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ASEE 2021 Gulf-Southwest Annual Conference

Authors

David Joseph Ewing, The University of Texas at Arlington; Catherine Mary Unite; Monica Franco; Kimshi Hickman

Tagged Topics

Diversity

undergraduate students who have previously performed well in the course and possess“good communication and people skills” 11. The PLTL workshop model is based on six criticalcomponents:a) PLTL workshop must be coordinated with and integral to the course, b) close involvement fromcourse faculty with the PLTL leaders and the workshop, c) PLTL leaders are students who havesuccessfully completed the course being trained on teaching/learning strategies, and leadership skillsfor small groups, d) workshop content is challenging at appropriate levels, and integrated with thecourse to encourage active learning, e) organization of facilities, group size, noise level, and Proceedings of the 2021 ASEE Gulf-Southwest Annual Conference

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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

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Diversity

world events in our teaching.Meetings frequently kept the sessions highly relevant to a rapidly changing teaching landscape. Creating a CommunityStep ten: Strengthen the community. Create several smaller communities that span across multipledepartments to create a powerful and tightly webbed network. In the beginning, we focussed on supporting ourselves us and others in this transition, but bythe end of the summer, it had transformed into a tightly knit community that formed two writinggroups and produced two surveys (with over 5,000 total responses) to query, reflect, and respondappropriately to the needs of the faculty, students, and staff [82]. A Collaborative EtiquetteAgreement paper was also

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ASEE 2021 Gulf-Southwest Annual Conference

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

classroom setting. In this paper,integrating problem-based learning (PBL) as an assessment tool in the EENG 3306 ElectronicsCircuit Analysis I course is discussed as a strategy to promote student engagement. This coursewas taught as an online and hybrid course at the University of Texas at Tyler, in both the Tylerand Houston campuses. The analysis of the data collected in the assessment reflect increasedstudent engagement and enthusiasm in the curriculum. IntroductionRecruiting, retaining, and engaging students in STEM disciplines have always been a majorconcern. As per the reports of the President’s Council of Advisors on Science and Technology(PCAST) [1], with the help of targeted funding programs for

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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

thedevelopment of NASA-themed aeronautics virtual tours and virtual field trips highlights thecapabilities of various software technologies and offers design considerations. The threedeveloped virtual expeditions serve as an opportunity to engage and educate high school anduniversity students. A research plan to collect student feedback on these experiences is alsopresented.IntroductionAs the need for additional modes of learning grow, virtual reality and augmented reality havearisen as technologies that can be used to create new learning experiences for students of allages. Virtual tours created with these technologies can be useful approaches to train in differentareas such as in aerospace, aviation manufacturing, and testing, particularly in

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ASEE 2021 Gulf-Southwest Annual Conference

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Prasanna Vasant Kothalkar, Center for Robust Speech Systems (CRSS), University of Texas at Dallas, TX, USA; Jay Buzhardt; John H. L. Hansen, University of Texas at Dallas; Dwight Irvin, Juniper Gardens Children's Project; Beth S Rous, University of Kentucky

instrument designed to close the literacy gap forall learners. He also directs a National Science Foundation project focused on using existing wearable technology andadvanced speech recognition/diarization algorithms to monitor student engagement over time in science activity areas inclassroom and community-based settings.JAY F. BUZHARDTAs an associate research professor at the Juniper Gardens Children's Project, Dr. Buzhardt's interests focus oninvestigating factors that impact the implementation, usability and effectiveness of technology -based intervention,assessment, and training. He has directed and co-directed several federally-funded research projects from NIH, IES,OSEP, NIDRR, and local foundations, including the following: He is co

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ASEE 2021 Gulf-Southwest Annual Conference

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Tariq Khraishi, University of New Mexico

. Specifically, thecourse components that got adversely affected involved group work: group homeworks andgroup presentation. It appears that the lack of in-person meeting for group members affectedthe communication and grouping needed to better accomplish the group tasks. Also, weeklyquizzes were not part of the in-person offering but were done online. Since these quizzes weretimed, frequent and with no due date/time extensions, several students missed one or more ofthem which eventually helped bring their overall grades down. Under this work, no analysis ofretention was performed.Once the COVID-19 pandemic came crashing on the world scene in the early months of 2020,there was a lot of scholarly activity suddenly dealing with the effect of this crisis

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ASEE 2021 Gulf-Southwest Annual Conference

Authors

Celena Miller, University of Texas Austin - Center for Space Research ; Margaret Baguio, University of Texas at Austin

Tagged Topics

Diversity

; increase in contact hours withtheir NASA subject matter expert, Speaker Series added on NASA missions and opportunities, and a virtual studentshowcase broadcasted as a two-day event. Based on evaluation results, items that were missed due to the virtualevent include: opportunity to engage face-to-face with NASA experts, opportunity to experience college life, tour ofa NASA facility to experience and see first-hand research by NASA scientists, engineers, and astronauts, and theopportunity to experience long-term research with like-minded students. Proceedings of the 2021 ASEE Gulf-Southwest Annual Conference Baylor University, Waco, TX Copyright© 2021

