Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Ismael Pagan-Trinidad, University of Puerto Rico, Mayaguez Campus; Raul Zapata-Lopez, University of Puerto Rico, Mayaguez Campus; Humberto Cavallin, University of Puerto Rico, Rio Piedras; Rey Montalvo, University of Puerto Rico, Mayaguez Campus

Environmental Protection Agency, and Rodrigues, M.have studied the climate change expectations for Puerto Rico in the future [9], [10], [11]. Anincrease in sea water levels and in rainfall event intensity will most likely impact these and othercommunities on the Island in the future. Students were also able to assess the impact of the seawater rise at the visited communities using NOAA tools [8]. Figure 4 presents sea water risescenario maps for (a) 3 feet and (b) 6 feet where it is evident that the coastal communities will beaffected by the projected flood extension. San José San JoséGuanajibo Homes Guanajibo Homes

Conference Session

We Love our MOMs (Mechanics of Materials)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Reihaneh Jamshidi, University of Hartford

assignments at separate times. The goal here was to assist students withtroubleshooting every step before progressing to the next one. (a) Geometry (b) Material Properties (c) Mesh (d) Boundary Conditions Figure 1. Model InformationUpon facing difficulty on any step, students could seek help from each other or the instructor.The instructor then evaluates and provides feedback on students’ mini assignment submissions.At the final submission deadline, students submit the completed simulation job and a finalreport which includes the modeling steps (Geometry, Material Properties, Load & BoundaryConditions, and

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Briana Bouchard, Tufts University; Kristen Wendell, Tufts University; Nicole Batrouny, Tufts University

Paper ID #36949Work in Progress: Faculty Perceptions of ElectronicPortfolios as Assessment ToolsBriana M Bouchard (Student Advisor) Briana M. Bouchard is a Ph.D. candidate in Mechanical Engineering at Tufts University. She received her M.S. in Engineering Management and her B.S. in Mechanical Engineering, both from Tufts University. Her research interests include undergraduate engineering education, alternative assessment practices, and ePortfolios.Kristen B Wendell (Associate Professor of Mechanical Engineering) Kristen Wendell is Associate Professor of Mechanical Engineering and Education at Tufts University

Conference Session

Biomedical Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Dawn Kilkenny, University of Toronto; Karly Franz, University of Toronto

, vol. 53, pp. 675-679, 2012.[9] MATLAB Mathworks, “Text Analytics Toolbox TM Getting Started Guide R 2021 b,” The MathWorks. pp. 1–10, 2021.[10] C. A. Hamza, L. Ewing, N. L. Heath, and A. L. Goldstein, “When social isolation is nothing new: A longitudinal study on psychological distress during COVID-19 among university students with and without preexisting mental health concerns.,” Canadian Psychology/Psychologie Canadienne, vol. 62, no. 1, pp. 20–30, 2021.[11] B. Chen, J. Sun, and Y. Feng, “How have COVID-19 isolation policies affected young people’s mental health? – Evidence from Chinese college students,” Frontiers in Psychology, vol. 11, 2020, doi: 10.3389/fpsyg.2020.01529.

Conference Session

Electrical and Computer Engineering Laboratory and SoC Developments

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrea Schuman, Virginia Polytechnic Institute and State University; Lisa McNair, Virginia Polytechnic Institute and State University; Thomas Martin, Virginia Polytechnic Institute and State University; Justin Kleiber, Virginia Polytechnic Institute and State University

component of their Master's thesis.6.1 Assignment prompt for students.Throughout the year, farmers drive over their land in order to till the soil, to lay the seeds,manage weeds, check crops for disease, apply irrigation and fertilizers, and finally harvest at theend of the growing season. The introduction of the driverless tractor has the potential to savehours of human labor and associated costs. Your task is to create a mini (approximately10”x6”x5”) autonomous tractor that can: 1. Smoothly drive back and forth between the lines of the “field” made from tape on the ground. a. The short markers can be sensed with IR readings. b. Otherwise, orientation should be based on gyroscope values. 2. Emergency-stop when it

