Conference Session

Making in Design Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexander R. Murphy, Georgia Institute of Technology; Danielle M. Saracino, Georgia Institute of Technology; Beyza Akgun, Georgia Institute of Technology; Katherine Fu, Georgia Institute of Technology; Julie S. Linsey, Georgia Institute of Technology

Tagged Divisions

Design in Engineering Education

submission of reflective design reports.Participants assigned to the iterative condition created two prototypes and a final design insequence (Figure 1, left). After the first prototype was 3D-printed and returned to participants inthe iterative condition by the research team, they could test their designs before making changesto their CAD model for the next round of production. This process was repeated for their secondprototype. After receiving their second iteration, participants in the iterative condition couldmake changes to their CAD model for their final design.Participants assigned to the parallel condition created two prototypes simultaneously followed bya final design (Figure 1, right). The research team 3D-printed both prototypes for

Conference Session

Environmental Engineering Division Technical Session 2: Innovative Approaches for Teaching Environmental Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sara Freix, Virginia Polytechnic Institute and State University; Yousef Jalali, Virginia Polytechnic Institute and State University; Daniel S. Brogan, Virginia Western Community College; Akshat Kothyari, Virginia Polytechnic Institute and State University; Vinod K. Lohani, Virginia Polytechnic Institute and State University

Tagged Divisions

Environmental Engineering

students to several topics including problem solving,information literacy, written and oral communication, teamwork, professionalism, ethics, thedesign process, significant figures, dimensional analysis, spreadsheet software, mathematicalsoftware scripts, descriptive statistics and technology applications within the field ofengineering.Within these topics, the current implementation will focus on facilitating learning activities thathelp students to solve problems by developing problem definitions, formulating hypotheses,stating their assumptions, identifying the knowns and unknowns, exploring resources,developing explanations, and communicating and reflecting on their proposed solutions in ateam-based setting. Planned subsequent activities

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Milo Koretsky, Tufts University; Susan Bobbitt Nolen, University of Washington; Michelle Kay Bothwell, Oregon State University; Christine Kelly, Oregon State University; Susannah C. Davis, University of New Mexico

Tagged Topics

Diversity, NSF Grantees Poster Session

, consequential learning.” Inthis paper, we encapsulate our work in this last year (no cost extension) of the grant through thelens of our 17 published or in preparation journal articles.Our research in equity and inclusivity has had three foci: student climate, conceptualization ofoppression and privilege, and organizational change. This research has addressed themes of peerrelations, the relation between epistemology and climate, assessment metrics for understandingsystems of power, reflection on problematic norms that frame engineering culture, anduncontested informal practices that produce gendered and racialized inequities across theinstitution. Our research in meaningful, consequential learning has focused on activities andassessments that align

Conference Session

Pre-College Engineering Education Division Technical Session 10

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Olushola V. Emiola-Owolabi, Morgan State University ; Medha Dalal, Arizona State University; Adam R. Carberry, Arizona State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University

Tagged Divisions

Pre-College Engineering Education

. ‘Concrete Experience’ describes when a student is exposed tonew information or reinterprets prior knowledge. ‘Observation and reflection’ captures when astudent reflects on new or reinterpreted information. ‘Forming abstract concepts’ is the nextstage where reflection develops into a new idea or modification of an existing idea. The finalstage of ‘testing in new situations’ describes when active experimentation takes place and astudent applies the idea to the real-world [35]. Kolb believed that a student attains newknowledge of new concepts through new experiences, i.e., “Learning is the process wherebyknowledge is created through the transformation of experience” [35].Figure 1.Experiential learning cycleMethodsA qualitative approach was used to

Conference Session

Innovative, Engaging Pedagogies for Engineering Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael F. Young, University of Connecticut; Landon Bassett, University of Connecticut; Daniel D. Burkey, University of Connecticut; Scott Duplicate Streiner, Rowan University; Joshua Bourne Reed