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ASEE 2021 Gulf-Southwest Annual Conference

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Paul R Griesemer, University of Mary Hardin-Baylor

offered in the traditionlecture-based model. If the HyFlex model is to remain an option post-pandemic, these resultssuggest that more rigorous research should be done on how to engage students with active learningstrategies within the HyFlex classes. Flipped classrooms maintain some advantages over traditionallecture-based classes but could be improved by overcoming the barriers to group work. References1. Miller, J.B., Risser, M.D., Griffiths, R.P., 2013, “Student Choice, Instructor Flexibility: Moving Beyond the Blended Instructional Model,” Issues and Trends in Educational Technology, Vol. 1, No. 1, pp. 8-24.2. Lo, C.K, Hew, K.F., 2019, The Impact of Flipped Classrooms on Student

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ASEE 2021 Gulf-Southwest Annual Conference

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Peter Golding, University of Texas at El Paso; Mike Thomas Pitcher, University of Texas at El Paso; Diane Elisa Golding, University of Texas at El Paso; Cole Hatfield Joslyn, University of Texas at El Paso; Anneliese Mari Fensch, University of Texas at El Paso

started in 1993 as a student lab technician and has continued to expand and grow over the years, both technically as well as pedagogically. Currently he works in one of the most technically outstanding buildings in the region where he provides support to students, faculty, and staff in implementing technology inside and outside the classroom, researching new engineering education strategies as well as the technologies to support the 21st century classroom (online and face to face). He also has assisted both the campus as well as the local community in developing technology programs that highlight student skills development in ways that engage and attract individuals towards STEAM and STEM fields by showcasing how those

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ASEE 2021 Gulf-Southwest Annual Conference

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Prabha Sundaravadivel, The University of Texas at Tyler

.Figure 2 shows the four cornerstones of the CT project. Incorporating CT right from the beginner’slevel curriculum, can help in improving the confidence of the learner and help them toconceptualize the solutions logically and creatively6. Though CT is commonly used in computerscience related courses, it is not very common to explicitly use the CT techniques for computerengineering courses. Project-based learning (PBL) is a student-centered teaching method that canhelp teachers to engage students by providing real-world examples or problems. Through PBL,students investigate on a problem for extended period i.e. few weeks to a semester, which wouldhelp them to respond to a challenging authentic problem by creating a public product for real

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ASEE 2021 Gulf-Southwest Annual Conference

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Ahmed Ali HASAN, University of New Mexico; Tariq Khraishi, University of New Mexico

management. ➢ utilize engineering measurements and tools, units, and conversions. ➢ perform data analysis and graphical display of information. ➢ describe the different types of forces, motion and machine components. ➢ demonstrate understanding of various types of mechanical energy and the nexus between energy-water-environment. The class aims to engage pre-major and freshmen students in learning activities related toengineering careers, while they are taking other pre-engineering classes for the first couple of yearsin their college1. This engagement became even more important due to lower college enrollmentdriven by population demographic changes and due to the negative impact of the COVID-19pandemic. Engineering schools play important

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ASEE 2021 Gulf-Southwest Annual Conference

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Peter Golding, University of Texas at El Paso; Mike Thomas Pitcher, University of Texas at El Paso; Cole Hatfield Joslyn, University of Texas at El Paso; Anneliese Mari Fensch, University of Texas at El Paso

teaching started in 1993 as a student lab technician and has continued to expand and grow over the years, both technically as well as pedagogically. Currently he works in one of the most technically outstanding buildings in the region where he provides support to students, faculty, and staff in implementing technology inside and outside the classroom, researching new engineering education strategies as well as the technologies to support the 21st century classroom (online and face to face). He also has assisted both the campus as well as the local community in developing technology programs that highlight student skills development in ways that engage and attract individuals towards STEAM and STEM fields by showcasing

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ASEE 2021 Gulf-Southwest Annual Conference

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David G. Novick, University of Texas at El Paso

are in different locations, they can touch each other. Students cannot, for example,quietly tap one-another on the shoulder. The loss of physicality also means that students in a remoteclass cannot give things to each other. They cannot hand someone else a piece of paper throughwhich they are engaged in a group task, and they cannot toss a ball to someone else.Pointing CuesDuring in-person interaction, people use a variety of pointing cues, including pointing with thehands and changing direction of gaze. These deictic gestures are particularly important for turn-taking in multiparty conversation.3 In remote group-meeting applications, even in gallery mode,participants lose the capability of directing their gestures and gaze to particular

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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

Copyright © 2021, American Society for Engineering Education Session XXXXBackground and MotivationService-learning (SL) has been described as, “a form of experiential education in which students engage inactivities that address human and community needs together with structured opportunities for reflectiondesigned to achieve desired learning outcomes.”3 Volunteerism is the act or philosophy of using beneficialservice for another without financial compensation to the individuals providing the service. Field educationand internships are experiential education avenues for students to learn through hands-on practice. SLcaptures aspects of both volunteerism and

