Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nikunja Swain, South Carolina State University

. Introduction to Legal and Ethical Issues in Cybersecurity,5. Special Topics in Cybersecurity,6. Senior (Capstone) project in CybersecurityWe offered two cybersecurity courses for all non-Computer Science (CS) majors at the university during2020-21 academic year with very low enrollment. At this moment, we have only three students pursuingthis Cybersecurity for All minor. We are working with various department chairs and college deans andwe expect this enrollment to grow. Also, we offered all courses for our cybersecurity concentration forCS majors, and currently approximately 30 students pursuing the Cybersecurity concentration. Also, wehave graduated 15 students from this concentration.Goal 3: Conduct Cybersecurity professional development activities

Collection

2022 ASEE - North Central Section Conference

Authors

Ruth Camille Pflueger, Pennsylvania State University, Behrend College; Jonathan Alan Meckley, Pennsylvania State University, Behrend College

semester and arecurrently working to finish their project.During the first week of the first semester, the new students are provided a list of projects andrank them from their favorite to their least favorite. A faculty member composes the teams basedProceedings of the 2022 ASEE North Central Section Conference 2Copyright © 2022, American Society for Engineering Educationon students’ top three choices. The faculty evaluate the students regarding their work ethic andchange pairings based on the students’ ability to work together.Each team consists of two or three students and has a project advisor who guides themthroughout their project. Each team has two graders who are current in the project area

Conference Session

Technical Session 3 - Paper 3: International engineering students’ resistance to isolating university experiences: An opportunity for greater inclusion in engineering education

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Memoria Matters, Purdue University at West Lafayette (COE); Patrice Marie Buzzanell, University of South Florida; Carla B. Zoltowski, Purdue University at West Lafayette (COE)

Tagged Topics

CoNECD Paper Sessions, Diversity

design. She received ICA’s Mentorship Award and the Provost Outstanding Mentor Award at Purdue, where she was University Distinguished Professor and Endowed Chair and Director of the Susan Bulke- ley Butler Center for Leadership Excellence. She has worked with Purdue-ADVANCE initiatives for institutional change, four EPICS teams including Transforming Lives Building Global Communities (TL- BGC) in Ghana, and individual engineering ethical development and team ethical climate scales as well as everyday negotiations of ethics in design and professional formation of engineers through NSF funding. [Email: pmbuzzanell@usf.edu; buzzanel@purdue.edu]Dr. Carla B. Zoltowski, Purdue University at West Lafayette (COE) Carla B

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

Gerald Wang, Carnegie Mellon University

to address important ethical considerations that are not frequently addressed intraditional engineering curricula (including within traditional engineering ethics curricula), andwhich center issues of particular importance to our nation’s increasingly diverse body ofengineering students.As a growing number of departments begin to undertake these attempts at curricular reform,there will be (and in fact already is) significant backlash from pedagogical traditionalists, whomay perceive these efforts as “watering down” the technical rigor of a traditional engineeringeducation with elements (e.g., “storytelling”) typically reserved for the humanities or socialsciences. Although the author is not aware of a specific study detailing the prevalence

Conference Session

Project Based and Experiential Learning in Manufacturing

Collection

2022 ASEE Annual Conference & Exposition

Authors

Junkun Ma, Sam Houston State University; Suleiman Obeidat

orally or in writing 9. Learning how to find, evaluate, and use resources to explore a topic in-depth 10. Developing ethical reasoning and ethical decision making 11. Learning to analyze and critically evaluate ideas, arguments, and points of view 12. Learning to apply knowledge and skills to benefit others or serve the public good 13. Learning appropriate methods for collecting, analyzing, and interpreting numerical informationTable 1 shows the distribution of students' self-assessments. The scores range from 1.0 to 5.0 with1.0 intervals for the listed 'No Apparent Progress,' 'Slight Progress,' 'Moderate Progress,''Substantial Progress,' and 'Exceptional Progress' correspondently, and the mean scores of thesurvey results

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Deters, Embry-Riddle Aeronautical University - Daytona Beach; Brent Terwilliger, Embry-Riddle Aeronautical University - Worldwide; Emily Faulconer, Embry-Riddle Aeronautical University - Worldwide; Kelly George, Embry-Riddle Aeronautical University - Worldwide

support ofundergraduate research, the university developed the following six student learning outcomes(SLOs), relative to undergraduate research: 1. Define and/or articulate a research problem 2. Design a course of action to solve a research problem using as appropriate, multidisciplinary approaches 3. Apply ethical principles in research 4. Conduct research independently and/or collaboratively 5. Research decisions or conclusions based on the analysis and synthesis of evidence 6. Communicate research resultsAs part of this project at the Worldwide campus, these SLOs were used to structure the supportnetwork of the Research Scholars Program (Fig. 1): mentoring, workshops, and the independentstudy course.The support network discussed

