Conference Session

Aerospace Division Technical Session: Student Success

Collection

2022 ASEE Annual Conference & Exposition

Authors

M. Javed Khan, Tuskegee University; Chadia A. Aji, Tuskegee University

correctly to only 6 of the 20 questions. Statisticallysignificant differences (p < 0.05) were observed between engineering and non-engineeringstudents on Q#1, Q#2, Q#4, Q#6, Q#7, Q#8, Q#10, Q#12, Q#19. Of these questions withstatistically significant differences, a higher percentage of engineering students respondingcorrectly to Q#1, Q#2, Q#4, Q#6 and Q#7. Interestingly, questions Q#2 and Q#6 pertain toambiguous social interactions which were correctly answered by more than 50% of theengineering students while less than 40% non-engineering students answered these questionscorrectly. And, a higher percentage of the non-engineering students responded correctly toquestions Q#8, Q#10, Q#19 of which two questions (Q#8, Q#10) pertain to social

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

K. Jo Min, Iowa State University of Science and Technology; John Jackman, Iowa State University of Science and Technology; Zhuoyi Zhao, Iowa State University of Science and Technology

Iowa State UniversityAbstractAs evidenced by students’ inability to explain their solutions, abstract concepts without directphysical representations in engineering are difficult to grasp because they lack direct sensory,physical, or perceptual referents. In this pilot study, we investigate whether visual aids helpstudents better understand abstract concepts and improve their learning outcomes. Specifically,in the context of the (Q, r) model in the inventory control theory, we first develop visual aids forlearning and teaching, i.e., the animation of line plots that show the evolution of key quantities inthe (Q, r) model over time. We then plan to use a paired t-test to see if there is any differencebetween the students’ scores in the pre-test

Conference Session

DEED Technical Session 8 - Design Methodologies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Creese, West Virginia University

after the castingsolidified to prevent shrinkage voids in the casting and is based upon Chvorinov’s Rule.Chvorinov’s Rule for solidification is: t = q(V/SA)2 (1)The solidification time constraint becomes: tr ≥ tc (2)which becomes: qr(Vr/SAr)2 ≥ qc(Vc/SAc)2and can be reduced to: (Vr/SAr) ≥ (Vc/SAc) (3)where: tr = solidification time of the riser tc = solidification time of the metal casting qr = qc= solidification constants for the molding material are equal as both the riser and

Conference Session

Mechanical Engineering: Statics and Dynamics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Louis DiBerardino, Ohio Northern University; Lawrence Funke, Ohio Northern University

class that week. These assignments were collected and a subset of the problems were graded for correctness. Homework solutions were provided after homework was collected. Quiz only (Q): Students were encouraged to complete weekly homework assignments similar to those given for assessment H. Homework was not collected, and students were also given solutions at the time the assignments were assigned. Students then completed an in- class quiz the day the homework assignment was “due,” consisting of one problem very similar to one of the homework problems. Quiz and homework (QH): Students completed weekly homework assignments similar to those given in the other two modalities. The assignments were collected

Conference Session

Aerospace Division Technical Session: New and Innovative Technologies in Aerospace

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University

AENG 100 students was to the statement “There was asense of presence (being there) while learning with VR” (Q#7). This response was expected asthe students did not use the headsets for an immersive experience but rather experienced thelessons on a computer monitor due to COVID challenges. The students of AENG 244 rated thestatement “Using VR helped make memorization easier” (Q#10) the lowest (Fig. 8a). Thisresponse indicated that the lesson was correctly designed, that is, not designed for memorizationbut for understanding. For the impact dimension (Fig. 7b), the lowest average of responses by theAENG 100 students was for the statement “Please indicate the extent to which the use of VR fortopics in this class has improved your knowledge of

Conference Session

Computers in Education 8 - Video Technology

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hannah Sloan, University of Calgary; Richard Zhao, University of Calgary; Faisal Aqlan, Pennsylvania State University, Behrend College; Hui Yang, Pennsylvania State University; Rui Zhu

policy, which is a mapping from states to actions thatmaximizes the expected future reward.We deploy Q-Learning [24], a common reinforcement learning algorithm where the agent keepsstate-action values Q(s,a) and uses these values to choose the best action to take in each state.The Q(s,a) values are updated through a trial-and-error process and the action with the highestQ(s,a) value is considered the best action to take. Often the state space is large and explicitlystoring Q(s,a) values in tabular form is not feasible. Therefore, approximation methods, rangingfrom linear combinations to deep convolutional neural networks have been used to approximateQ(s,a). Since we aim for effective adaptation, we deploy Q-Learning with linear approximationon