Conference Session

Civil Engineering Division - Innovating New Ways to Teach

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

Paper ID #36737I Think We Should Break Up...Class, That IsMatthew Swenty (Dr.) Dr. Swenty obtained his bachelor's and master's degrees in Civil Engineering from Missouri S&T and then worked as a bridge designer at the Missouri Department of Transportation. He returned to school to obtain his Ph.D. in Civil Engineering at Virginia Tech followed by re-search work at the Turner-Fairbank Highway Research Center on concrete bridges. He is currently a professor of civil engineering and the Jackson-Hope Chair in Engineering at the Virginia Military Institute. He teaches engineering mechanics and structural

Conference Session

Aerospace Division Technical Session: Student Success

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathryn Wingate; Aaron Johnson, University of Michigan; Kayla Brooks, University of Colorado Boulder

SES backgrounds connect to these support programs, and if these programs have the correctresources in play. Additionally, our future work will examine why students leave the aerospacemajor: was it resource driven, or did they find another major or opportunity that was better suitedto their interests.References • Bir, D. D., & Ahn, B. (2019). Factors predicting students’ persistence and academic success in an aerospace engineering program. The International journal of engineering education, 35(4), 1263-1275. • Bowen, C. L., Johnson, A. W., & Powell, K. G. (2020, October). Critical Analyses of Outcomes of Marginalized Undergraduate Engineering Students. Frontiers in Education Conference, Virtual. • Bowen, C. L

Conference Session

PCEE Session 3: Robotics and Design Competitions

Collection

2022 ASEE Annual Conference & Exposition

Authors

Arif Sirinterlikci, Robert Morris University; Jason McKenna, VEX Robotics; Yuhan Lin; Raina Oravec; Lauren Harter, VEX Robotics

. [Online] Available: https://obamawhitehouse.archives.gov/blog/2016/01/30/computer-science-all[2] Google Inc. & Gallup Inc. “Trends in the State of Computer Science in U.S. K-12 Schools.” 2016 [Online] Available: http://goo.gl/j291E0[3] M. Guzdial and B. Morrison (2016, November). “Growing Computer Science Education Into a STEM Education Discipline,” Communications of the ACM, vol. 59, no. 11, November 2016. [Online]. Available: https://cacm.acm.org/magazines/2016/11/209119-growing-computer-science-education-into-a-stem-education- discipline/fulltext[4] E. Witherspoon, R. Higashi, C. Schunn, E. Baehr and R. Shoop. “Developing Computational Thinking through a Virtual Robotics Programming Curriculum”. ACM Transactions on Computing

Conference Session

WIED: Support for All in the WIED Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Canan Bilen-Green, North Dakota State University; Cali Anicha, North Dakota State University; Brianna Blaser, University of Washington; Sheryl Burgstahler; Cecilia Aragon, University of Washington; Teresa Shume, North Dakota State University

: Routledge, 2017, pp. 122-137.[2] J. D. Cross and C. A. Carman, ―The relationship between faculty diversity and student success in public community colleges, Community College Journal of Research and Practice, pp. 1-14, 2021, doi: 10.1080/10668926.2021.1910595.[3] J. W. Curtis, ―Faculty diversity and minoritized student outcomes: An analysis of institutional factors‖, in Trends in Academic Employment, working paper ed., S. Shulman, Ed. Fort Collins, CO: Colorado State University, 2021. Accessed March 1, 2022 from Center for the Study of Academic Labor: https://csal.colostate.edu/[4] S. A. Annamma, D. Connor, and B. Ferri, ―Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race

