Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ha Pho, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell; Hsien-Yuan Hsu, University of Massachusetts Lowell

Tagged Divisions

Faculty Development Division (FDD)

selecting items from the MCA that aligned with targeted five out of sixcompetencies and created additional items to reflect the content in the online module [17]. Asmentioned earlier, Young and Stormes (2020) discussed a unique mentor program at CSULB asa two-semester operation. In the first semester, faculty mentors attended a 10-week hybrid-training format with one in-person meeting and 8-week online sessions focusing on the learningobjectives of the EM curriculum. In the second semester, the mentors would practice their skillswith students in mentor-related projects. Based on the learning goals of the tailored EM trainingand the critical aspects of the mentor-mentee compacts from the projects, the researchers selectedand modified items in each

Conference Session

First-Year Programs Division (FYP) - Technical Session 9: Identity & Belonging 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Patricia Wonch Hill, University of Nebraska - Lincoln; Lance C. Pérez, University of Nebraska - Lincoln; Sohrab Asgarpoor, University of Nebraska - Lincoln; David Jones, University of Nebraska - Lincoln; Zachary George Short, University of Nebraska-Lincoln; Jennifer N. Rutt, University of Nebraska - Lincoln

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

round of interviews was scheduled to take place in the spring of 2020. Due to theCOVID-19 pandemic, and the abrupt switch to online learning in March of 2020, data collectionfor the first cohort was delayed until mid-summer. We also needed to update IRB protocols toinclude remote interviews as well as update the interview protocol to ask about any positive andnegative experiences the students had due to the COVID-19 pandemic. Consequently, weinterviewed cohort 2 (AY 2020-2021) in the spring of 2021. We then interviewed students fromcohort 1 (AY 2019-2020) in the fall of 2021. Although these students were entering their thirdyear of college (typically junior level), we used the same protocol and asked them to reflect ontheir first year. Finally

Conference Session

Civil Engineering Division (CIVIL) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Benjamin Z. Dymond, Northern Arizona University; Davis Ray; Joshua T. Hewes P.E., Northern Arizona University; John Tingerthal P.E., Northern Arizona University; Robin Tuchscherer, Northern Arizona University

Tagged Divisions

Civil Engineering Division (CIVIL)

interviews contained seven questions intended to allow instructors to reflect upon andsuggest improvements for anchor deployment: 1. How many anchored lessons did you offer in your course this semester? 2. What did a typical anchor look like in your course? 3. How difficult was it to add anchored lessons into your existing curriculum? 4. What were some challenges you faced when implementing anchored lessons? 5. How did you perceive the students’ opinions of the anchored lessons? (i.e., Did they seem to like the content? Did they ask good questions? Were they attentive?) 6. Do you feel that the anchored lessons added positive value to your class? In what way? 7. Any suggestions on how to improve anchors in future semesters

Conference Session

College Industry Partnerships Division (CIP) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Martha Cervantes, Johns Hopkins University ; Sydney Danielle Floryanzia, University of Washington and Johns Hopkins University; Jackie Sharp; William Roberts Gray-Roncal; Erik C. Johnson, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships Division (CIP)

relative to their peers - reflecting opportunity gaps but notdeficits in capability. To normalize each applicant, students summarize their skills and interestsin an application consisting of demographic information, short answers, and eight 200-500 wordessays. The essays focus on the lived experiences of each student, offering students an opportunityto demonstrate their qualifications for the CIRCUIT program in their (1) potential for leadership 3 Table 1: A summary of the CIRCUIT pillars and benefits to stakeholdersPillar Description Student Benefit Nation BenefitHolistic Student selection Critical enabler for Evidence-driven

Conference Session

Graduate Studies Division (GSD) Technical Session 2: Innovative Approaches to Teaching and Learning in Engineering Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alana Teresa Smith, University of Massachusetts Lowell; Emi Aoki, University of Massachusetts Lowell; Mahsa Ghandi, University of Massachusetts Lowell; Jasmina Burek, University of Massachusetts Lowell; Charles Thompson Ph.D., University of Massachusetts Lowell; Kavitha Chandra, University of Massachusetts Lowell