Conference Session

Mechanical Engineering: Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sheldon Jeter, Georgia Institute of Technology

atmosphere or medium defining the GDS W , Wnet , WBW , WUBW ,WECW Power generally or generically, “net” Power (i.e., non-boundary power, usually shaft or electrical), the total Boundary Power, Useful Boundary Power, and the Electrochemical Power zk Mole fraction T0, P0, WUBW   and  k0 WOUT   P0 P0 Q IN

Conference Session

Student Division Technical 4: Student Experience & Competencies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mehdi Lamssali, North Carolina Agricultural and Technical State University (CoE); Alesia Ferguson; Olivia Nicholas, RAPID; Andrea Ofori-Boadu, North Carolina Agricultural and Technical State University (CoE); Angela White

: Questions in First and Second Round Interviews Question Question No. Q.1 (Round Tell me about yourself and any important COVID related experiences you had 1 & 2) during the Fall 2020 semester. Q.2 (Round Explain how and why COVID impacted the functioning and behavior of your 1 & 2) STEM students during the Fall 2020 semester. Q.3 (Round Explain how and why COVID impacted the performance of your STEM 1 & 2) students during the Fall 2020 semester. Q.4 (Round Explain how and why you responded to changes in STEM student behaviors 1 & 2) and functioning during the Fall 2020 semester. Q.5 (Round Explain how and why you responded to changes in the performance of your 1 & 2

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Il-Seop Shin, Western Illinois University; Eun Go, Western Illinois University

\VWXGHQWGURSRXWUDWHVIRURQOLQHFRXUVHVDUHRQDYHUDJH±KLJKHUWKDQWKRVHIRUWUDGLWLRQDOFRXUVHV)XUWKHUPRUHVWXGHQWVJHQHUDOO\SHUFHLYHRQOLQHFRXUVHVWREHRIORZHUTXDOLW\WKDQWUDGLWLRQDOFRXUVHV>@$QRWKHUVWXG\>@DOVRIRXQGWKDWWKHVWXGHQWVZHUHOHVVVDWLVILHGZLWKUHPRWHWHDFKLQJWKDQUHJXODURQFDPSXVWHDFKLQJ *LYHQ WKHVH PL[HG UHVXOWV LQ RUGHU WR XQGHUVWDQG WKH HIIHFWV RI RQOLQH FODVVHV LW LVQHFHVVDU\WRWDNHDFORVHUORRNDWWKHIDFWRUVWKDWLQIOXHQFHVWXGHQWV¶SHUFHSWLRQRIWKHTXDOLW\RIRQOLQHHGXFDWLRQ6WXGHQWV¶SHUFHLYHGTXDOLW\RIRQOLQHHGXFDWLRQLVFULWLFDOLQWKHVXFFHVVRIDQRQOLQHFODVVEHFDXVHVXFKSHUFHSWLRQPRWLYDWHVWKHPWRWDNHRQOLQHFRXUVHVDJDLQ>@>@ ,Q WKH VHUYLFH LQGXVWU\ FXVWRPHUV¶ VHUYLFH TXDOLW\ SHUFHSWLRQ KDV EHHQ UHJDUGHG DV WKH

Conference Session

Energy Conversion and Conservation Technical Session 5: Strategies for Increasing Classroom Engagement

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sheldon Jeter, Georgia Institute of Technology; christopher fernandez

dt  QS  m RS W   hRSW  hZWV   m INZ cPM, INZ  tREL, INZ  tREL, Z   m INF DA MA cPM, OA  tREL, OA  tREL, Z  DA MA (26)In contrast, the corresponding equation from EnergyPlus with the missing moisture-related termemphasized is reproduced next: d tREL, Z m DA MA Z c PM,Z

Conference Session

Mechanical Engineering: Thermodynamics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sheldon Jeter, Georgia Institute of Technology

, torque T0 and P0 WUBW  , angular velocity P0 P0 WOUT opposed Q IN Q l ,in TEFF,IN physical boundary WBW Tl ,in Control Surface (CS) m OUT m IN TEFF,OUT

Conference Session

NEE Technical Session - the Best of NEE

Collection

2022 ASEE Annual Conference & Exposition

Authors

Heidi Diefes-Dux, University of Nebraska - Lincoln; Emily Stratman, University of Nebraska - Lincoln

sectionseach semester.B. ReflectionsThree sections in 2017 engaged in weekly structured reflections focused on feedback, and sixsections in 2018 engaged in weekly structured reflections focused on learning strategies [15]. Inboth semesters, students in these sections earned the course’s standard 2% extra credit offered inall sections by completing these reflections. Reflections included a combination of closed- andopen-ended prompts (Table 1). Note that the number of close-ended prompts differed each weekdepending on the number of learning objectives addressed in the given week of instruction(Table 1: Q4- Q(X-1) in 2017 or Q(2)-Q(Y-3) in 2018). Other prompts remained the same eachweek.While the prompts in both years were intended to have students

