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ASEE 2021 Gulf-Southwest Annual Conference

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., NASA EPDC

Paper ID #35065Teaching Engineering Virtually: A Rapid Response to Address the AcademicChallenges Generated by COVID-19Dr. Eleazar Marquez, Rice University Eleazar Marquez is an Assistant Teaching Professor in the Department of Mechanical Engineering at Rice University.Dr. Samuel Garcia Jr., NASA EPDC Dr. Samuel Garc´ıa Jr. serves as a NASA Educator Professional Development Specialist at Kennedy Space Center. Dr. Garc´ıa helps facilitate professional development to both formal and informal STEM educators utilizing NASA resources with a specific focus on Culturally Responsive Pedagogy. He also works with faculty serving

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ASEE 2021 Gulf-Southwest Annual Conference

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Araceli Martinez Ortiz, Texas State University; Bobbi J. Spencer, Texas State University; Cindy Rojas

, andoffers an opportunity to improve spatial skills (Yildirim et al., 2020). VR allows users toexperience concepts or topics that are not easy to access in real-time and in addition, enableslearners to experience some aspects of the external world from a novel VR perspective (Wladiset al., 2015). Proceedings of the 2021 ASEE Gulf-Southwest Annual Conference Baylor University, Waco, TX Copyright © 2021, American Society for Engineering Education 3In higher education, immersive virtual reality has been utilized mainly in laboratory settings. Theproposed design of the Experimental Fabrication Division Branch immersive virtual reality

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ASEE 2021 Gulf-Southwest Annual Conference

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Monikka M. Mann, Texas Tech University; George Tan, Texas Tech University

Tagged Topics

Diversity

who successfully finish anundergraduate engineering degree and ultimately enter the engineering workforce. Team-basedlearning supplements engineering education through its support of students improving their teamworkand communication skills. Developing “strong teamwork capabilities are highly required byemployers in engineering sectors since engineering graduates are increasingly expected to work in Proceedings of the 2021 ASEE Gulf-Southwest Annual Conference Baylor University, Waco, TX Copyright © 2021, American Society for Engineering Education 3team-based product and process design projects” [14

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ASEE 2021 Gulf-Southwest Annual Conference

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Tracy Anne Hammond, Texas A&M University; Karan Watson P.E., Texas A&M University; Samantha Ray, Texas A&M University; Robert Harold Lightfoot Jr, Texas A&M University; Drew Steven Casey, Texas A&M University; Shawna Thomas, Texas A&M University

Tagged Topics

Diversity

degrees, and the Bachelor degree inMultidisciplinary Technology. In order to advise a student graduating with an InterdisciplinaryDegree, the faculty must have a full, joint, or courtesy appointment with the Department ofMultidisciplinary Engineering.Step Three: Involve the appropriate voices to get a preliminary understanding of what the PhD, MS,and DEng degree plans would look like. If degrees are going to be grantable in the topic of engineering education, it is important toestablish what an acceptable degree plan would look like. There were numerous questions raisedabout the efficacy of the plan: ● What types of applicants would be admitted to the program? ● Would graduate students be required to have an undergraduate degree in

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ASEE 2021 Gulf-Southwest Annual Conference

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Lorena Isabel Velásquez, New Mexico Institute of Mining and Technology

Paper ID #35095Delivering Hands-On Introductory Design Experiences in a HybridCurriculumMiss Lorena Isabel Vel´asquez, New Mexico Institute of Mining and Technology Lorena Vel´asquez is a graduating senior in Mechanical Engineering at the New Mexico Institute of Mining and Technology. American c Society for Engineering Education, 2021 Lorena I. Velásquez, Jett Emms, and Curtis O’Malley Department of Mechanical Engineering New Mexico Insititute of Mining and Technology Delivering Hands-On Introductory

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ASEE 2021 Gulf-Southwest Annual Conference

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Randall D. Manteufel, The University of Texas at San Antonio; Amir Karimi P.E., The University of Texas at San Antonio

