worked into the class to engage both reflective and active learners.The instructors chose several standard dynamics problems to analyze, where each instructortailored the problem statement for their course and included how they would require the studentsto solve the problem and how they would evaluate the solution. These problems will be assignedfor future exams in each instructor’s class, graded in their own style, and then evaluated as a teamto assess student learning outcomes. This work-in-progress paper will present the differences inthe style of the problem statement, solution, and evaluation for some of these dynamics

Conference Session

Frameworks and Comparative Analyses in ECE Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mehmet Vurkac, Seattle University; Margarita D. Takach, Seattle University; Shruti Singh, Seattle University

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

they must be used very efficiently. There is emphasis on synthesis to induce students to thinkof the hardware that is produced and help them understand concurrent and sequential code.Reflections on Teaching the Digital Operations LabsWe have taught the Digital Operations course with take-home labs for over 26 years. We havenever included HDLs in this course. Hence, we cannot assess how including HDL affectsstudents’ learning. What follows are some reflections on the take-home labs.Students earn points only if they can demonstrate a working circuit. On occasions there might beone or two students who fail to successfully demonstrate one out of the six labs in DigitalOperations. This, we have consistently observed, happens if a student starts

Conference Session

STEM and the Two-Year College

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

Decisions Module 3: Your Income and Module 8: Managing Module 13: Buying a Home Expenses Debt Module 4: Your Spending Module 9: Using Credit Module 14: Disasters – Financial and Savings Plan Cards Preparation and Recovery Module 5: Your Savings Module 10: Building Your Financial FutureDue to space constraints, this paper will review the contents of Modules 1, 3, 4, and 6 of the abovetable:Module 1: Your Money Values and Influences:This module emphasizes understanding personal values and how they impact financial decision-making. It encourages students to reflect on their attitudes towards money, spending habits, andlong-term

Conference Session

First-Year Programs Division Technical Session 9: Student Growth & Professionalization

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rodrigo Cutri, Maua Institute of Techonology; Hector Alexandre Chaves Gil, Instituto Mauá de Tecnologia; Cristiane Maria Barra Da Matta; Octavio Mattasoglio Neto

Tagged Divisions

First-Year Programs Division (FYP)

Mission; APAE - São Caetano do Sul; Methodist Association of SocialAction - "The Sower" School - São Caetano do Sul. Federal University of ABC and"Hands-on" Non-governmental organization.References[1] A. Galbraith, H. A. Schluterman, L. B. Massey, and G. Scroggin, "Full Paper: Incorporating Academic Coaching in First-Year Engineering Program to Support Student Success and Persistence," presented at 14th Annual First-Year Engineering Experience (FYEE) Conference, Univ. of Tennessee, Knoxville, TN, USA, Jul. 2023. [Online]. Available: https://peer.asee.org/44828[2] Struck Jannini, A. V. (2023, June), “Reflections on Mentorship – Being the Change You Want to See in Engineering Education” Paper presented at 2023 ASEE Annual Conference

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gina Ristani, University of Minnesota, Twin Cities; Keisha Varma, University of Minnesota, Twin Cities; Seth Thompson, University of Minnesota, Twin Cities

Tagged Topics

Diversity, NSF Grantees Poster Session

aspect of the projectis to improve the communication of the broader impacts and societal benefits provided by thecommunity’s research in engineering. The project focuses its mission not only on the engineeringresearch necessary to advance the field, but on the need to educate an engineering workforce thatis a demographic reflection of the current and future nation so we may maximize the impact ofengineering technologies on society. This investigation was undertaken through two approaches.Primarily, we sought to understand to what extent researchers are communicating the broaderimpacts of their work. In addition, we explored the ways in which researchers communicatethose impacts. Theoretical Background

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ahatsham Hayat, University of Nebraska, Lincoln; Sharif Wayne Akil, University of Nebraska, Lincoln; Helen Martinez, University of Nebraska, Lincoln; Bilal Khan, Lehigh University; Mohammad Rashedul Hasan, University of Nebraska, Lincoln