Conference Session

Chemical Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Heidi Curtis, Campbell University; Jacqueline Gartner, Campbell University; Prashanta Dutta, Washington State University; Olusola Adesope, Washington State University; Bernard Van Wie, Washington State University; Carah Watson

are valid for the given data set. To ensurenormality, a Q-Q plot was generated for both the differences in pre-test scores and posttestscores.2. Results and Discussion2.1 Confirmation of Normality Figure 1. Q-Q plot of Posttest scores. Figure 2. Q-Q plot of difference in scores results.The two graphs shown in Fig. 1 and Fig. 2 are Q-Q plots that confirm normality. It is clearthese are normal because all data points fall within the normal range, as illustrated by thedata points falling within the boundary shown by the dotted lines. Because the data isconfirmed to be normal, we can run an ANOVA and an f-test on this data set.2.2 Dependent Variable AnalysisBefore examining the results of

Conference Session

We Love our MOMs (Mechanics of Materials)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Adrian Rodriguez, University of Texas at Austin

), and self-identity (shyness and confidence toengage in class). In addition, foreign students entering a Mechanics of Materials course havepoor foundational knowledge in subjects like Physics and/or Statics and encounter difficultieslearning in a virtual course delivery model (82% asynchronous and 18% live Q&A sessions).The combination of these challenges exacts a tremendous obstacle to student learning, studentretention, and student persistence.The developed instructional approach uses reduced question sets for homework assignments,which aim to improve the lower-level questioning found in Bloom’s Taxonomy and Costa’sLevels of Thinking and reducing the higher-level questioning. This model helps to decrease thecognitive load that is placed

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

M. Karim, Kennesaw State University; Sanjeev Adhikari, Kennesaw State University

management courses with bonus points for the in-class problem solving relatedto each topic of the course. The survey questions are presented in Figure 2. The first two questionswere asked to understand the students’ perceptions and attitudes about the course content andalignment. The third question introduced the active learning concept and its effect. Q.1. Did tests reflect the material covered in the class? a. Excellent (5) b. Above Average (4) c. Average (3) d. Below Average (2) e. Very Poor (1) Q.2. Is there a good agreement between the course outline and the course content? a. Excellent (5) b. Above Average (4) c. Average (3

Collection

ASEE-NE 2022

Authors

Paul Benjamin Crilly, United States Coast Guard Academy; Julian Blanco, US Coast Guard Academy

Characteristics of Plasma Antennas,” IEEE Trans. On Plasma Science, vol. 32, pp. 269-281, 2004.5. I. Alexeff, T. Anderson, S. Parameswaran, E. Pradeep, “Experimental and Theoretical Results With Plasma Antennas,” IEEE Trans. On Plasma Science, vol. 34, pp. 166-172, 2006.6. J. Zhao, Y. Chen, Y. Sun, H. Wu, Y. Liu and Q. Yuan, “Plasma antennas driven by 5-20 kHz AC power supply, AIP Advances, vol. 5, https://dol.org/10/10.1063/1.4938084, 20157. I. Alexeff, T. Anderson , E. Farshi, N. Karnam, and N. Pulasani, “Recent results for plasma antennas,” Phys. Plasmas, vol. 15, https://doi.org/1010.1063/1.2919157, 20088. Silver, H., ed. 2011. The ARRL Antenna Book, 22nd ed. Section 4: Radio Propagation. Newington, CT American Radio Relay

Conference Session

Technical Session T2

Collection

2022 First-Year Engineering Experience

Authors

Sarah Lynn Benson, Northeastern University ; Leila Keyvani Someh, Northeastern University

Tagged Topics

GIFTS

supplement a pre-existing oralcommunication lecture with peer assessment, self-reflection, and instructor feedback.The first section of this module was structured to be low-stakes, taking the format of an in-classlecture and assignment. In the lecture prior, a prompt was provided for students to design visualsin a four-minute presentation with one minute being dedicated to Q&A. The next day, a brieflecture was given covering the basics, accompanied by a best practice example presentation anda handout with tips. A fifteen-minute revision period allowed students to adjust theirpresentations to accommodate the material covered. Finally, students were divided into smallgroups, where they gave their presentations and received feedback from their