Tagged Divisions

Graduate Studies Division (GSD)

authors acknowledge partial support of this research from the National Science Foundation In-novations in Graduate Education in Cyber-Physical Systems Engineering under Grant No. #2105701.Any opinions, findings, conclusions or recommendations expressed are those of the authors and do notnecessarily reflect the views of the National Science Foundation.The authors thank Prof. Susan Tripathy and Prof. Trina Kershaw for providing valuable resources ontechnical communication and teamwork during the IGE workshops. R EFERENCES [1] E. F. Barkley, K. P. Cross, and C. H. Major, Collaborative learning techniques: A handbook for college faculty. John Wiley & Sons, 2014. [2] M. Dollinger, J

Conference Session

Energy Conversion, Conservation and Nuclear Engineering Division (ECCNE) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hua Chai, University of New South Wales; Huiye Yu, University of New South Wales; Kuthsav Thattai, University of New South Wales; Jayashri Ravishankar, University of New South Wales

Tagged Topics

Diversity

Tagged Divisions

Conservation and Nuclear Engineering Division (ECCNE), Energy Conversion

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 5: Exploring and Re-Examining Ideas in Engineering Entrepreneurship and Innovation Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sanjeev M. Kavale, Arizona State University; Alexandra Mary Jackson, Rowan University; Cheryl A. Bodnar, Rowan University; Samantha Ruth Brunhaver, Arizona State University; Adam R. Carberry, Arizona State University; Prateek Shekhar, New Jersey Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

School: Youth Reflect on Mentoring Their Younger Peers,” J. Early Adolesc., vol. 41, no. 2, pp. 332–362, Feb. 2021, doi: 10.1177/0272431620912472.[49] T. Ngoma, “It is not whom you know, it is how well you know them: Foreign entrepreneurs building close guanxi relationships,” J. Int. Entrep., vol. 14, no. 2, pp. 239–258, 2016.[50] D. K. Dutta and M. M. Crossan, “The Nature of Entrepreneurial Opportunities: Understanding the Process Using the 4I Organizational Learning Framework,” Entrep. Theory Pract., vol. 29, no. 4, pp. 425–449, Jul. 2005, doi: 10.1111/j.1540- 6520.2005.00092.x.[51] S.-Y. Liu, C.-S. Lin, and C.-C. Tsai, “College students’ scientific epistemological views and thinking patterns in socioscientific

Conference Session

Computing and Information Technology Division (CIT) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Fadhla Binti Junus, Purdue University at West Lafayette (PPI); Sean P. Brophy, Purdue University at West Lafayette (COE)

Tagged Divisions

Computing and Information Technology Division (CIT)

Conference Session

Women in Engineering Division (WIED) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Saiyn Kurmankulov, Nazarbayev University, Kazakhstan; Dinara Dikhanbayeva; Asma Perveen; Mariza Tsakalerou, Nazarbayev University, Kazakhstan

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

, that access to supportive networks, such as mentors andpeers, can provide encouragement and help women navigate the challenges ofstudying and working in STEM fields.Since the interviewees are students at an advanced university in Kazakhstan, the learningenvironment is substantially competitive, especially for undergraduate students. It also leadsto toxicity as was mentioned by some respondents. Moreover, the presence of a gender gapand the absence of women in both classrooms and faculty reflect on female students in STEM(Q32, 33, 34). “There are few girls in CS. Male peers usually group together, while girls stay alone. It was difficult for me to find female friends from CS, all my friends are from different majors. Moreover, at

Conference Session

Design in Engineering Education Division (DEED) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Corey James Kado, Florida Polytechnic University; Elisabeth Kames, Florida Polytechnic University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

Conference Session

Diversity Trainings, Inclusive Learning, and Distance Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sujit Varadhan, University of Illinois, Urbana-Champaign; Xiuhao Ding, University of Illinois, Urbana-Champaign; Delu Louis Zhao; Ananya Agarwal, University of Illinois, Urbana-Champaign; David Dalpiaz, University of Illinois, Urbana-Champaign; Chrysafis Vogiatzis, University of Illinois, Urbana-Champaign; Yun Huang; Lawrence Angrave, University of Illinois, Urbana-Champaign; Hongye Liu, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

Conference Session

Reviewing Methods for Educational Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Khondhaker Al Momin, University of Oklahoma; Javeed Kittur, University of Oklahoma; Tahrima Rouf, University of Oklahoma; Arif Mohaimin Sadri, University of Oklahoma

Tagged Divisions

Educational Research and Methods Division (ERM)

Conference Session

Mechanical Engineering Division (MECH) Technical Session 12: Prerequisite Skills and Knowledge