Tagged Divisions

Engineering Ethics

Education department. He has graduated with a bachelors degree in mechanical engineering from Rowan University. Josh is very passionate about education as well as the social issues in both the engineering and education systems. He hopes to further his understanding in both of these fields. American c Society for Engineering Education, 2021 Let’s Play! Gamifying Engineering Ethics Education Through the Development of Competitive and Collaborative Activities Through both success and failure, many engineering projects have a profound impact onindividuals and society. Thus, ensuring future engineers consider these impacts and reflect on theethical

Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda N. Quay, Stanford University; Callan E. Monette, Stanford University; Stacey A. Huang, Stanford University; Alexa Wnorowski, Stanford University; Anjali Mulchandani, Stanford University; Ronnie Miller, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Student

education practices. In this paper, we will discuss the majorcomponents of these pivots, including (i) transitioning existing programming to the virtualenvironment, (ii) reassessing chapter direction and goals by expert elicitation to evaluate chapterniche, (iii) developing new strategies to increase participation and engagement, including theformation of an anti-racism multimedia learning club aimed at promoting awareness of systemicinequity and discussing strategies to combat anti-black racism in higher education, and(iv) continuously adjusting chapter goals and activities through iterative reflection. We will placethis discussion in the context of literature on mental health, well-being, and flourishing ofstudents and educators during this

Conference Session

International Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sweta Saraff, Amity University Kolkata; Roman Taraban, Texas Tech University; William M. Marcy P.E., Texas Tech University; Ramakrishna Biswal, National Institute of Technology, Rourkela

Tagged Divisions

International

in differences inethical perspectives. The ongoing collaborative project described in this paper attempts todevelop the cross-cultural sensitivity of Indian and USA students through their reflections oncase studies that present ethical dilemmas in real-world situations. Central questions addressed inthis paper include: 1) How does a pedagogical model based on socio-cultural theory andincorporating cross-cultural activities support undergraduate engineering students in socio-cultural and ethical thinking? and 2) How do engineering students develop their professionalidentities through socio-cultural and ethical discourse? Based on socio-cultural learning theory,the present collaborative effort engages hundreds of students in professional

Collection

2021 First-Year Engineering Experience

Authors

Meagan Eleanor Ita, The Ohio State University; Laine Rumreich, The Ohio State University

each of the 3Cs, and a short reflection survey including three open-ended promptsabout EM. A total of 38 UTAs completed the training module. UTA responses to the three surveyprompts were analyzed using qualitative coding. A team of researchers each independently coded the datainto categories and, where necessary, resolved differing results as a team. The categories were chosenbased on an in-depth review of the data before the coding process to determine common themes.Results Prompt 1: Craft question(s) you might use to spark curiosity. This prompt produced a wide variety ofresponses and was designed to encourage TAs to brainstorm questions that can develop the criticalthinking skills and curiosity of their students. The most common theme

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ming Li, Beijing Foreign Studies University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

from historicaland cultural perspective. This research first analyzes the origins of entrepreneurial culture inhigher engineering education; secondly, explores the influences of entrepreneurial culture inhigher engineering education; finally, analyzes the implications of entrepreneurial culture inhigher engineering education based on a cultural perspective, especially in the culturalecology of Chinese mainland. This research preliminarily shows that the practice ofengineering entrepreneurship education within colleges and universities in Chinese mainlandurgently seeks rational reflection on the inheritance of traditional culture, the valuesexcavation of traditional business culture, the value recognition of entrepreneurship education,and

Conference Session

Electrical and Computer Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Uma Balaji, Fairfield University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

) understand specifications of commercially availableparts and use them to create a system – “obstacle avoiding robot” and v) create a robot or asubsystem. In addition, the course envisaged that students develop lesson plans in order toengage in mentoring of middle school students based on the understanding of their educationalbackground, write a weekly reflection report and make improvements on the delivery of lessonplan and help mentees build a finished product – an obstacle avoiding robot, from thecommercially available parts. Topics covered in the course included – Microcontrollers, Programing, Digital I/O,Encoders, Infrared sensor, Ultrasonic sensor, LIDAR, Gyroscope, Accelerometer,Magnetometer, Wireless interface to microcontroller, RC