Conference Session

Broadening Participation and Inclusion in STEM: Equity, Culture & Social Justice in Education Division Technical Session 8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Natasha Andrade, University of Maryland College Park; Elisabeth Smela, University of Maryland College Park; Vincent Nguyen, University of Maryland College Park; David Bigio, University of Maryland College Park; Adjoa Egyen-Davis, University of Maryland College Park; Daniela Nganjo

engineer” QuestionIn a mechanical engineering lab course, students were asked to list the critical characteristics ofengineering professionals. The data collected from Spring 2019 to Spring 2021 were coded toidentify ethical, social, or environmental aspects, and the results are presented in Figure 3.Ethical items have some prevalence of reporting, but environmental and social aspects rarelyappear within the self identification of professional characteristics. The course where thisquestion was administered in, does not specifically cover content that addresses social justiceissues, or more broad social impacts or environmental impacts. A higher prevalence of social andenvironmental professional responsibility would be expected within a course

Conference Session

Community Engagement Division Technical Session 4- COVID and Virtual Learning

Collection

2022 ASEE Annual Conference & Exposition

Authors

Patrick Sours, The Ohio State University; Howard Greene, The Ohio State University

knowledge to people-oriented challenges in global settings; theseprograms have many names but are known as, Community Engaged Learning, Global ServiceLearning (GSL) [5] or Engineering for Community Development (ECD) [6].The student and community impacts of these types of programs have been widely assessed asprojects have seen success through incorporation of principles such as ethics, social justice, localexpertise and resources, and building trusting relationships with shared goals [7]. There has beenextensive analysis on the use of ECD to develop global sociotechnical competency skills andpositive student learning outcomes [8], [9].However, historically, well-intentioned university-forged relationships with partner communitiesand resultant

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Case, Virginia Polytechnic Institute and State University; Holly Matusovich, Virginia Polytechnic Institute and State University; Marie Paretti, Virginia Polytechnic Institute and State University; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

represents a vast untapped potential to exponentially increasethe impact of EEC funding and transform engineering education. But tapping this potential hasthus far been an intractable problem, despite ongoing calls for data sharing by public funders ofresearch. Changing the paradigm of single-use data collection requires actionable, provenpractices for effective, ethical data sharing, coupled with sufficient incentives to both share anduse existing data. To that end, this project draws together a team of experts to overcomesubstantial obstacles in qualitative data sharing by building a framework to guide secondaryanalysis in engineering education research (EER), and to test this framework using pioneeringdata sets. Herein, we report on

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Edward Sander, The University of Iowa; Joshua Lobb, The University of Iowa; James Ankrum, The University of Iowa; Nicholas Bowman; Solomon Fenton-Miller, The University of Iowa

apply them to solve biomedical problems.(3) enhance oral and written scientific communication skills to facilitate collaboration acrossdiscipline boundaries.(4) instruct students how to conduct research ethically and responsibly.(5) prepare participants to pursue graduate studies and careers in a STEM field.In this paper, we describe our first-year experience running this program, lessons learned, and newpractices we will implement going forward.MethodsRecruitment Targets: All undergraduate applications were considered, with priority given torecruitment of rising sophomore and junior women and URM students, and from institutions withlimited research opportunities. Program targets are ≥ 50% women, ≥ 40% URM, and ≥ 60% fromschools with limited

Conference Session

Redefining Manufacturing Education Practices

Collection

2022 ASEE Annual Conference & Exposition

Authors

Casey Keulen, University of British Columbia, Vancouver; Christoph Sielmann, University of British Columbia, Vancouver; Dean Richert

two campuses to ensure that students have the pre-requisite knowledge to succeed in either program.Table 1 shows the core courses students from Kelowna take on the Vancouver campus whenthey follow the mobility path. In addition to these core courses, these students would take threetechnical electives. As one can observe from the course titles, the focus is on productionmanagement.Table 1: Core courses in fourth year curriculum on the Kelowna campus for Vancouver students Course: Title: MANF 370 Production Management II ENGR 413 Law and Ethics for Engineers MANF 430 Manufacturing Capstone Design Project

