Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Adia Radecka, University of Illinois at Urbana-Champaign; Alyssa Bradshaw, University of Illinois at Urbana-Champaign; Javi Cardenas, University of Illinois at Urbana-Champaign; Sara Xochilt Lamer, University of Illinois at Urbana-Champaign; Ilalee Harrison James, University of Illinois at Urbana-Champaign; Holly M. Golecki, University of Illinois at Urbana-Champaign

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Diversity

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First-Year Programs

. Students worked in the lab up to 6 hours per week during the semester buildingpolymer actuators and a physiologically relevant dynamic testing setup (Figure 1). The cohortexperience formed a supportive community for students inside and outside the lab. In the lab,students collaborated to develop pneumatic and cable-driven biopolymer actuators and testingplatforms to inform biocompatible and wearable robotic devices. In addition to lab work, thegroup met weekly for structured mentoring sessions, performed outreach in the college ofengineering and attended external conferences and workshops throughout the year. Figure 1. Student lab work including (a) a student demonstrating hydrogel behavior during bending, (b) hydrogel-based actuators, (c

Conference Session

Architectural Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sydney Nguyen, California Polytechnic State University, San Luis Obispo ; Gabriel Medina-Kim, Rensselaer Polytechnic Institute; Franz J. Kurfess, California Polytechnic State University, San Luis Obispo ; Elise St. John, California Polytechnic State University, San Luis Obispo ; Jingzhe Wu, The World Bank; Gudrun Socher, Hochschule München University of Applied Sciences; Anurag Uppuluri, California Polytechnic State University, San Luis Obispo ; Angie Paola Garcia Arevalo, The World Bank; Erin Sheets, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Architectural Engineering

Deep Learning and cloud computing. ● The GPSS team from the World Bank, for providing access to the data sets, expertise in architecture and community outreach, and assistance with the documentation of the overall projects.ReferencesAbadi, M., Barham, P., Chen, J., Chen, Z., Davis, A., Dean, J., Devin, M., Ghemawat, S., Irving, G., Isard, M., Kudlur, M., Levenberg, J., Monga, R., Moore, S., Murray, D. G., Steiner, B., Tucker, P., Vasudevan, V., Warden, P., … Zheng, X. (2016). TensorFlow: A system for large-scale machine learning. 12th USENIX Symposium on Operating Systems Design and Implementation (OSDI 16), 265–283. https://www.usenix.org/system/files/conference/osdi16/osdi16-abadi.pdfAmazon

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie M. Gillespie, University of New Haven; Onyinyechi Nwadiuto Agu, University of New Haven; Erica Maggiore, University of New Haven

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Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

curriculum. Exploring eKSO development from makerspaceworkshops or maker community engagement rather than makerspace integrated EM courseprojects could provide more detailed knowledge of makerspace impacts on the development ofan entrepreneurial mindset.Acknowledgements:This research was supported through the Engineering Unleashed Fellowship program, funded bythe Kern Entrepreneurial Engineering Network. A special thanks to Dr. Margot Vigeant forserving as mentor throughout the makerspace project implementation and educational researchprocess, and colleague Brian Marks for his deployment and support from the College ofBusiness.References:[1] Longo, A., Yoder, B., Chavela Guerra, R. C., & R. Tsanov, “University Makerspaces: Characteristics and

Conference Session

Pre-College Engineering Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joel Alejandro Mejia, University of San Diego; Luis Ricardo Betancourt, San Diego State University; Alberto Esquinca, San Diego State University; Vitaliy Popov, University of Michigan

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Diversity

Tagged Divisions

Pre-College Engineering Education

think I would give myself a strong six. And I think one of the reasons why I have a lot more improvement to do is - and we talked about this in the past - because of the time limit that I have with the kids. The discussion for each individual student or with each [...] group [about] bringing their funds of knowledge isn’t as big of a discussion as I would like because sometimes it’s just rushing to get from point A to point B. And I put a lot more of the load on students because there’s only one me and there’s -- let’s say we have six groups, for example.As indicated by Rosario, the number of classrooms or groups she managed, plus the curriculumlimited the time she was able to spend with each individual