Conference Session

Teamwork: Priming, Empathy, and Metacognition

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrea L. Schuman, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Desen Sevi Özkan, Tufts University

Tagged Divisions

Liberal Education/Engineering & Society

of the Center for Educational Networks and Impacts at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.Dr. David Gray, Virginia Polytechnic Institute and State University Dr. Gray receieved his B.S. in Electrical and Computer Engineering from Virginia Tech in 2000. He then earned a M.S. and a Ph.D. in Materials Science and Engineering from Virginia Tech in

Conference Session

Multidisciplinary Experiences: Teaching in a Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carolyn Kelly Ottman, Milwaukee School of Engineering

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

meeting with teammates.At the beginning of ERT, students delivered team products through traditional written formats ofWord and Google Docs. Holding onto what had worked well in the past, it appeared thatcompleting team-based work was limited with reliance on “cut-and-paste” methods.New tools that reflected a virtual environment were needed to shift the focus to collaborativelearning. In a just-in-time fashion, faculty learned and utilized tools such as JamBoard [5] andMural [6]. These tools provided platforms for students to discuss, learn from each other, and stillproduce a product. They also allowed the faculty to see students’ collaborative processes, whilestill having a finished product to assess with rubric criteria.Students, used to face

Conference Session

Community Engagement Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Simon Thomas Ghanat P.E., The Citadel; William J. Davis P.E., The Citadel; Timothy W. Mays, The Citadel; Rebekah Burke P.E., The Citadel; Kweku Tekyi Brown P.E., The Citadel; John C. Ryan, The Citadel

Tagged Divisions

Community Engagement Division

real world environmental, social, political, ethical, health and safety,constructability, and sustainability constraints. This project provided an academic enrichmentand curriculum engagement for students to apply their knowledge to benefit the community. Thispaper discusses capstone design project objectives, student learning activities, educationaloutcome assessment mapping, faculty reflections and lessons learned.IntroductionIn professional practice, engineers build successful careers out of solving open-ended problems[1]. However, the well-structured and constrained problems that engineering students tend tosolve at the early level coursework, do little to prepare them for the complexity of ambiguousand unstructured real-world problems [1

Collection

1981 North Midwest Section

Authors

Lester W. Spencer

between the incident ray and the perpendicular is great enough, the refracted ray will bend 90 degrees from the perpendicular as shown in figure lb. The angle of incidence at which this occurs is called the critical angle. At angles of incidence greater than the critical angle, no light will pass into the second medium, as shown in figure le. There- fore, the light is entirely reflected back into the first medium and if the interfact is very smooth Figure lb. CRITICAL ANGLE and is protected from contamination, virtually no light is lost in this total internal reflection (Kapany, 1960) . For the simplified schematic shown in figure 2a, the core will have the highest refractive index (n1 in figure 2b) and the cladding index will

Conference Session

'Diversity' and Inclusion? Pedagogy, Experiences, Language and Performative Action

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kathryn A. Neeley, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

be able to move beyond it in engineeringeducation. Here, the focus is on the circumstances that led to the emergence and prevalence of theterm in two different contexts: (1) the discourse community of speakers of English as representedin the Oxford English Dictionary (OED) and (2) the discourse community of engineeringeducation as reflected in papers published by the American Society for Engineering Education(ASEE) in the period 1996-2020. The combination of these two perspectives reveals that (1) theconversation on soft skills is by no means limited to engineering education; (2) interest in thetopic has increased dramatically since 1996; and (3) implementation of the EC2000 accreditationcriteria provided the impetus for the dramatic

Conference Session

The 'Strengths' of Mechanics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Reihaneh Jamshidi, University of Hartford

Tagged Divisions

Mechanics

makes it challengingfor them to reflect on the comments and implement changes [9].The objective of the present work is to develop a method of providing feedback to students in aconcise and contextualized manner. The process involves searching students’ lab reports for theirwriting mistakes and sorting the relevant extracts into categories and identifying themes. Eachtheme consists of several errors that are clustered together under one particular construct. It isanticipated that by categorizing students’ mistakes into themes and providing feedback on eachof the themes, students find higher motivation for improvement compared to the situation wherethey are given individual comments on each and every one of their mistakes in an unsorted