Conference Session

Faculty Development Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lani Draper, Texas A&M University

) first to ensure a lack of redundant material and offerings.Curriculum development began on a voluntary, self-paced course taught through an LMS.However, it was decided that a faster approach to serving the faculty was through workshops.Data obtained from feedback and participation from the first Q&A sessions run during March of2020 were analyzed. The department website also had a handful of online videos about Zoom,Blackboard (still the LMS at that time), and Google Classroom, along with recordings ofwebinars, short tutorials, and links to other resources from AI and the Blackboard site. Workshoppresenters looked at web analytics to decide what curriculum should be the priority for the site.Continued evaluation of workshops happened through

Conference Session

Remediation and Curricular Changes to Improve Student Learning and Outcomes

Collection

2022 ASEE Annual Conference & Exposition

Authors

Carlos Salazar; Constantine Macris, United States Coast Guard Academy

different values of d into the above equation and reduce them mod 9.5(-2+0) ≡ -10 ≡ 8 mod 95(-2+3) ≡ 5 mod 95(-2+6) ≡ 20 ≡ 2 mod 9Note that by choosing a composite n (in this case n = 9) we were able to create a congruencewith three solutions vice the single (or rather double) root of the real quadratic equation!Constructing congruences to impede the traditional solution techniquesCase 1 – factoring. If we restrict the leading coefficient a to be equal to 1 in the quadraticcongruences that we construct we can make use of the Integral Root Theorem (a special case ofthe Rational Root Theorem) [5] which states that the rational roots p/q of a given polynomial anxn + an-1 xn-1 + …a1x + a0 = 0with leading coefficient

Conference Session

Technical Session S2B

Collection

2022 First-Year Engineering Experience

Authors

Stephany Coffman-Wolph, Ohio Northern University; John K. Estell, Ohio Northern University

Tagged Topics

Workshops

, adapting this to courses outside of the computing field, and hintsand tips for creating an online version [1] or a version for a course with large enrollment. Theworkshop session facilitators believe in active learning techniques. Therefore, attendees willhave the opportunity to try out a code-based scavenger hunt during the workshop.Workshop Schedule 1. Introduction, Purpose, and Agenda 2. Talk to your Rubber Duck! Rubber Duck Debugging Explained 3. Let’s Go on a Scavenger Hunt! 4. Adaption to other courses or larger class sizes 5. Online Resources, Q & A, Wrap-upExample Clue from ECCS1611 Programming 1 at Ohio Northern University Figure 1. Example Starting Scavenger Hunt

Conference Session

Labs and Demonstrations in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Maxson, The Ohio State University; Michelle Stasik, The Ohio State University

Water G G Supply F G C S Q

Collection

2005 GSW

Authors

W.N.P. Hung; H-J. Sue; B.R. Varadharajan

tip displacement that was measured by thedial gage. For example, considering the second displacement state of the experiment, Proceedings of the 2005 ASEE Gulf-Southwest Annual Conference Texas A&M University-Corpus Christi Copyright © 2005, American Society for Engineering Education0.2783P = 0.398⇒ P = 1.43 NWe use this value of force to calculate the nominal stress and the stress acting near thehole. 1.43 × 8.5 × 0.75 × 12σ nom = = 15.57 MPa 2 × 1.52 3⇒ σ hole = 1.79 × 15.57 = 27.87 MPaDynamic analysisThe following symbols are used in explaining this methodM = Mass matrixK = Stiffness matrix •Q = Force matrixu

Conference Session

First-Year Programs Division Technical Session 2: Peer Mentoring/Learning, Teaching Assistants, and Career Mentorship

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nina Telang, University of Texas at Austin; Katherine Molina-Gallo, University of Texas at Austin; Elliot Lopez-Finn, University of Texas at Austin

division engineering courses in the Electrical andComputer Engineering department at the University of Texas at Austin. In this study wehave utilized quantitative data such as students’ SI/PLUS session attendance, students’pre-semester GPAs, end-of-semester course grades, and the D’s, F’s, W’s and Q droprates (QDFW rates) for attendees and non-attendees in these programs. Our statisticaldata analysis shows an improvement in both course GPAs and successful coursecompletion for SI/PLUS attendees vs. non attendees. To account for the voluntarynature of these programs, we compared the performance of students with similar pre-semester GPAs to control for the level of preparation of the students. The difference inperformance and successful course

Conference Session

First-Year Programs Division Technical Session 10: Best of First-Year Programs Division

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kayla Ney, University of Nebraska - Lincoln; Heidi Diefes-Dux, University of Nebraska - Lincoln; Emily Stratman, University of Nebraska - Lincoln