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aparajita Jaiswal, Purdue University, West Lafayette; Paul J. Thomas, Purdue University, West Lafayette; Tugba Karabiyik, Purdue University, West Lafayette; Viranga Perera, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

some limitations: (1) Results are based on studentretrospectives containing the reflections of students regarding their teamwork experience. (2) Wecould not interview students, so all results are based on students’ reflections of teamwork. Futurework should explore this further with control groups to better identify if it is online instructionthat lends itself to improved teamwork.References[1] K. S. Koong, L. C. Liu, and X. Liu, “A Study of the Demand for Information Technology Professionals in Selected Internet Job Portals,” vol. 13, p. 9.[2] M. P. Sivitanides, J. R. Cook, R. B. Martin, B. A. Chiodo, and F. Landram, “Verbal Communication Skills Requirements for Information Systems Professionals,” J. Inf. Syst. Educ

Conference Session

Supporting Biomedical Engineering Students in Holistic Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ashley J. Earle, York College of Pennsylvania; Nozomi Nishimura, Cornell University; Isaac Smith, Brigham Young University; David M. Small, Cornell University

Tagged Divisions

Biomedical Engineering

did not electto participate (control 1.6/7, treatment 2.05/7 where 7 indicates the subject would always find areason to excuse poor ethical behavior). The only category that seemed to be impacted by attendingthe cancer seminar was moral expansiveness, which counterintuitively, showed a decrease in thetreatment group (Fig. 3D). This was somewhat counterintuitive; however the absolute change isalmost negligible so the result is hard to interpret.Figure 3. Results of the survey instrument indicate that the self-selection of treatment had no effect on ethicalleanings (n=15 for treatment and n=17 for control). A) There was no difference between research perspectivetaking, scored out of 5. B) Students who self-selected into the treatment group

Conference Session

Women in Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan Thomson Tripathy, University of Massachusetts Lowell; Kavitha Chandra, University of Massachusetts Lowell; Hsien-Yuan Hsu, University of Massachusetts Lowell; Yanfen Li, University of Massachusetts Lowell; Diane Reichlen, University of Massachusetts Lowell

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Diversity

Tagged Divisions

Women in Engineering

students accepted this invitation, including five White men,one Middle-Eastern woman, one Black woman, and one Latina. Engineering majors of the FGparticipants included three from Mechanical Engineering, two from Electrical Engineering andComputer Engineering, two from Civil Engineering, and one from Chemical Engineering. To serve as facilitators, students were trained in: (a) explaining the purpose of the FGsand the PAR process of listening to all voices and developing action steps for change; (b)building rapport through creative ice-breakers; (c) encouraging all FG members to voice theirthoughts and concerns; (d) listening without judgement and establishing trust; (e) responding tocomments with appropriate follow-up questions; (f

Conference Session

Electrical and Computer Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yang Victoria Shao, University of Illinois Urbana-Champaign; Zuofu Cheng

Tagged Divisions

Electrical and Computer

the relationship easily characterized? (a) (b) Figure 4. Experiment setup on transmission line impedance matching and various termination scheme (a) Tee-connection on source end (b) Termination with 100 Ω on load endThen we turn the waveform to 1 MHz and change the oscilloscope termination to 50 Ω. Thestudent should observe that the amplitude measured drops to 2.5 V, even if the functiongenerator shows a 5 V output. The student should then repeat the experiment as previouslydescribed; however, the student will now observe different behavior at high frequencies. Thestudents should now answer: • Why does the oscilloscope now

Conference Session

Ethics, Mindfulness, and Reform During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexis Powe Nordin, Mississippi State University; Amy K. Barton, Mississippi State University