Conference Session

LEAD Technical Session 1: Fostering Leadership Identity Development and DEI in Engineering Students and Professionals

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrea Chan; Cindy Rottmann, University of Toronto; Emily Moore, University of Toronto; Dimpho Radebe, University of Toronto

Paper ID #38126Who identifies as an engineering leader? Exploring influencesof gender, race, and professional experienceAndrea Chan (Research Associate) Andrea Chan is a Research Associate at the Troost Institute for Leadership Education in Engineering | University of TorontoCindy Rottmann (Associate Director Research) Cindy Rottmann is the Associate Director, Research at the Troost Institute for Leadership Education in Engineering at the University of Toronto. She conducts research on engineering leadership, engineers' professional practice, and ethics and equity in engineering. She is currently the Program

Conference Session

Student Division Technical 4: Student Experience & Competencies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brandon Chi-Thien Le, Texas A&M University; Sunay Palsole, Texas A&M University

Competency as “the confident, critical and responsive use of, and engagementwith digital technologies for learning, at work, and for participation in society”. It is listed amongcompetencies such as mathematical competency, civic competency, and literacy competency[20].Knowledge in digital competency is considered a sound understanding of the nature, role, andopportunity given by digital technologies. Skills in digital competency include a range ofapplicable uses of information technology systems. Finally, the attitude of digital competencyrequires a critical perspective, including being ethical and safe with technology applications. TheEuropean Digital Competence Framework for Citizens, (DigComp 2.0) further narrows theapplication of digital

Conference Session

Miscellaneous Mechanics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Devin Berg, University of Wisconsin - Stout; Anne Schmitz, University of Wisconsin - Stout

solutionshave been previously addressed in the literature [24] and implementing some of theseinterventions may improve the project experience in core engineering courses such as these.Specifically, groups who develop team contracts agreeing on responsibilities and expectations ofteam members, independent of the project’s technical content, tend to work more efficiently as ateam and have a better experience (i.e. satisfaction).These comments about the course project can also be viewed within the context of Perry’s theoryof intellectual and ethical development [25]. Perry purports that intellectual development starts atdualism, where problems are clearly defined with right and wrong answers. These types ofproblems can typically be found in freshmen and

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 5: Remote, Hands-On Laboratories

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michael Robinson

, analyze and interpretdata, design systems to meet needs, learn from failure, demonstrate creativity, select, modify andoperate tools, work safely, communicate effectively, work effectively in teams, behave ethically,and gather information with their senses.The number of objectives above indicates that laboratories are asked to do many things;however, laboratories represent a small portion of the engineering credit hours within mostprograms. Many programs have several four-credit engineering courses which include one labcredit hour, but the total lab time does not typically exceed four or five credit hours. This paperpresents integrated experiments as a way to make efficient use of scarce laboratory time.Integrated experiments are revisited in

Conference Session

International Division Technical Session 3 - Humanitarian Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Pritpal Singh, Villanova University

spawned many projects worldwide. The advent oflow-cost, open-source hardware, such as the Raspberry Pi and Arduino platforms, and 3-Dprinters along with open-source software tools, such as the Android and Linux operatingsystems, are making prototyping of low-cost solutions to international development challengesmore ubiquitous to students all over the world [9,10].These types of projects are very motivating to engineering students in that they can use theirtechnical skills towards making a difference in the world. These projects are also rich in learningdimensions for engineering students in that they often involve communicating with communitiesof different cultures, considerations related to engineering ethics, as well as sustainabilityaspects

Conference Session

PCEE Session 12: STEM, Technology, and Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amy Wilson-Lopez, Utah State University - Engineering Education; Jennifer Taylor, University of Colorado Boulder; Ivonne Santiago, University of Texas at El Paso

physically forcing Indigenous peoples from fertile lands.These environmental injustices contribute to longstanding, intersecting economic and healthdisparities when families in affected communities are more likely to develop health problemsthat affect quality of life and ability to work.3 Climate change is predicted to exacerbate theseinjustices.Although many disciplines offer approaches and tools for recognizing and redressingenvironmental injustices, we believe the disciplines of engineering are uniquely poised toadvance the ethical imperative of a more just and sustainable world. Through more equitableinfrastructures and technologies, and through processes and products that recognize people’sinterdependence within ecological systems, engineers

Conference Session

First-Year Programs Division Technical Session 8: Academic Progress, Retention, and Mathematics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Carrie Francis; Michael Jacobson, University of Northwestern