Collection

2023 ASEE Annual Conference & Exposition

Authors

Arkasama Bandyopadhyay, Texas A&M University; Haejune Kim, Texas A&M University; Phapanin Charoenphol, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering Division (MECH)

studytime solving textbook problems [1, 2]. In undergraduate engineering courses, most of thesetextbook problems (and course assessments designed by instructors to include these textbookproblems either verbatim or a variation of these problems) are designed to evaluate the ability ofstudents to recall facts and basic concepts, and apply these concepts in various contexts to solvenumerical problems (Please refer to Tables A.1 and A.2 for sample questions). Students mightdevelop problem-solving skills, partially through pattern-based recognition, by completing theseassignments and also be able to achieve good grades in the course. However, these grades (andoverall GPAs) are often not an accurate reflection of their understanding of

Conference Session

Women in Engineering Division (WIED) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Najme Kishani Farahani, University of Toronto, Canada; Aimy Bazylak, University of Toronto, Canada; Jason Bazylak, University of Toronto, Canada

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

Conference Session

Graduate Studies Division (GSD) Technical Session 7: Developing Graduate Students' Competencies and Identities

Collection

2023 ASEE Annual Conference & Exposition

Authors

Margaret E.B. Webb, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University

Tagged Divisions

Graduate Studies Division (GSD)

Science Foundation under Grant No.1735139. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] Deters, J., Webb, M., Paretti, M., and Menon, M. "Building a Sustainable University-Wide Interdisciplinary Graduate Program to Address Disasters." 2022 ASEE Annual Conference & Exposition, 2022.[2] O’Meara, K., and Culpepper, D. "Fostering collisions in interdisciplinary graduate education." Studies in Graduate and Postdoctoral Education, vol. 11, no. 2, pp. 163-180, 2020.[3] Welch-Devine, M., Shaw

Conference Session

Women in Engineering Division (WIED) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hannah Boyce, Massachusetts Institute of Technology; Madeline JoAnna Szoo, Northeastern University; Paul A. DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

chemistry and grades were comparable between genders [16]. Self-confidence canalso be reflected in student expectations for a course, as well as the grade threshold at which theyseek help (with a high grade-threshold corresponding to a greater willingness to seek SI). Kesselsand Steinmayr reported that female students generally have better attitudes towards, and lessavoidance of, help than male students, despite both genders exhibiting equal acknowledgementof the benefits from receiving help [17]. However, regardless of the ability or decision to seekhelp, the impact of SI has gendered differences as well. Academic performance has been foundto be positively correlated with SI attendance in female students but negatively correlated with SIattendance

Conference Session

AERO 1: Rocketry and Space Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Juhyun Kim, University of Illinois at Urbana-Champaign; Timothy Plomin, University of Illinois Urbana-Champaign; Heather Ruth Arnett, University of Illinois at Urbana-Champaign; Luisa-Maria Rosu, I-STEM, (Illinois Science Technology Engineering and Mathematics) Education Initiative; Joshua Rovey, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Aerospace Division (AERO)

future publication. Figure 6: Students’ Response to Career Interest Question in College ImplementationAcknowledgementThis material is based upon work supported by the National Defense Education Program (NDEP)for Science, Technology, Engineering, and Mathematics (STEM) Education, Outreach, andWorkforce Initiative Programs under Grant No. HQ00342010040. The views expressed inwritten materials or publications, and/or made by speakers, moderators, and presenters, do notnecessarily reflect the official policies of the Department of Defense nor does mention of tradenames, commercial practices, or organizations imply endorsement by the U.S. Government.References[1] J. Foust, “Space industry struggling to attract more skilled workers,” SpaceNews, Apr

Conference Session

Graduate Studies Division (GSD) Technical Session 6: Challenges and Coping Strategies of Engineering Graduate Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Liesl Klein, Villanova University; Greg J. Strimel, Purdue University at West Lafayette (PPI)

Tagged Divisions

Graduate Studies Division (GSD)

style works best for them, as can advisors. When deciding on joining aprogram, students and advisors can reflect on their styles and determine if theworking relationship would be beneficial.6.1 Engineering EducationIt should be noted that there are no, to the authors’ knowledge, specific studieson graduate student well-being as it relates to engineering and engineering-technology programs. However, STEM students commonly have to interfacewith their advisors more than non-STEM students due to the nature of howSTEM research projects are developed and managed. Often, advisors have spe-cific projects and grants that they must fulfill and the graduate students areassisting with those goals. This requires more communication

Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

sunil Dehipawala, City University of New York, Queensborough Community College; Dimitrios S. Kokkinos, City University of New York, Queensborough Community College; Rex Taibu; George Tremberger Jr; Tak Cheung

Vazgen Shekoyan PhD for discussion. We thank Eric Cheung MD atUniversity of Rochester Medical Center for discussion on neuroscience. We thank theanonymous reviewers for the suggestions and the ASEE Conference Chair Ashish BorgaonkarPhD for organizing the Conference.References1 I Gusti Ngurah Pujawan, I Putu Pasek Suryawan, Dewa Ayu Ari Prabawati. The Effect of Van Hiele Learning Model on Students’ Spatial Abilities. International Journal of Instruction 2020 Vol. 13 No. 3, pp461-474 https://files.eric.ed.gov/fulltext/EJ1259453.pdf2 Eric Machisi . Grade 11 Students’ Reflections on their Euclidean Geometry Learning Experiences. EURASIA Journal of Mathematics, Science and Technology Education, 2021, 17(2), em1938

Conference Session

CIT Division Technical Session #3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University; Nivedita Kumar, Florida International University; Tiana Solis, Florida International University

student participants had at least 500 dollars ofunmet financial need. Moreover, all participants received a Pell Grant for the 2021-2022 schoolyear. It is important to note that the vast majority of Pell Grant recipients’ income falls within thelowest 50th percentile of household incomes in the United States [34]. Hence, most recipients arelow-income or lower middle class. Given this information, we describe the participants in ourstudy as lower-income students.In addition to financial support, Flit-GAP offers a variety of co-curricular opportunities toparticipants, including the selection of a career pathway experience that reflects their interests.Each participant has the opportunity to explore either an internship (professional pathway

Conference Session

Chemical Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Erick Vasquez, University of Dayton; Erick Ramos

stewardship to global learning experiences at many universitiesworldwide. Broadly, these should cover four significant aspects: (a) collaborations with studentsin other countries with other backgrounds and cultures, (b) engagement through online interactionsfor assignment completion or lectures, (c) development and assessment of students’ globalperspectives and competencies, and a (d) reflective aspect of learning and education.This study reviews previous COIL implementations in the literature, emphasizing chemicalengineering and other STEM courses. To our knowledge, COIL implementations are widespreadin social sciences; however, few reports highlight these practices in engineering courses. Wereview perspectives, methodologies, challenges, and

Conference Session

CIT Division Technical Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sam Siewert, California State University, Chico; Rishab Shah, University of Colorado Boulder

Conference Session

WIED: Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Canan Bilen-Green, North Dakota State University; Cinzia Cervato, Iowa State University of Science and Technology; Adrienne Minerick, Michigan Technological University; Ann Burnett, North Dakota State University; Roger Green, North Dakota State University; Carla Koretsky; David Wahl, Iowa State University of Science and Technology; Lori Wingate, Western Michigan University; D. Raj Raman, Iowa State University of Science and Technology; Sonia Goltz; Patricia Sotirin

ADVANCE grants. The fourthone has a history of programs focused on women’s success. Efforts to recruit more womenfaculty at these institutions are shown by increases at the assistant professor rank from 2008 to2018. However, the increase in the percentage of STEM women faculty in the lower ranks hasnot been consistently reflected in the higher ranks, suggesting that retention remains an issue(Figure 1). This is noted also at other ADVANCE institutions [1]. Overall, the numbers ofwomen faculty in STEM fields at the four partner institutions are significantly lower than the34.5% national average of STEM women faculty at doctorate-granting research universities,particularly at the full professor rank [2].Research indicates women and underrepresented

Conference Session

DEED Technical Session 4 Best in DEED

Collection

2022 ASEE Annual Conference & Exposition

Authors

Daria Kotys-Schwartz, University of Colorado Boulder; Lauren Cooper, California Polytechnic State University, San Luis Obispo

to incorporate service-learning, which isa model that integrates community service with course learning objectives in a way that positivelyimpacts both the community and the students. The combination of service-learning and PBL iscalled Project-Based Service-Learning (PBSL) [9]. The distinguishing feature of PBSL is theaddition of community members, who should be equal partners in the process and feel a sense ofownership of the project [10]. One main advantage of PBSL is the way it responds to engineeringstudents’ desire to engage in engineering in a way that serves humanity. This “desire to help…andthe persistence to do it” is described by Riley [11] as a fundamental engineering mindset, and it isalso reflected in the numerous engineering