Tagged Divisions

Liberal Education/Engineering & Society

their codesof ethics is provided in Appendix B. Third, students were provided with one-page summaries ofthe same six ethical theoretical frameworks previously listed in the first approach (ethicalegoism, fairness or justice theory, Kantianism, rights theory, utilitarianism, and virtue ethics).These “one-pagers” are provided in Appendix C. As the final pre-work step, students wererequired to take a quiz on the ethical frameworks to ensure they could recognize general tenets ofeach framework. Sample questions from this quiz are provided in Appendix D.Under Approach 2 students were individually required to research and write ethical analyses ofengineering disasters that they chose separately based on a common theme (e.g., another themecould be

Conference Session

Pre-College Engineering Education Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Latanya Robinson, Florida International University; Adam Kirn, University of Nevada, Reno; Candice Guy-Gaytán, BSCS Science Learning; Joshua Alexander Ellis, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

L. Benson, "Engineering Students' Perceptions of Problem Solving and Their Future.," J. Eng. Educ., vol. 107, no. 1, pp. 87–112, Jan. 2018.[15] E. L. Usher, C. J. Ford, C. R. Li, and B. L. Weidner, "Sources of math and science self-efficacy in rural Appalachia: A convergent mixed methods study," Contemp. Educ. Psychol., vol. 57, pp. 32–53, Apr. 2019.[16] S. Y. Yoon, M. G. Evans, and J. Strobel, "Validation of the Teaching Engineering Self-Efficacy Scale for K-12 Teachers: A Structural Equation Modeling Approach," J. Eng. Educ., vol. 103, no. 3, pp. 463–485, 2014, doi: 10.1002/jee.20049.[17] T. T. Williams, S. D. McMahon, and C. B. Keys, "Two Ecological Models of Academic Achievement Among Diverse Students With and

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Chierichetti, San Jose State University; Patricia R. Backer, San Jose State University; Laura E. Sullivan-Green, San Jose State University; Liat Rosenfeld, San Jose State University

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Diversity

Tagged Divisions

Faculty Development Division

pedagogy in Fall 2020. We have conducted afollow-up study at the end of Fall 2020 and the results of this additional study, as well as thecomparison with the analysis in this paper, will be presented in future publications.References[1] S. Eaton, B. Brown, M. Schroeder, J. Lock, and M. Jacobsen, “Signature pedagogies for e-learning in higher education and beyond.”[2] Z. Akyol and D. R. Garrison, “The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence.,” J. Asynchronous Learn. Networks, vol. 12, no. 2–3, pp. 3–23, 2008.[3] A. Gillis, and L.M. Krull, “COVID-19 remote learning transition in Spring 2020: Class

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joseph Valle, University of Michigan, Ann Arbor; Corin L. Bowen, California State University, Los Angeles; Donna M. Riley, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

Paper ID #33603Liberatory Potential of Labor Organizing in Engineering EducationJoseph Valle, University of Michigan, Ann Arbor Joseph ’Joey’ Valle is a Ph.D candidate in Materials Science and Engineering at the University of Michi- gan - Ann Arbor. His thesis includes both technical and engineering education research components. His engineering education research focuses on understanding and seeking ways to undo oppression based harm in engineering. He holds a B.S.E in materials science and engineering from MIT and a M.S.E in materials science and engineering from the University of Michigan - Ann Arbor, with a focus on

Conference Session

Environmental Engineering Division Technical Session 2: Innovative Approaches for Teaching Environmental Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joe Dallas Moore, Carnegie Mellon University; Turner Cotterman, Carnegie Mellon University; James Wynn, Carnegie Mellon University

Tagged Divisions

Environmental Engineering

aware of the policy making process in regards to climate change, and how difficult it is, compared to my previous perspective that countries need to/can easily stop polluting the environment.” B “This course showed me the complexities in addressing climate change. Before the course, I thought solving climate change was a simple matter of reducing emissions. However, now I understand addressing climate change involves not only mitigation but adaptation and loss and damage as well. I also learned about equitable climate policy, the differences in the opinions of developed and developing countries, economics, rhetoric, etc. All of this showed me that climate