. Specifically, the course introducesengineering practice through experiences in problem formation, analysis, innovation, design, andimplementation by a team. The course includes computer aided design (CAD) and mostassessments are based on the completion of team-based projects. Learning outcomes include anability to describe the engineering profession in regards to an academic plan, accreditation,certification, disciplines, societies, ethical practice, and regional industries, which are introducedthrough professional engineers. Case studies spanning global, multicultural, environmental, andsocietal contexts, challenge the students to apply the NSPE code of ethics to engineeringsituations. As students engage with the topics, most select concentrations in

Collection

2004 GSW

Authors

Kenneth Van Treuren

function on multi-disciplinary teams. 5. I am able to identify, formulate, and solve engineering problems 6. I understand professional ethical responsibility. 7. I am able to communicate effectively. 8. I understand the impact of engineering solutions in a global and societal context. 9. I recognize the need for, and an ability to engage in lifelong learning. 10. I have a knowledge of contemporary issues. 11. I am able to use the techniques, skills, and modern engineering tools necessary for engineering practice. 12. I have a broad spectrum of expertise and will be productive when faced with problems that transcend the boundaries of a single engineering discipline. 13. I

Collection

2022 ASEE - North Central Section Conference

Authors

Arif Sirinterlikci, Robert Morris University

Copyright © American Society for Engineering Education 5summarizes soft skill requirements developed by engineering and non-engineering professors tobe integrated into such engineering content6. Soft skill sets given in the table was broken intothree categories: defining yourself, being a professional, and practicing ethics. Table 3 not onlyinclude the items sketched out in the Four Pillars BOK but also helps students to understand theirown identity including self-motivation and -reflection as well as work ethics that is applicable toproblem solving and critical thinking of different sorts. Table 3. Soft skills integrated into engineering content6Conclusions and Future of Manufacturing EducationAs the

Collection

ASEE Middle Atlantic 2022 Fall Conference

Authors

Shashi S. Marikunte, Pennsylvania State University, Harrisburg, The Capital College; Saravanan Gurupackiam, Pennsylvania State University, Harrisburg, The Capital College

of public health, safety, and welfare, as well as global, cultural, social, environmental, and economical factors 3. An ability to communicate effectively with a range of audiences 4. An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgements, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts 5. An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives 6. An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use

Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Kai Hua Zhuang, Brave49; Mojgan A Jadidi P.Eng., York University; Dimpho Radebe, University of Toronto; Evan Hu, Brave49

Integrated(VIVID) Storytelling, that makes use of educational comics for teaching humanistic subjectmatters to engineering students. Over the past two years, we have applied this pedagogy tothe teaching of visual thinking, storytelling, ethics, teamwork, motivation, and otherhumanistic topics in various curricular and co-curricular settings in two universities, includingtwo courses taken by all engineering students, a peer mentorship program attended by allfirst-year engineering students, two bridge-programs for students entering university, aworkshop for graduate researchers, and a STEAM program for female high school students.Our initial experience applying this pedagogy shows that by combining the engagingness ofvisual storytelling with the

Conference Session

International Division Technical Session 6: Monitoring, Evaluating and Research

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nicholas Dang, Purdue Engineering Education; Kirsten Davis, Purdue University at West Lafayette (COE); Brent Jesiek, Purdue University at West Lafayette (COE)

engineering education and practice. He is currently Editor-in-Chief of the Journal of International Engineering Education (JIEE) and Director of the National Institute for Engineering Ethics (NIEE). © American Society for Engineering Education, 2022 Powered by www.slayte.com Measuring Change in Students’ Development of Global Competency in Two Global Engineering CoursesIntroductionProfessional engineering work is increasingly global in nature, requiring engineering graduatesto work effectively across cultural boundaries. Engineering educators have been called upon toprovide opportunities for students to develop and practice these skills before

Conference Session

International Division Technical Session 5: COVID-19 Pandemic Lessons and Best Practices

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hans Tritico, University of Mount Union; Okechukwu Ugweje, University of Mount Union; Chad Korach, University of Mount Union; Ethan Shirley, University of Michigan

profession Influence of culture on the engineering design International trade process Appropriate technology International ethics Likely experiences in other cultures International relationsWednesday class periods are devoted to helping students learn about the culture that they will beworking in. If the country that they will be traveling to uses a language other than English, thesedays may focus on teaching basic conversational language skills. The language lessons arehighly interactive in that they rely on students speaking to each other rather than focusing onreading competence. These periods also include presentations, sometimes by guest speakers,about the history, people, food, customs, religion