Conference Session

Civil Engineering Division - Innovating New Ways to Teach

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Swenty, Virginia Military Institute; Benjamin Dymond, University of Minnesota Duluth; Camilla Saviz, University of the Pacific; David Saftner, University of Minnesota Duluth; Jeffrey Shafer, University of the Pacific; Kacie D'Alessandro, Virginia Military Institute; Tanya Kunberger, Florida Gulf Coast University; Christopher Shearer

students in Europe gathered data on students’ learning experiences anddefined educational methods that drive these experiences. A series of surveys were given tostudents to determine best practices related to teaching. Instructors listed as outstanding teachersby the students were surveyed to gather additional data about their particularly good teachingpractices. One of the key findings was that enough time is needed for thinking and reflecting onideas with peers and the teacher. Rushing through material was viewed as a negative by both theteachers and students [20]. In essence, providing time to stop and think about the material whilenot focusing on new material was viewed positively by all involved.What all these methods have in common is the

Conference Session

Joint Session: Entrepreneurially-Minded Learning in the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Timo Bunk, Stanford University; Sheri Sheppard, Stanford University; Helen Chen, Stanford University

Conference Session

Industrial Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sanaz Motamedi, University of Florida; Mckenzie Landrum, University of Florida; Tara Ippolito, University of Florida; Austin Hayes

they could watch the lectures when they feltmotivated to learn, thus being more likely to enjoy learning the material and finding more interestin the content. However, students felt more confident in their ability to apply the theory withModified Instructor-Guided. This finding agrees with the Computational Assessment and previousstudies that state more traditional methods help solidify theoretical concepts. When looking atRStudio self-efficacy, students reported feeling most confident with the PBL method, howeverthese results are not reflected in the Computational Assessment. Students performed significantlyworse with the PBL method compared to Flipped Classroom and Modified Instructor-Guided

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Roxanne Moore, Georgia Institute of Technology; Leslie Flynn, The University of Iowa; W. Ethan Eagle; Joanna Garner, Old Dominion University; Adam Maltese, Indiana University-Bloomington; Adam Talamantes; Stephanie Couch, Massachusetts Institute of Technology; Erica Matheny; Nisha Detchprohm, Georgia Institute of Technology; Leigh Estabrooks

Conference Session

Social Identities and STEM Experiences: Equity, Culture & Social Justice in Education Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kevin Kaufman-Ortiz, Purdue University at West Lafayette (COE); Hector Rodriguez-Simmonds, Purdue Engineering Education

was soscarce that they could not be reviewed in a typical systematic literature review. When we met in 2021, we felt it would be good to combine our work to produce a morethorough systematized literature review to understand what cultural attributes were documentedin STEM and their effect on engineering practitioners. We were, in part, driven by our mutualgoal to find research that reflected our identities. We sought to take on this work from anintersectional identity perspective. However, papers were so scarce that we broadened ourcriteria.Héctor’s Positionality Héctor identifies as a MexiColombian-American, cisgender, gay, male, computerengineer. Héctor’s viewpoint on who can be an engineer is to refuse to let anyone elect

Conference Session

Disability, Neurodivergence, and Sense of Belonging in STEM: Equity, Culture & Social Justice in Education Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mariah Arral, Carnegie Mellon University

disability at a Canadian university. http://dx.doi.org/10.1080/09687599.2012.752127 28, 147–160 (2013).33. Solis, S. I’m “Coming Out” as Disabled, but I’m “Staying in” to Rest: Reflecting on Elected and Imposed Segregation. http://dx.doi.org/10.1080/10665680500534007 39, 146–153 (2007).34. Bottema-Beutel, K., Kapp, S. K., Lester, J. N., Sasson, N. J. & Hand, B. N. Avoiding Ableist Language: Suggestions for Autism Researchers. https://home.liebertpub.com/aut 3, 18–29 (2021).35. Disability Language Style Guide | National Center on Disability and Journalism. Available at: https://ncdj.org/style-guide/. (Accessed: 17th February 2022)36. ‘Nothing About Us Without Us’: 16 Moments in the Fight for Disability