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ASEE 2021 Gulf-Southwest Annual Conference

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

], [28]. Research further attest that retention rates in engineering education increasewhen visual supports are integrated during instructional settings [16]. In this regard, de Koning etal. reported that students elevated their academic performance when utilizing visual cueing asevidenced by increased higher scores on both comprehension and transfer tests [7], [8], [9], [10].Subsequent research themes have further transpired in STEM fields relating to classroomenvironments, academic inclusion, engagement in research opportunities, team dynamics,leadership roles, and communication. One of the most impactful themes geared towardstrengthening student learning, engagement, and success is classroom environment, which alludesto the climate, tone, or

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ASEE 2021 Gulf-Southwest Annual Conference

Authors

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

Tagged Topics

Diversity

collaborativelearning led to higher levels of student engagement, self-efficacy and desire to complete a STEM majorwhile lowering the sense of competition among the students [33]. This means that cooperative learningcan encourage student academic performance during instructional activities. This means thatcooperative learning can encourage student academic performance during instructional activities. Inaddition to self-efficacy, collaborative learning has positive impacts on student knowledge buildingand ultimately (possibly most importantly) improved course grades [34]. This study, conducted on agroup of 513 students, 16% of whom were female, showed through the use of multivariate analysis Proceedings of the 2021 ASEE Gulf-Southwest

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ASEE 2021 Gulf-Southwest Annual Conference

Authors

Randy Hugh Brooks, Texas A&M University

Tagged Topics

Diversity

and coding. c. Develop engaging coding challenge activities for students to explore.7. A Moment in Time, an intro to Statics. a. Start from the beginning with particle physics and forces. b. Teach moment analysis through to application. c. Introduce the basics of truss analysis with a focus on procedural thinking.8. Explore digital supports. a. PhET is a solid source of physics concept simulations. b. Physicsclassroom.com provides lessons, often from alternate views. c. Hyperphysics.com is a visual sources of concept and equation applications.9. Dig into some math application with derivatives and integrals. a. Connect calculus actions with engineering applications. b. Deep dive

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ASEE 2021 Gulf-Southwest Annual Conference

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Randy Hugh Brooks, Texas A&M University

how to get our students from here to there. A spirit of exploration, flexibility,innovation and experimentation must become a natural part of the learning process, and thedelivery of education in general must be nimble enough to evolve as technology evolves.”5The curriculum redesign, as deployed, aligns well with the above findings in that there is a heavyfocus on cross-disciplinary collaborative problem-solving in all three first-year courses as well asa vision to continue the evolution going forward to remain aligned with program and industryneeds.In an effort to identify those industry needs, an industry advisory group of engaged alumni isregularly queried, typically informally, regarding the needs they foresee as well as theirobservations

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ASEE 2021 Gulf-Southwest Annual Conference

Authors

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

eachsemester by the course instructors and each project team in the course addresses this common designchallenge. In Engineering Design II, the course coordinator solicits a set of design challenges eachsemester from a broad cross-section of projects clients consisting of approximately 52% industry-sponsored projects, 23% service-learning projects, 11% student design club projects and 14%projects supporting faculty research and nearly every team addresses a unique design challenge.Traditionally, at our institution students’ individual preferences for project topics have beenconsidered during project team formation on the premise that matching students with project topicsof personal interest increases student engagement and we seek to maintain this

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ASEE 2021 Gulf-Southwest Annual Conference

Authors

Wei Zhan, Texas A&M University; Yonghui Wang, Prairie View A&M University; Suxia Cui, Prairie View A&M University; Bugrahan Yalvac, Texas A&M University; Byul Hur, Texas A&M University

Figure 2. Schematic (left) and prototype (right) for Buoy Boys Mini-Maker FaireBased on the lessons learned during the Fall semester of 2019 and the constraints imposed by Covid-19, the Mini-Maker Faire held at the end of the Fall semester of 2020 was through Zoom. Whileonline Maker community has been discussed by others as an option7, it was the only choice that wasavailable for us during Covid-19.Many student teams used Zoom to record their presentations, while some teams used other videorecording software to record individual presentations and then edit the videos to put together apresentation. The videos were limited to five minutes so that it would not take too much time for theexternal evaluators to

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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

is oriented to the development of a module on leadership activitiesassociated with workforce analytics for an existing undergraduate course in engineeringleadership. The module will complement the existing course in two primary ways: 1) takingadvantage of the course theme that there is much in common between the engineering andleadership skill sets, and 2) a significant laboratory project on present and future data innovations.The paper reports on an extensive literature review that leads to adaptation to an engineeringaudience and the subsequent design of the course module. The design of the module is based on aflipped classroom approach in which students engage in preparation on their own and then applyconcepts they have learned in group