Education 2program accreditation. Namely, the faculty should all participate in the continuous improvementprocess which is a requirement for accreditation. In some cases, ABET reviewers have asked basicquestions about the accreditation process to a wide range of faculty, especially new AssistantProfessors, who have taught core engineering courses. These courses invariably have a linking ofthe course objectives, course learning outcomes and the ABET student outcomes. These coursesmay not be Senior Design, but they do contribute to the attainment of student outcomes that areexpected by the time of graduation. The skills, knowledge and behaviors that students acquire arethroughout the engineering

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ASEE 2021 Gulf-Southwest Annual Conference

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B. Michael Aucoin P.E., Texas A&M University; Brandon Bowen, Texas A&M University

mixed signals; even with a stated high level of interest, leadership developmentthere is often haphazard4. For example, none of the engineering graduates surveyed by Watson5were provided any formal training in leadership by their employers. As Kumar and Hsaio 6 cleverlyconcluded, engineers must learn “soft skills the hard way.” In academia, the situation hashistorically been little better. There is sparse room for leadership education in crowded curriculaat universities, and few engineering faculty members have the knowledge or skill for teachingleadership4,6. Unsurprisingly, there are significant deficiencies in engineering education for thesocial skills needed in the workplace7. It is generally accepted that students will have to

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ASEE 2021 Gulf-Southwest Annual Conference

Authors

Yasser Mahgoub, Department of Electrical Engineering, The University of Texas at Tyler; Prabha Sundaravadivel, The University of Texas at Tyler

Engineering from the University of North Texas, Denton in 2018. She earned her Masters of Technology (M.Tech) in VLSI design from VIT University, India, in 2015 and Bachelors of Technology (B. Tech) in Electronics and Communication from SRM University, Chennai, India, in 2011. Currently, she is working with a diverse multi-disciplinary research group of Graduates, Undergraduates, and High Schoolers as the Director of the Intelligent Systems Laboratory (ISL) at UT Tyler. As a Faculty at the University of Texas at Tyler, she has been involved in outreach activities in East Texas to broaden participation in STEM. American c Society for Engineering Education

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ASEE 2021 Gulf-Southwest Annual Conference

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Tariq Khraishi, University of New Mexico

Paper ID #35143Personal Experiences from Teaching Virtually Online During the COVID-19PandemicProf. Tariq Khraishi, University of New Mexico Khraishi currently serves as a Professor of Mechanical Engineering at the University of New Mexico. His general research interests are in theoretical, computational and experimental solid mechanics and mate- rials science. He has taught classes in Dynamics, Materials Science, Advanced Mechanics of Materials, Elasticity and Numerical Methods. For many years now, he has engaged himself in the scholarship of teaching and learning, and published several papers in the engineering education

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ASEE 2021 Gulf-Southwest Annual Conference

Authors

Nina Kamath Telang, University of Texas at Austin; Nisha Abraham, University of Texas at Austin; Althea Louise Woodruff, University of Texas at Austin

Tagged Topics

Diversity

students transition from high school to college, theyoften don’t have explicit knowledge and skills in these areas, which can cause them to struggle morethan is necessary. Higher education institutions have created programs to provide explicit instructionin these areas through classes in “learning to learn,” self-regulation, and self-care. Specific topics inthese classes include metacognitive strategies, time management strategies, goal setting, developinga growth mindset, and practicing self-care techniques such as mindfulness and staying sociallyconnected.Given engineering students have unique experiences and struggles within these different areas, wedecided to build our program within the College of Engineering to address their particular

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ASEE 2021 Gulf-Southwest Annual Conference

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Randy Hugh Brooks, Texas A&M University

course. All engineering students begin as general engineering students andfollow the same course progression for their first three semesters before continuing into morespecialized courses. The student may apply for acceptance to a specific major following a Proceedings of the 2021 ASEE Gulf-Southwest Annual Conference Baylor University, Waco, TX Copyright  2021, American Society for Engineering Education 2successful second semester, yet they will continue with the third course in the common sequencewhether or not they are accepted into a major.Many students select engineering following counselor guidance referencing

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ASEE 2021 Gulf-Southwest Annual Conference