Conference Session

Focus on ETAC Accreditation

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Cai Shi, Purdue University at West Lafayette; Therese M. Azevedo, Sonoma State University; Anne M. Lucietto, Purdue University at West Lafayette

Tagged Divisions

Engineering Technology

.http://search.ebscohost.com/login.aspx?direct=true&db=asf&AN=103651915&site=ehost-live[3] Christe, B., & Feldhaus, C. (2013). Exploring Engineering Technology Persistence andInstitutional Interventions: A Review of the Literature. Journal of Engineering Technology,30(2), 44-53.http://search.ebscohost.com/login.aspx?direct=true&db=asf&AN=101808357&site=ehost-live[4] Froyd, J. E., Wankat, P. C., & Smith, K. A. (2012). Five Major Shifts in 100 Years ofEngineering Education. Proceedings of the IEEE, 100(Special Centennial Issue), 1344-1360.DOI:10.1109/JPROC.2012.2190167[5] Frase, K. G., Latanision, R. M., & Pearson, G. (2016). Engineering Technology Education inthe United States. Retrieved from Washington, DC

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Benjamin Hawkins, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

components toprogramming coursework [2]. This study is limited by participation bias and a limited ability tocompare student responses to performance in the course. Improvement in the latter would enablevaluable, quantitative assessment of the effectiveness of this teaching strategy in both virtual andF2F modalities. This will be addressed in future work by collecting student demographicinformation and paired course academic data as part of the analysis.References[1] B. G. Hawkins and J. Eason, "Laboratory Course Development for Biomedical Signals and Systems," in ASEE Pacific Southwest Section Meeting, Los Angeles, 2019.[2] A. Alammary, "Blended learning models for introductory programming courses: A systematic review," PLoS ONE, vol. 14, no

Conference Session

Energy Conversion and Conservation Division Technical Session 3: Education Track

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lihong Heidi Jiao, Grand Valley State University

Tagged Divisions

Energy Conversion and Conservation

output of thecontroller is connected to the duty cycle of the DC-DC buck converter. The effects of changes insolar irradiance, temperature, and load on output power based on the two MPPT algorithms canbe studied. Figure 10 shows the response of PV power to the step and gradual changes in solarirradiance. It can be seen that both algorithms provide good dynamic and static responses.FractionalOCV method provides more stable power but it relies on accurately selecting theproportionality constant. Due to the perturbation nature of P&O method, the instantaneous powerfluctuates, which can be eliminated with filtering techniques. (a) (b) Figure 10 The response of PV array power to the gradual and

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenneth Berry, Southern Methodist University

Tagged Divisions

Pre-College Engineering Education

(June 2020), 19 pages. https://doi.org/10.1145/33863647. C. Girvan, C. Conneely, and B. Tangney, “Extending experiential learning in teacher professional development.” Teaching and Teacher Education 58 (2016), 129–139.8. Scratch Block Coding. Massachusetts Institute of Technology. [online] https://scratch.mit.edu/studios/406640/9. Alice Programming Language, [online] https://www.alice.org/about/our-history/10. Sphero Robots, [online] https://sphero.com/11. B. Heinemann, D. Rawitsch, and P. Dillenberger, The Oregon Trail (video game) MECC.12. A. S. Bryk, L. Gomez, A. Grunow, P. Lemahieu, Learning to improve: How America’s schools can get better at getting better. Harvard Education Press, Cambridge, MA, 201513. Baldrige Foundation, 2021