Tagged Topics

Diversity, NSF Grantees Poster Session

: at-risk or prone-to-risk (grade below B-), and average or outstanding (grade B- or above) • Three types: at-risk or prone-to-risk (grade below B-), average (grade B- or above but below A-), and outstanding (grade A- or above) • Four types: at-risk (grade below C-), prone-to-risk (Grade C- or above but below B-), average (Grade B- or above but below A-), and outstanding (grade A- or above)Addressing RQ2, we delve into the impact of integrating students’ background andnon-cognitive features on the predictive accuracy of LLMs. We hypothesize that a richer featureset, reflecting both the academic and experiential learning trajectories of students, cansignificantly enhance LLM forecasting capabilities.Our contributions are

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

William Graves, United States Military Academy; Gary A Jordan, United States Military Academy

Tagged Divisions

Civil Engineering Division (CIVIL)

placed into the equation sheet. While the smallest cohort ofthe data set, it still potentially reflects a similar characteristic to those students in Quadrant I byfilling the respective equation sheets with definitions and facts.Overall, the relationship between average word density and exam performance (Figure 7)struggles to offer a deeper insight than an analysis of the grade distribution for the event (Figure5). Given the skewness of the grades, around 58% of the students performed higher than theaverage score on the exam. While it is recognized that other measures, such as mean or mode,could provide a different perspective on central tendency of the data, it is interesting that thissame mean is maintained when evaluating the exam performance

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nolgie O. Oquendo-Colón, University of Michigan; Xiaping Li, University of Michigan; Laura Carroll, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Topics

Diversity, NSF Grantees Poster Session

interviews to understand the role classroom teachingpractices play in the academic success of engineering students with ADHD. Collectively, thisresearch allows us to explore students’ perceptions of how active learning and lecture-basedclasses influence their classroom experiences, academic adjustment, and sense of belonging.AcknowledgmentsWe would like to acknowledge Cooperative Institutional Research Program (CIRP), the HigherEducation Research Institute (HERI), and the University of California, Los Angeles (UCLA). This research is supported by the U.S. National Science Foundation (2043430). Any opinions,findings, and conclusions, or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of

Conference Session

Civil Engineering Division (CIVIL) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Daniel B Oerther P.E., Missouri University of Science and Technology; Sarah Oerther

Tagged Divisions

Civil Engineering Division (CIVIL)

engineering,and environmental engineers. This article includes details of the module. In particular, studentsare invited to answer an open ended questions, “how much would you pay to watch a perfectsunset?”, and the results of student responses are used as part of teaching. The results of studentresponse before and after a lecture module show a clear trend away from extreme answers of“everything” (i.e., a sunset is priceless) and “nothing” (i.e., a sunset is free), and towards a betterunderstanding of public value and an answer that reflects “some dollar amount,” which is createdfrom the sum of the values expressed by each individual. A subsequent lecture module introducesstudents to the concept of full-cost accounting as a way to integrate

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah M. Ryan, Iowa State University; Robert Brown; Amy Kaleita, Iowa State University; Sergio Horacio Lence; Cynthia Lidtke, Iowa State University; Cameron Alexander MacKenzie, Iowa State University; Michelle Lynn Soupir, Iowa State University

Tagged Topics

NSF Grantees Poster Session

• GLC workshop model graduate students Industry Advisory Board Community (GLC) model • GLC small group reflections to work effectively Diversity Advisory Board • Implement & adjust GLC activities • Trainees' ePortfolios in multidisciplinary • Interdisciplinary based on feedback loop • Symposium content teams, Faculty/Mentors Institutional • Hold annual symposium • Professional & communication communicate Support/Infrastructure • Develop ePortfolio structure core competencies matrix effectively with Investigators' • Develop recruiting practices and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Reeping, University of Cincinnati; Kenneth Reid, University of Indianapolis; Matthew W. Ohland, Purdue University, West Lafayette; NAHAL RASHEDI, University of Cincinnati

Tagged Topics

Diversity, NSF Grantees Poster Session

curriculum or areas wherestudents may veer off course. Interventions based on the results might entail adjustments tocurricular guidelines, enhanced academic advising, or the implementation of novel programs andinitiatives to bolster student progress. As this project continues to evolve, we expect to delivernew analytical potential to the community and create new strands of inquiry to connect toexisting persistent problems in engineering education. AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.BPE- 2152441. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the

Conference Session

Cooperative and Experiential Education Division (CEED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert B. Bass, Portland State University; Jen Lindwall, Portland State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