Prompt SRL Phase [21] No. Type While completing PS0N, what actions did you take to Select all Q1 help you attain proficiency with the LOs? Check all that Performance that apply apply. Q2- [Rate abilities with recent learning objectives] (For more 5-point scale Self-Reflection Q(Xa-3) detail, see [25

Collection

2022 ASEE Gulf Southwest Annual Conference

Authors

Daisaku Gicheha

50% 34 40% 30 30% 0.5 1 1.5 2 0.5 1 1.5 2 q (K/min) q (K/min) Figure 5: Crystallization temperature (a) and percent of crystallinity (b) vs cooling rates of PCL and MgO-PCL nanofiber composites. Proceedings of the 2022 ASEE Gulf-Southwest Annual Conference Prairie View A&M University, Prairie View, TX

Conference Session

Construction Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mostafa Batouli, The Citadel; Negin Shamsi, The Citadel; Nahid Vesali, The Citadel; Rebekah Burke, The Citadel

Analysis & Design q. . q. English I 10 Calculus I 15 Mechanics of Materials 13 English II 10 Calculus II 15 Statics 12 Introduction to 8 Chemistry 15 Structural Analysis 12 Engineering Humanities 7 Physics I 12 Geotechnical Engineering 8 Economics 6 Physics II 12 Dynamics 7 Academic Writing 5 Differential Equations 12 Fluid Mechanics

Conference Session

Electrical and Computer Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nathaniel Hunsu, University of Georgia; Kun Yao, University of Georgia; Adel Al Weshah, University of Georgia; Olanrewaju Olaogun, University of Georgia; Shiyu Wang, University of Georgia

preliminary Q-Matrix for the test. We will identify students’misconceptions about target concepts by administering open-ended formats of the ECCD to a wide pool ofcircuit students in college [13]. The open-ended format of the test will include question stems with noanswer options provided. Q-Matrix will be developed to map every item on the ECCD with all sub-skillsand cognitive attributes that respondents need to answer items correctly [14]. The Q-Matrix is needed todevelop a multi-dimensional reporting scheme at the second phase of the ECCD project. 6Electric Circuit Concepts Diagnostic (ECCD)4.3 Test Compilation and administration: When the

Collection

2005 GSW

Authors

W. Roy Penney; Nathaniel S. Weston; Megan V. Park; Edgar C. Clausen; Dave C. Marrs; Anthony M. Scalia

Texas A&M University-Corpus Christi Copyright © 2005, American Society for Engineering EducationFigure 2. Schematic of Test Arrangement for the Plates and Test Materials Figure 3. Photograph of Wooden Box used to Heat Aluminum Plate Proceedings of the 2005 ASEE Gulf-Southwest Annual Conference Texas A&M University-Corpus Christi Copyright © 2005, American Society for Engineering Education Figure 4. Photograph of Thermal Conductivity Apparatus SetupData Reduction 1. A heat balance on the center plate, with no heat generation within the plate, yields: − qout = q acc (1) 2. The accumulation term for

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Maria-isabel Carnasciali, University of New Haven; Nadiye Erdil, University of New Haven; Ronald Harichandran, University of New Haven; Jean Nocito-Gobel, University of New Haven

which the surveys are deployed can impact responserates.AcknowledgementsThe work reported herein was funded, in part, by the Kern Family Foundation. We are grateful to all thefaculty that have deployed the modules in their courses and assisted in the collection of feedback. Specialthanks to Professor Cheryl Li for her on going contribution towards promoting and measuring anentrepreneurial mindset of all our students.References[1]. Engineering Unleashed, “The Framework” https://engineeringunleashed.com/framework (AccessedFeb 1, 2022).[2]. Harichandran, R. S., & Carnasciali, M., & Erdil, N. O., & Li, C. Q., & Nocito-Gobel, J., & Daniels,S. D. (2015, June), Developing Entrepreneurial Thinking in Engineering Students by

Conference Session

Pedagogy in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stuart Adler, University of Washington

included ~10% interactive elements including Q&A and think-pair-share style reflections. • Discussion (50 minutes/week in class). This faculty-led Q&A was essentially an in-class postmortem of the homework assignment from the previous week. • Problem Sets (8 ~ 12 hours/week outside of class). The homework involved a combination of problem-solving and multi-part questions exploring the theoretical basis of thermodynamics. The students were encouraged to work in small teams, but handed-in homework individually. Solutions were posted online, and students received feedback from a TA one week later. • Office Hours (extracurricular). Attendance was extremely variable, but sometimes could expand to a third the class (20 people