Collection

2021 ASEE St. Lawrence Section Conference

Authors

Gerald Tembrevilla, McMaster University; Andre Phillion P.Eng., McMaster University; Thomas E. Doyle, McMaster University; Shelir Ebrahimi, McMaster University; Colin McDonald P.Eng., McMaster University; Melec Zeadin, McMaster University; Bosco Yu, McMaster University

bestpractices of combining TAs and IAIs in a course. A mixed methodology [2, 3] was employed. Itconsisted of a self-assessment survey regarding TAs (N=50) and IAIs’ (N=5) roles, preparation,and experiences, and a follow-up semi-structured interview with TAs (N=15) and IAIs (N=5).Findings showed that synergy between TAs and IAIs revolved around five themes, whichinclude: (i) complementarity of roles, (ii) practical issues, (iii) reflective practices, (iv)professional development, and (v) perceived student engagement. The TAs and IAIs perceivedthat first-year students’ overall learning experience in the course was enhanced.To further promote such synergy, this study’s findings suggested the following: (1) establishconsistency and coherence with all

Collection

2021 Fall ASEE Middle Atlantic Section Meeting

Authors

Dimitrios Stroumbakis P.E., City University of New York, Queensborough Community College; John Migniuolo, Mig-Tech Fluidics Design; Bernard Hunter

biotechnology by 55 % and 65%respectively. Through periodic interviews, reflective expositions, industry engineer’s feedback, and a finalprogram presentation to the UR committee, we highlight the developmental gains in personal, professionaland technical skills areas. Increases in student’s self-confidence and efficacy created a feeling of beingjob-ready, and provided a better understanding of their future career direction. Reflections and facultyobservations, indicated a heighten appreciation for interdisciplinary skills and improved soft-skills,indispensable in today’s graduating engineers.INTRODUCTIONAs industry-experienced faculty, we focused on partnering with related industry for this experimentaldevelopment study in bio-liquid handler systems

Conference Session

Developing Teamwork, Student Attitudes, and Hardware Solutions for Laboratory Courses: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Erin A. Henslee, Wake Forest University; Kyle Luthy; William N. Crowe; Lindsey J. Gray, Wake Forest University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

. Thisdata suggests that topics students spent more hands-on time with resulted in better performance.IntroductionAccording to the Bureau of Labor and Statistics, the average person has 10 jobs by the age of 40[1]. This can be seen in Engineering and also reflected in what Engineering graduates are doingfive and ten years post degree[2], [3] . Further, nearly 25% of the Best Performing CEOs startedwith a B.S. in Engineering [4]. Industry continues to ask for more well-rounded competencies ofnew Engineers. The T-shaped engineer combines a depth of engineering technical knowledgewith broad knowledge across domains such as business, communications, entrepreneurship, andethics [2], [5]. Fostering 21st century skills ensures Engineers are equipped to

Conference Session

Graduate Studies Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hoda Ehsan, Georgia Institute of Technology; Shabnam Ghotbi, Purdue University at West Lafayette; Hossein EbrahimNejad, Purdue University at West Lafayette; Seyedali Ghahari, Purdue University at West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

andreflection of the authors as well as over ten other graduate students. The students and us share thesame nationality, religion, and language. We are at different levels of our doctoral program indifferent engineering majors. The findings we share in this paper are the accumulation of all storieswe heard, reflections on the stories, and our own experiences. This cooperative inquiry processcan serve as a guide for other graduate students in discovering their personal journey during theirgraduate years. In addition, the findings can provide insights for university administrations andpolicymakers to ease this transformation process, especially for immigrant students.Keywords: Graduate school, cooperative inquiry, immigration, policy, administration