MCP1, 2Alignment of Assessments with ABET Student OutcomesThe engineering education literature contains multiple examples of engineering faculty usinginternship experiences as a means for assessing ABET Criteria 3 Student Outcomes (SOs),dating back several decades [20-22]. Biasca and Hill developed a method for assessing multipleSOs based on students’ internship experiences, specifically using reflection papers and electronicportfolios [23]. Sirinterlikci also leveraged internship experiences to inform Criteria 3, which hedid by mapping student and employer survey data to SOs [24]. Laingen et al. describe the valueof internship competency assessments as a means for achieving continuous student learningimprovements, which were articulated

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jose Capa Salinas, Purdue University; Morgan R Broberg, Purdue Applied Research Institute

Tagged Divisions

Civil Engineering Division (CIVIL)

. This course encouraged me to consider a career in civil engineering. Motivation 6. I understand the relevance of the material to real-world challenges. 7. I believe what I learned in this course is important. Pedagogy 8. The lectures, readings, and assignments complemented each other. 9. Assignments were reflective of the course content. 10. Instructors clearly defined expectations for learning. 11. Instructors fairly assessed student learning (e.g., through quizzes, homework, projects, and other graded work).Evaluation of course knowledge growth from 2020-2023 is shown in Figure 1. The resultsindicate an overall highly

Conference Session

Community Building and Student Engagement

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cheryl B. Schrader, Wright State University

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

inflexibility; see, for example, [9]. The rigidity built intodegree attainment limits diversity within the engineering student body as a whole, and theLearning Loss experienced by incoming students multiplies these effects. It is not anoverstatement that an entire generation of engineering students could be lost due to a pandemic;and students traditionally underrepresented in engineering (namely women and underrepresentedminorities) are leaving at an alarmingly high rate. A reflection of the urgent need is a 2022National Science Foundation (NSF) Award to a partnership between the American Society forEngineering Education (ASEE) and the National Academy of Engineering (NAE) entitled“Engineering the Inclusive Mindset for the Future: A Blueprint for

Conference Session

MECH - Technical Session 5: Virtual Learning and Technology Integration

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrea Gregg, Penn State University; Daniel Cortes; Ibukun Samuel Osunbunmi, Penn State University; Laura L. Pauley P.E., Penn State University; Minkyung Lee, Penn State University

Tagged Divisions

Mechanical Engineering Division (MECH)

Paper ID #42530Minkyung Lee is a doctoral candidate in the Department of Learning and Performance Systems at PennState University and serves as a Graduate Assistant at the Leonhard Center, an engineering educationcenter at Penn State. Her academic journey and professional contributions reflect her dedication to thefield of educational technology and design. ©American Society for Engineering Education, 2024Designing and Evaluating Virtual Reality Applications for a Machine Design Course IntroductionMachine design is an iterative decision-making process that requires students to select and assemblemachine elements to create a device that performs a desired task. A machine

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hakan Gurocak, Washington State University, Vancouver; Xinghui Zhao, Washington State University; Kristin Lesseig

Tagged Topics

NSF Grantees Poster Session

, scalability can be achieved byholding the lectures in a large computer lab but usually these labs are set up for open access. As aresult, the flowerpots may need to be set up before each lecture and taken away after. Anotherpossibility is to hold multiple sections of the course with smaller section sizes.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.DUE-IUSE-2116226. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References [1] P. Seeling, “Active learning moves programming students from novice to skilled,” https://www.pearsoned.com/active-learning

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Cooley Jones, Louisiana State University and A&M College; Elizabeth Michelle Melvin, Clemson University

Tagged Topics

Diversity, NSF Grantees Poster Session

prioritize and schedule. We also gathered information about students’ experience of the workshop (the knowledge of the presenter, length of the session). Here we present the most salient results about student learning outcomes related to the workshop’s objectives. Learning Styles and Study Groups Workshop: The learning styles and study groups workshop seeks to increase student’s understanding of their results on the Felder/Solomon Engineering Learning Styles Index by learning about a) the different learning style indexes (e.g. active/reflective, visual/verbal, sensing/intuitive, and sequential/global), b) how these indexes manifest when learning new information, and c) what skills to use to adapt