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Neha Prabhu, University of Illinois Urbana - Champaign; Michelle Perry, University of Illinois Urbana - Champaign; Renato F. L. Azevedo, University of Illinois Urbana - Champaign; Lawrence Angrave, University of Illinois Urbana - Champaign; Suma Bhat, University of Illinois Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, “Gender, values, and occupational interests among children, adolescents, and adults,” Child Development, vol. 81, no. 3, pp. 778–796, 2010. [8] S. Cheryan and V. C. Plaut, “Explaining underrepresentation: A theory of precluded interest,” Sex roles, vol. 63, no. 7, pp. 475–488, 2010. [9] U. Kessels, “Fitting into the stereotype: How gender-stereotyped perceptions of prototypic peers relate to liking for school subjects,” European journal of psychology of education, vol. 20, no. 3, pp. 309–323, 2005.[10] P. M. Niedenthal, N. Cantor, and J. F. Kihlstrom, “Prototype matching: A strategy for social decision making.” Journal of Personality and Social Psychology, vol. 48, no. 3, p. 575, 1985.[11] M. B. Setterlund and P. M. Niedenthal

Conference Session

Cooperative and Experiential Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diane L. Peters, Kettering University

Tagged Divisions

Cooperative and Experiential Education

, June 2011.[6] D. Socha, V. Razmov, and E. Davis, “Teaching reflective skills in an engineering course,” in Proceedings of the ASEE Annual Conference, Nashville, TN, June 2003.[7] C. Reidsema and P. Mort, “Assessing reflective writing: Analysis of reflective writing in an engineering design course,” Journal of Academic Language & Learning, vol. 3 (2), pp. A-117 - A-129, 2009.[8] J. A. Turns, B. Sattler, K. Yasuhara, J. L. Borgford-Parnell, and C. J. Altman, “Integrating reflection into engineering education,” in Proceedings of the ASEE Annual Conference, Indianapolis, IN, June 2014.[9] C. M. Badenhorst, C. Moloney, and J. Rosales, “New literacies for engineering students: Critical reflective

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

James Larson, Arizona State University; Wendy M. Barnard, Arizona State University; Adam R. Carberry, Arizona State University; Darshan Karwat, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. , pp. 692–700, Nov. 2016, doi: 10.1016/j.jclepro.2016.07.129.[11] S. Niles, S. Contreras, S. Roudbari, J. Kaminsky, and J. L. Harrison, “Resisting and assisting engagement with public welfare in engineering education,” Journal of Engineering Education, vol. 109, no. 3, pp. 491–507, May 2020, doi: 10.1002/jee.20323.[12] A. F. McKenna, “Adaptive Expertise and Knowledge Fluency in Design and Innovation,” in Cambridge Handbook of Engineering Education Research, A. Johri and B. M. Olds, Eds. Cambridge: Cambridge University Press, 2014, pp. 227–242.[13] S. D. Brookfield, “Self-directed learning: A conceptual and methodological exploration,” Stud. Educ. Adults, vol. 17, no. 1, pp. 19–32, 1985.[14] J. L. Bishop and M. A

Conference Session

Computers in Education 1 - Programming 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ben Tribelhorn, University of Portland; Heather Dillon, University of Washington Tacoma; Andrew M. Nuxoll, University of Portland; Nicole C. Ralston, University of Portland

Tagged Divisions

Computers in Education

/2515127419870266 [8] G. Secundo, V. Ndou, and P. Del Vecchio, “Challenges for Instilling Entrepreneurial Mindset in Scientists and Engineers: What Works in European Universities?” International Journal of Innovation and Technology Management, vol. 13, no. 5, oct 2016. [9] D. Ridley, B. Davis, and I. Korovyakovskaya, “Entrepreneurial Mindset and the University Curriculum,” Journal of Higher Education Theory and Practice, vol. 17, no. 2, apr 2017. [Online]. Available: https://articlegateway.com/index.php/JHETP/article/view/1569[10] J. M. Haynie, D. Shepherd, E. Mosakowski, and P. C. Earley, “A situated metacognitive model of the entrepreneurial mindset,” Journal of Business Venturing, vol. 25, no. 2, pp. 217–229, 2010. [Online