Conference Session

Social Justice: Pedagogy, Curricular Reform, and Activism

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joseph Valle, University of Michigan - Ann Arbor; Israa Ali, University of Michigan ; Corin L. Bowen, California State University, Los Angeles; Donna M Riley, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

educationresearch [13]. Figure 1 leverages this model to show how the engineering and labor theory ofchange fits into this study of engineering graduate students engaging in a strike. The modelconnects Mejia et al.’s critical consciousness model [17], which engages Freire’s principles ofcritical pedagogy [18], with Hassan’s model of learning-assessment interactions [19]. “Mejia etal.’s model is represented in the center of this model, showing relationships between theory,action, reflection, and concepts of scholarship, praxis, concientização, and liberation that resultfrom their overlap. Hassan’s model of learning-assessment interactions is overlaid, with theoverlap taking the form of reflection as an assessment method and action as a learning method”[13

Conference Session

International Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sigrid Berka, University of Rhode Island; Bing Mu, University of Rhode Island; Lars Olav Erickson, University of Rhode Island; Iñaki Perez-Ibanez, University of Rhode Island

Tagged Topics

Diversity

Tagged Divisions

International

, adaptational, or causal process. Due to the limitation of space and relevance tothe purpose of this paper, focus will be placed on the developmental and compositional modelsof intercultural competence.  Developmental models are rooted in the recognition that intercultural competenceevolves over time. An influential example is the Developmental Model of InterculturalSensitivity (DMIS) created by Milton J. Bennett [10]. There are six stages in the DMIS modelwhere interactants progress from relatively ethnocentric understandings of other culturesto a more differentiated, sophisticated and ethnorelative comprehension and appreciation:“Denial” reflects attitudes that only one’s own culture is in some sense real or legitimate, whileother cultures are

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie M. Gillespie, University of New Haven; Onyinyechi Nwadiuto Agu, University of New Haven; Erica Maggiore, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

(Curiosity, Connections, Creating Value), as well as the additional areas identifiedin the eKSOs of communication and collaborations.2.1 Makerspaces developing curiosityStudent self-reflection essays have revealed that students feel that the multitude of resourcesavailable in the makerspace inspires curiosity [11], potentially by allowing students to developthe eKSO of Explore multiple solution paths. While no research was found that systematicallyexamined curiosity development due to the makerspace, two of the eKSOs under curiosity areDevelop a propensity to ask more questions and Be able to formulate salient questions. Tomko’scase study analysis of students in the makerspace highlights that a student “asks question afterquestion, and this method

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susannah C. Davis, University of New Mexico; Yan Chen, University of New Mexico; Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Pil Kang, University of New Mexico; Abhaya K. Datye, University of New Mexico; Eva Chi, University of New Mexico; Sang M. Han, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

sustained faculty changes, including their awareness and carerelated to students’ success, their readiness and implementation of online teaching pedagogy, andtheir initiatives in creating inclusive learning environments for diverse student needs. Resultssuggest the importance of fostering and sustaining change by creating collaborative spaces forfaculty to reflect on and support each other’s teaching practice. A departmental Community ofPractice (COP) related to teaching provided faculty with existing space, norms, and practicesupporting each other in reflecting on, adapting, and improving their teaching to support theneeds of diverse learners. We share our findings and implications in a traditional lecture.IntroductionThe emergence of COVID-19

Conference Session

Engineering Ethics Division Poster Session: Neuroethics and Secondary STEM Classrooms

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Clapper Bergsman, University of Washington ; Sara Goering, University of Washington; Eric H. Chudler, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

variety of pedagogical approaches. As a model for other engineering centersto explore, this paper also describes the cases of two high school science teachers who wereembedded in a neuroethics research group for their summer research experience. Finally,program evaluation findings show that RET participants reported increases in knowledge relatedto ethical and responsible conduct in research and knowledge of core concepts in neuroethics.Some teachers in particular reflected that learning about neuroethics was impactful to their ownprofessional learning and their students’ learning. Integrating the study of ethics into scientificresearch, as well as into science and engineering education across all levels, is imperative fordeveloping a citizenry

Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Camille Velarde, University of New Mexico; Vanessa Svihla, University of New Mexico; Estike Kokovay Gutierrez

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

inequities they sought to address.Freire characterized this as “false generosity”—as charity offered that does not empower, butinstead fosters dependency. While such aid may help individuals, it also sustains inequities [10].Addressing inequality in engineering education means interrogating the origins of inequalities.Efforts to unravel those systems requires the knowledge of decolonization and engaging indecolonizing methodologies [11]. This is important to reflect on because when organizationsenter a community, they often act in colonizing ways and extend oppressive systemsmasquerading as aid. Decolonizing methodologies center community knowledge and needs andforeground the community’s own purposes.Such work is effortful and time consuming, but

Conference Session

CoNECD Session : Day 2 Slot 7 Technical Session 1

Collection

2021 CoNECD

Authors

Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Rebecca Brent, Education Designs, Inc; Marisa K. Orr, Clemson University

Tagged Topics

CoNECD Paper Submissions, Diversity

interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, ”Empowering Students to be Adaptive Decision-Makers.” American c Society for Engineering Education, 2021 The Centrality of Black Identity for Black Students in Engineering: A Reflection on Methods and TheoryKeywords: Race/ethnicity, Black identity, undergraduate programsIntroductionThe recent emphasis on increasing the number of engineering graduates has been coupled withgreater concern about the lack of diversity in engineering fields. However, despite

Conference Session

International Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Adebayo Ogundipe, James Madison University; Siya Paul Rimoy, University of Dar es Salaam; Divina Donald Kaombe, University of Dar es Salaam

Tagged Topics

Diversity

Tagged Divisions

International

work comfortably within holistic, multidisciplinary contexts to solvecontemporary challenges. Moreover, engineers are expected to have the ability to work on multi-national teams designing products in one part of the world that will be manufactured in anotherand sold in yet another. In short, engineering is in itself, a global enterprise [2]. Trainedindividuals are needed who understand participatory development and have the technical skills toaddress complex issues. As noted by William Wulf [3], President Emeritus of National Academyof Engineering:“…engineering is now practiced in a global, holistic business context, and engineers must designunder constraints that reflect that context. In the future, understanding other cultures

Conference Session

Capstone Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stacie I. Ringleb, Old Dominion University; Pilar Pazos, Old Dominion University; Julia Noginova, Old Dominion University; Francisco Cima, Old Dominion University; Orlando M Ayala, Old Dominion University; Krishnanand Kaipa, Old Dominion University; Jennifer Jill Kidd, Old Dominion University; Kristie Gutierrez, Old Dominion University

Tagged Divisions

Mechanical Engineering

relevant Knowledge, Skills, and Abilities - KSAs) were measured.Additionally, within the CATME platform team satisfaction, team interdependence and teamcohesiveness were measured. ANCOVA analysis was used to assess the quantitative data fromCATME. Preliminary results suggest that students in the treatment classes had higher teammember effectiveness and overall satisfaction scores than students in the comparison classes.Qualitative data from reflections written at the completion of the aforementioned projects wereused to explore these results.IntroductionA summary of reports on engineering curriculum concluded that the undergraduate engineeringcurriculum lacks rigor in “integrating technical and professional skills through practicalexperiences

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rosalyn Hobson Hargraves, Virginia Commonwealth University; Afroditi Vennie Filippas, Virginia Commonwealth University

Tagged Topics

NSF Grantees Poster Session

sustainability, and July focused on convertingproject course implementation to online formats (due to COVID-19).In order to facilitate effective sharing of information and peer learning, SUMMIT-P uses twoprotocols during project meetings that provide a format for effective and fruitful discussion. Thetwo protocols, Descriptive Consultancy protocol and Success Analysis with Reflective Questionsprotocol, have historically been applied in the K-12 education community [4]. The DescriptiveConsultancy protocol [5], originally developed by Nancy Mohr and revised by Connie Parrishand Susan Taylor in August 2013, was modified by McDonnough and Henschel [6] and has beenadapted for this project to help presenters think more expansively about a particular