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rui Wu, East Carolina University; Sergiu Dascalu, University of Nevada, Reno; Zhen Zhu, East Carolina University; David Feil-Seifer; Marjorie Campo Ringler, East Carolina University; Bryan C. Hutchins; Laura Rosof; Ponkoj Chandra Shill, University of Nevada, Reno; Hossein Jamali, University of Nevada, Reno; Frederick C Harris Jr., University of Nevada, Reno

Tagged Topics

NSF Grantees Poster Session

theory, personalized learningpedagogies address the assumption that learners, especially college students, have an inherentneed to comprehend the purpose behind their learning endeavors, whether revisiting familiarconcepts or exploring new domains.Within the general framework of personalized learning, activities grounded in real-life scenariosenhance student engagement, particularly evident in fields such as robotics and computer science,where problem-solving and scenario-based learning align with adult learning principles. Derivedfrom andragogy, four key principles characterize adult-centered instruction and learning 10,9,11 :relevance to assignments, encouragement of critical and reflective thinking, acknowledgment andutilization of personal

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Lupita D Montoya, University of Colorado, Boulder; Andrea Ferro, Clarkson University; Cesunica E. Ivey, University of California, Berkeley; Shakira Renee Hobbs, University of California Irvine; Maya A Trotz, University of South Florida; Cliff I. Davidson, Syracuse University; Susan J. Masten P.E., Michigan State University; Sheryl H Ehrman, San Jose State University; Chang-yu Wu, University of Florida

Tagged Topics

Diversity, NSF Grantees Poster Session

) and do not necessarily reflect the views of the National Science Foundation.DeclarationsThis project is being conducted in accordance with research reviewed by Institutional ReviewBoards for Human Subjects Research at Clarkson University (Protocol 23-31) and the Universityof Colorado Boulder (Protocol 23-0344).References[1] American Academy of Environmental Engineers (AAEE), Environmental Engineering Body of Knowledge, Annapolis MD: AAEE, 2009[2] D. Grasso, Chair; Environmental Engineering for the 21st Century: Addressing Grand Challenges. Consensus Study Report. Washington DC: The National Academies Press, 2018. https://doi.org/10.17226/25121[3] L. Blaney, A. MacKay, D. Rodrigues, K. Nelson, “Results from the 2022-2023 member

Conference Session

Educational Research and Methods Division (ERM) Technical Session 25

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexander Pagano, University of Illinois at Urbana - Champaign; Taylor Tucker Parks, University of Illinois at Urbana - Champaign; Saadeddine Shehab, University of Illinois at Urbana - Champaign

Tagged Divisions

Educational Research and Methods Division (ERM)

sequences: A review and analysis,” Stud. Sci. Educ., vol. 47, pp. 123–182, Sep. 2011.[12] C. B. Zoltowski, W. C. Oakes, and A. E. Cardella, “Students’ ways of experiencing human-centered design,” J. Eng. Educ., vol. 101, no. 1, pp. 28–59, 2012.[13] E. A. Sanders, M. H. Goldstein, and J. L. Hess, “Assessing Ways of Experiencing Human- centered Design via Student Reflections,” ASEE Annu. Conf. Expo. Conf. Proc., 2021.[14] J. Hehn and F. Uebernickel, “Towards an understanding of the Role of Design Thinking for Requirements Elicitation - Findings from a Multiple-Case Study,” Am. Conf. Inf. Syst. 2018 Digit. Disruption, AMCIS 2018, pp. 1–10, 2018.[15] Stanford d.school, “Bootcamp Bootleg,” Stanford d.school, p. 47, 2010.[16] R. Razzouk

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abdulrahman Alsharif, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

the program's development process and provide a scalable framework for educators.Background of Other Programs Vertically Integrated Projects is a multidisciplinary educational model that allowsstudents to work on long-term, large-scale research projects under the guidance of facultymembers [3]. In an assessment of the VIP for first-year engineering pathway at a publicuniversity, Ramirez and Zoltowski collected data that suggested a positive impact on participants'academic and professional qualities after participating in a VIP program [3]. The survey datahighlighted the program's efficacy in fostering research and experiential activities, as reflected ina mean score of 4.14. out of 5. Early engagement in research projects and teamwork