Conference Session

Engineering Physics and Physics Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Harold Evensen, University of Wisconsin - Platteville

opportunities to re-take assessments and demonstrate competency. With the shift infocus to attaining outcomes, the overall grade moves away from a what can be an arbitraryaveraging of scores from disparate parts of the course. Instead, the grade is based upon studentsmastering individual learning outcomes. These outcomes can be based on laboratory skills,problem-solving application, ethical considerations, or whatever else is deemed important for thecourse. In specs grading, students gain a clearer understanding of what is needed to pass thecourse, and they can also have the ability to select their own learning goals. In Fall 2020, theauthor converted a General Physics I section and an upper-division Electric & Magnetic Fieldscourse into a specs

Collection

2005 GSW

Authors

Amir Karimi

their students attain:(a) an ability to apply knowledge of mathematics, science, and engineering(b) an ability to design and conduct experiments, as well as to analyze and interpret data(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability(d) an ability to function on multi-disciplinary teams(e) an ability to identify, formulate, and solve engineering problems Proceedings of the 2005 ASEE Gulf-Southwest Annual Conference Texas A&M University-Corpus Christi Copyright © 2005, American Society

Conference Session

Student Success and Interactions

Collection

2022 ASEE Zone IV Conference

Authors

Michael Sekatchev, University of British Columbia; John Graeme Dockrill, University of British Columbia, Vancouver; Agnes Germaine d'Entremont P.Eng., University of British Columbia, Vancouver

Tagged Topics

Conference Submission, Diversity

strategy and does their perspective change after creating one or more problems? ● Are there differences in the responses related to understanding and effectiveness between students who completed a one-problem bonus assignment in a course versus students who created many problems as part of a work-term?MethodsWe obtained institutional ethics approval (ethics approval number H21-03521) to complete thesurveys in this study. Evaluation of the student-developed problems was part of programevaluation and did not require ethics approval.In this cohort study, we performed surveys to assess self-reported confidence and understandingof mechanics topics related to problem-creation activities within two populations, “coursestudents” (123

Conference Session

Community Engagement Division Technical Session 2 - Community Engagement without Frontiers

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michelle Schwartz, The University of Texas at Arlington; Kathleen Smits, The University of Texas at Arlington; Jessica Smith, Colorado School of Mines; Thomas Phelan, United States Air Force Academy; Rosalie O'Brien

National Endowment for the Humanities, and the British Academy. In 2016 the National Academy of Engineering recognized her Corporate Social Responsibility course as a national exemplar in teaching engineering ethics. Professor Smith holds a PhD in Anthropology and a certificate in Women’s Studies from the University of Michigan and bachelor’s degrees in International Studies, Anthropology and Latin American Studies from Macalester College.Thomas J Phelan (Associate Professor)Rosalie O'Brien© American Society for Engineering Education, 2022 Powered by www.slayte.com Teaching Students to Incorporate Community Perspective into Environmental Engineering Problem Definition through Iterative

Conference Session

Engineering Libraries Technical Session 2: Instruction

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jodi Bolognese, Northeastern University; Bridget Smyser, Northeastern University

half the criteria that aligned more closely withtheir subject matter expertise. The Mechanical Engineering faculty member rated the categories‘Determining the Extent of Information Needed’ and ‘Using Information Effectively toAccomplish a Specific Purpose’, since they are more content-oriented, and the EngineeringLibrarian rated ‘Evaluating Information and its Source Critically’ and ‘Access and UseInformation Ethically and Legally’ since they are more search and citation-oriented. This methodenabled both raters to narrow their focus as they worked through the reports, and thus movemuch more quickly. Since the raters had already established interrater reliability, and the rangeof total rubric scores was consistent with the previous method, this

Conference Session

Faculty Development Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Natascha Buswell, University of California, Irvine; Joseph Henry, University of California, Irvine; Kevin Flaieh

have been created andstudied, but the next step is understanding how and where these interventions are implemented.For example, Bielefeldt et al. (2018) highlight the fact that courses on engineering ethics areoften not widely offered. Instead, the content is usually embedded within other courses, if at all.While ABET accreditation requires that students develop “an ability to recognize ethical andprofessional responsibilities in engineering situations and make informed judgments, which mustconsider the impact of engineering solutions in global, economic, environmental, and societalcontexts,” additional oversight of teaching these skills is not standard (ABET 2021). ABET doeshave another student outcome that touches on inclusion, which