Conference Session

Engineering Libraries Division Technical Session 2: Special Topics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Erin Rowley, University at Buffalo

Tagged Divisions

Engineering Libraries

of extracting the automatic conference call transcript. Oncethe transcripts were cleaned up for readability and personally-identifying information of theinterviewees was removed, the recordings were deleted. Since the author acted as the soleresearcher on this study, no other person was able to access or view these recordings. Allinterviewees digitally signed a consent form following UB IRB policy.The semi-structured interviews lasted between 45 and 60 minutes; no follow-up questions weregiven to interview participants after the interview session. The interview questions themselves(Appendix B) were modeled after the questions used during the Ithaka S+R study on teachingbusiness. There were some key differences, however. The Ithaka study had

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Abdullah Konak, Pennsylvania State University, Berks Campus; Sadan Kulturel-Konak, Pennsylvania State University, Berks Campus; Kathleen Marie Hauser P.E., Pennsylvania State University, Berks Campus; Marietta R. Scanlon, Pennsylvania State University, Berks Campus

Tagged Divisions

Entrepreneurship & Engineering Innovation

words,applying a systemic approach to CPS, which requires non-linear and divergent thinking might beconsidered counterintuitive. However, research substantiates the effectiveness and benefits offormal CPS training. Several studies show that CPS training can enhance solution quality andoriginality [7], increase individuals’ fluency and flexibility of ideas [8], and lead to increasedcreative behavior [9]. Incorporating CPS skills into existing programs and classes requires atheoretical understanding of CPS processes. Osborn [10] provided one of the first frameworks todefine the processes of CPS. According to Osborn, a CPS process involves three consecutivestages regardless of the domain of the problem: (a) fact-finding, (b) idea finding, and (c

Conference Session

The Best of First-year Programs Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sydney Anne Morris, Northeastern University; Hannah Boyce, Northeastern University; Caroline Ghio, Northeastern University; Amanda Dee, Northeastern University; Alexis Pathwick-Paszyc, Northeastern University; Paul DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

females (F=4.67, p=0.03) and males (F=35.32, p<0.0001), though the effect was much stronger for males. We also found that the number of pre-enrollment credits had a significant correlation with chemistry course grade (F=28.56, p<0.0001) for the overall population, although this conclusion was only true for males (F=33.63, p<0.0001) and not for females (F=1.14, p=0.29). Figure 1 shows linear regressions of this data. Positive slopes in this figure indicated students with greater numbers of pre-college credits tended to have higher chemistry course grades and first semester GPAs. (a) (b)Figure 1. Correlations Between Pre-matriculation College Credits and (a) GPA and (b

Conference Session

Chemical Engineering Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Justin Shaffer, Colorado School of Mines

Tagged Divisions

Chemical Engineering

," Anatomical Sciences Education, vol. 9, no. 6, pp. 516-528, 2016, doi: 10.1002/ase.1608.[3] D. C. Haak, J. HilleRisLambers, E. Pitre, and S. Freeman, "Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology," Science, vol. 332, no. 6034, pp. 1213-1216, June 3, 2011 2011, doi: 10.1126/science.1204820.[4] S. L. Eddy and K. A. Hogan, "Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?," Cbe-Life Sci Educ, vol. 13, no. 3, pp. 453-468, September 21, 2014 2014, doi: 10.1187/cbe.14-03-0050.[5] B. Hanks, L. Murphy, B. Simon, R. McCauley, and C. Zander, "CS1 students speak: advice for students by students," ACM SIGCSE Bulletin, vol. 41, no. 1, pp. 19

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gerald Gallego Tembrevilla, McMaster University; Susan Nesbit P.Eng., University of British Columbia, Vancouver; Peter M Ostafichuk P.Eng., University of British Columbia, Vancouver; Naoko Ellis P.Eng., University of British Columbia, Vancouver