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Bonnie S. Boardman, The University of Texas at Arlington; Caroline C Krejci

problem- solving on a statsitics task," Learning, Media, and Technology, vol. 30, no. 2, pp. 165-183, 2005.[5] B. E. Wiggins, "An Overview and Study on the Use of Games, Simulations, and Gamification in HIgher Education," International Journal of Game-Based Learning, vol. 6, no. 1, pp. 18-29, 2016.[6] D. Oblinger, "The Next Generation of Educational Engagement," Journal of Interactive Media in Education, vol. 8, pp. 1-18, 2004. Proceedings of the 2021 ASEE Gulf-Southwest Annual Conference Baylor University, Waco, TX Copyright  2021, American Society for Engineering Education 8[7] F. Crocco

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ASEE 2021 Gulf-Southwest Annual Conference

Authors

Ron D. Cooper, University of the Incarnate Word; Okan Caglayan, University of the Incarnate Word

-efficacy and career ambitions for underrepresented students in STEM,” Journal of Research in Science Teaching, Vol. 54, No. 2, pp. 169-194.10. Willis, D., Krueger, P., Kendrick, A., 2013, The influence of a research experiences for undergraduate program on student perceptions and desire to attend graduate school,” Journal of STEM Education. Vol. 14, No. 2, pp. 22-28.RON D. COOPER, JR.Ron Cooper Jr. is currently a senior undergraduate engineering student at the University of the Incarnate Word. Hisresearch interests include engineering design and optimization, artificial intelligence, digital image processing,digital signal processing and electrical control systems.OKAN CAGLAYANDr. Okan Caglayan is an associate professor in the Department

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ASEE 2021 Gulf-Southwest Annual Conference

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Joseph Anthony Donndelinger, Baylor University; Adam Weaver, Baylor University; James Carlton Bates, Baylor University; Timothy Russell, Baylor University

skills has been identified as an essential educational outcome for preparinggraduates to enter the professional practice of engineering. At our institution, a two-semester coursesequence in Engineering Design is a primary vehicle for both developing and assessing students’teamwork skills. Although these courses share many structural similarities, offering a broad varietyof project topics in the second course adds additional layers of complexity to the team formationtask. More specifically, differences in skill mix requirements between projects, combined withconsideration of students’ individual project topic preferences during team formation, posechallenges that are not addressed by the suite of team formation tools that is currently

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ASEE 2021 Gulf-Southwest Annual Conference

Authors

Kenneth R. Leitch P.E., West Texas A&M University; Nathan Howell, College of Engineering, West Texas A&M University; Erick Benjamin Butler, West Texas A&M University; Vinu Unnikrishnan, West Texas A&M University

Tagged Topics

Diversity

social-cultural experiences7, 8,post-graduation development volunteerism6, 9, increased professional skills8, 10-13, commitment toengineering14, social justice challenges15, leadership and confidence16, and empathy17. In the last decadethe graduation rate for STEM professionals lags behind the appearance of new STEM employmentopportunities. The problem relates to the need to diversify the field of STEM generally. Thus, SL hasdemonstrated capacity to increase women’s interest in and persistence with STEM 8, 14, 18 and to generallyenhance diversity18 in STEM. In K-12 education, SL education research has shown gains in academicengagement and achievement, particularly for at-risk students.19Engineering educators have strategically utilized SL in

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ASEE 2021 Gulf-Southwest Annual Conference

Authors

Edgar Reyes, University of Texas at Tyler; Mohammad Abu Rafe Biswas, The University of Texas at Tyler; Andres C Garcia, The University of Texas at Tyler; Benjamin Lee Stilwell, The University of Texas at Tyler; Jongin Aaron Sithideth, The University of Texas at Tyler; Christian Puckett; Christopher Nobinger, University of Texas at Tyler; Cassandra Ellis

Paper ID #35102Design of An Innovative Module for Mars HabitationMr. Edgar Reyes, University of Texas at Tyler Edgar Reyes is an undergraduate Mechanical Engineering student at the University of Texas at Tyler. His interests include thermal fluid sciences and alternative energy systems.Dr. Mohammad Abu Rafe Biswas, The University of Texas at Tyler Dr. Rafe Biswas is an Associate Professor at the University of Texas at Tyler in the Department of Mechanical Engineering. His expertise and interests include process dynamics and control, fuel cell systems and thermal fluid engineering education. He teaches courses in system