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Craig O. Stewart, University of Memphis; Chrysanthe Preza, The University of Memphis; Stephanie S Ivey, The University of Memphis

Tagged Topics

NSF Grantees Poster Session

. These results are presented in Figures 1-4 below. FIGURE 1: Results for survey items 1-5.FIGURE 2. Results for survey items 6-10.FIGURE 3. Results for survey items 11-15. FIGURE 4. Results for survey items 16-20.DiscussionSTEM Identity, Self-Efficacy, Mindset, and Major/Career IntentionsOverall, participation in the VIP program did not seem to impact engineering identity, self-efficacy, mindset, or intentions to remain in the engineering major or pursue an engineeringcareer. Most participants scored highly on these measures, perhaps reflecting a selection bias,with the VIP program attracting students who already have strong sense of themselves as “STEMpeople.” It may also be the case that

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lisa Cullington, Sacred Heart University; Mary V Villani, Farmingdale State College, SUNY, New York; Nur Dean, Farmingdale State College, SUNY, New York; Moaath Alrajab, Farmingdale State College, SUNY, New York; Arthur Hoskey, Farmingdale State College SUNY, New York; Ilknur Aydin, Farmingdale State College, SUNY, New York

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

Activity, students participated in the in-class activity by having defined roles and responsibilities. Some students were responsible for the oral presentation, others had to identify new discoveries in the content, while others needed to contextualize the events in their research.• Peer Assessment and feedback: Providing and receiving assessments from one’s peers can provide a variety of benefits for students involved in the peer assessment process. Students may have the opportunity to reflect, self-assess, and co-construct subject matter knowledge. Students’ confidence in the subject matter may also increase [10]. While these benefits have not been found to be universal, this study utilized collaborative learning

Conference Session

Educational Research and Methods Division (ERM) Technical Session 22

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mohammad Faraz Sajawal, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Divisions

Educational Research and Methods Division (ERM)

, impact on academia, its performance, use in writing research related work(George & George, 2023; Kung et al., 2023; Lund & Wang, 2023; Shen et al., 2023; van Dis et al.,2023). In this research study, the use of ChatGPT in engineering will be explored through students’perspectives.Literature ReviewResearch on Chat Generative Pre-Trained Transformer (ChatGPT) has proliferated in recent years,reflecting the growing interest in artificial intelligence (AI) and natural language processing (NLP)technologies. Initially developed by engineers at Open Artificial Intelligence (OpenAI), ChatGPThas garnered attention across various disciplines, with studies focusing on its applications,limitations, and implications for diverse domains. This

Conference Session

Mathematics Division (MATH) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alberth Alvarado, Universidad Galileo; Jose Roberto Portillo, Universidad Galileo; Byron Haroldo Linares Roman

Tagged Divisions

Mathematics Division (MATH)

, “Developing a comprehensive engagement framework of gamification for reflective learning,” in Proceedings of the 2016 ACM Conference on Designing Interactive Systems, New York, NY, USA: ACM, 2016.[8] J. Stefaniak and K. Carey, “Instilling purpose and value in the implementation of digital badges in higher education,” Int. J. Educ. Technol. High. Educ., vol. 16, no. 1, 2019, doi: 10.1186/s41239-019-0175-9.[9] J. Lau, “Digital Badge Metadata: a case study in quality assurance,” Journal of Innovation in Polytechnic Education 3.1, pp. 27–36, 2021.[10] “Badge Architectures in Engineering Education - Blueprints and Challenges,” in Proceedings of the 5th International Conference on Computer Supported Education

Conference Session

Educational Research and Methods Division (ERM) Technical Session 25

Collection

2024 ASEE Annual Conference & Exposition

Authors

Caitlyn Berryhill, California Polytechnic State University, San Luis Obispo; Amanda Clara Emberley, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Educational Research and Methods Division (ERM)

students understand engineeringdesign at several points in their pathway. The aim of this research study is to address the researchquestion: What are the changes in students’ conceptualizations of engineering design over the Page 1 of 13course of their undergraduate education? This information can support the optimization of coursesto better support student learning of engineering design.Beginning engineering designers engage in engineering design in different ways than informeddesigners [6] - [8]. For example, informed designers are better able to weigh options and tradeoffsthan beginning designers. Additionally, informed designers are more reflective in their