Tagged Divisions

First-Year Programs

fivelevels of liminality to describe both students’ transdisciplinary knowledge, and instructors’ andTAs’ observations of students learning of transdisciplinary knowledge concepts. Each code hascorresponding distinct indicators. For example, students’ statements were coded as preliminal ifthey signified no prior knowledge or first encounter, while liminal indicates confusion or conflictin understanding, etc. The indicators were used by four coders to identify levels of: (a) students’self-assessed views of transdisciplinary knowledge as applied in engineering during pre and post-course semi-structured interviews; and (b) instructors and TAs’ assessments of students’transdisciplinary knowledge as manifested and observed during the class, pre- and post

Conference Session

Engineering and Public Policy Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amro El Badawy, California Polytechnic State University, San Luis Obispo ; Marie Yeung, California Polytechnic State University, San Luis Obispo; James L. Hanson, California Polytechnic State University, San Luis Obispo; Nazli Yesiller, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Engineering and Public Policy

disagree; 5: strongly agree) and two open-endedquestions. The survey questions were designed to examine the impact of the curricular interventiondescribed herein on enhancing the students’ a) level of understanding of the course content and itsreal-world applications, b) motivation to learn about the implications of contemporary policydecisions from science, engineering, economic, and environmental perspectives, and c)recognition of the importance of cross-disciplinary interactions in solving real-world problems.Results and DiscussionThe multidisciplinary curricular intervention impacted 134 students in the computer applicationsclass (CE 251) and 116 students in the microbiology class (MCRO 224) over the period of twoacademic quarters. These

Conference Session

Student Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Elizabeth Santana, Purdue University; Scott R. Bartholomew, Brigham Young University

Tagged Topics

Diversity

Tagged Divisions

Student

, Technology and Engineering, andMathematics) subjects and related careers, was modified to include a section related tocomputational thinking, in line with our research objectives. The final administered survey(Appendix A) was divided into four sections (Math, Science, Engineering and Technology, andComputational Thinking) and consisted of 45 five-point Likert scale (coded as: StronglyDisagree: -2; Disagree: -1; Neither Disagree or Agree: 0; Disagree: 1; Strongly Agree: 2)questions.The thirteen-week intervention consisted of pre-surveys, design, build, and automation activities,post-surveys, and semi-structured interviews with randomly selected students and the classroomteacher at the conclusion of the intervention (Appendix B includes a classroom

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ranji K. Vaidyanathan, Oklahoma State University; Shalini Sabharwal Gopalkrishnan, Menlo College

Tagged Divisions

Entrepreneurship & Engineering Innovation

Business Venturing22: 566-591.13. Edwards, L. J. and E. J. Muir (2005). "Promoting entrepreneurship at the University of Glamorgan through formal and informal learning." Journal of Small Business and Enterprise Development12(4): 613-626.14. Ghazali, A., B. C. Ghosh, and R. S. T. Tay. “The determinants of self-employment choice among university graduates in Singapore.” International Journal of Management 12 (1995): 26-26.15. Kourilsky, M. L., and W. B. Walstad. “Entrepreneurship and female youth: Knowledge, attitudes, gender differences, and educational practices.” Journal of Business venturing 13, no. 1 (1998): 77-88.16. Phan, P. H., P. K, Wong, and C. K. Wang. “Antecedents to entrepreneurship among university students in

Conference Session

Works in Progress in Chemical Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carl F. Lund, University at Buffalo

Tagged Divisions

Chemical Engineering

] solution for [that homework problem] to the solution posted on [the course learning management system]. Identify each mistake you [the student] made (if any) and classify the reason for the mistake as (a) not identifying the problem as testing the validity of rate expression, (b) not determining the reactor type, (c) not correctly writing the reactor mole balance, (d) not correctly substituting the rate expression into the mole balance, (e) not integrating the mole balance (if necessary) (e) not linearizing the equation correctly, (f) not calculating the variables in the equation correctly for each data point, not fitting a straight line to the model correctly, (g) not analyzing the results of