Conference Session

Two-Year College Potpourri

Collection

2022 ASEE Annual Conference & Exposition

Authors

Diego Reyes; Brooke Coley, Arizona State University, Polytechnic Campus

. Journal of Applied Social Psychology, 32(4), 665–683. https://doi.org/10.1111/j.1559-1816.2002.tb00236.xBahr, R. P., Jackson, G., McNaughtan, J., Oster, M., & Gross, J. (2017). Unrealized Potential: Community College Pathways to STEM Baccalaureate Degrees. The Journal of Higher Education (Columbus), 88(3), 430–478. https://doi.org/10.1080/00221546.2016.1257313Bos, A., Pryor, J. B., Reeder, G. D., & Stutterheim, S. E. (2013). Stigma: Advances in Theory and Research. Basic and Applied Social Psychology, 35(1), 1–9. https://doi.org/10.1080/01973533.2012.746147Fry, R., Kennedy, B., & Funk, C. (2021). STEM jobs see uneven progress in increasing gender, racial and ethnic diversity. PEW Research Center

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tobin Walton, North Carolina Agricultural and Technical State University (CoE); Stephen Knisley, North Carolina Agricultural and Technical State University; Jared Webb, North Carolina Agricultural and Technical State University (CoE); Arvind Chandrasekaran, North Carolina Agricultural and Technical State University

(if the statisticalassumptions of this test are met), or its non-parametric alternative Wilcoxon Signed-Rank test. Inparticular, we are interested in assessing for change in self-efficacy while controlling for whetherthe student is male or female. We may also analyze potential change in students’ engineeringself-efficacy, values, and identity on the single-item level instead of using the multi-itemcomposite scales. Specifically, it may be the case that more noticeable changes are occurring ifassessed in relation to single items, but these changes are in effect muted, when consideredalong-side changes in the other scale items. ReferencesWalton, Tobin N., Knisley, Steven B., McCullough, Matthew B. A

Conference Session

PCEE Session 9: Virtual Summer Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Carol Geary, Virginia Polytechnic Institute and State University; Tawni Paradise, Virginia Tech Department of Engineering Education; Kim Lester, Virginia Polytechnic Institute and State University; Hannah Glisson, Virginia Polytechnic Institute and State University

Assistants 4 0 0Students Program Assistants 4 8 8Graduate Coordinators 1 1 1Students Co-Coordinators 1 0 0Engineering Staff Coordinator 1 1 1Faculty Activity Leaders 21 19 12 Other Partners 6 7 4 B. Camp activitiesThroughout the two-week in-person camp, students had a very packed schedule which includedengineering activities, social activities, and other relevant university sessions. Students startedthe camp with an opening ceremony for all the high school participants and their families

Conference Session

Faculty Development Division Technical Session 8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Benjamin Chambers, Virginia Polytechnic Institute and State University; Stephen Moyer, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University; Po-Jen Shih, Virginia Polytechnic Institute and State University; Matthew James, Virginia Polytechnic Institute and State University

curricula.Matthew B James (Associate Professor of Practice) Matthew James is an Associate Professor of Practice in Engineering Education at Virginia Tech. After working in the Civil/Site Development engineering field for a number of years, he returned to Virginia Tech to pursue teaching. His primary role is teaching within the first-year general engineering undergraduate program. He also is interested in study abroad, expanding service learning opportunities for students, and serves as the faculty advisor for the Engineers in Action student design team.Stephen MoyerPo-Jen Shih © American Society for Engineering Education, 2022 Powered by www.slayte.com

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Katrina Donovan, South Dakota School of Mines and Technology; Jon Kellar, South Dakota School of Mines and Technology; Paula Jensen, Texas Tech University; Michael West, South Dakota School of Mines and Technology; Stuart Kellogg, South Dakota School of Mines and Technology

orblue analytic quadrant. A collective plot of typologies for C&A Scholars is shown below in Figure2.Figure 2. HBDI Group plot for C&A scholarsFor purposes of comparison, Figure 3 shows typical plots for traditional engineering. This actualdata was collected for two different departments and is consistent with related research (see, forexample, [11], [12]). a. HBDI Mechanical Engineering b. HBDI Civil EngineeringFigure 3. HBDI Plot for traditional engineering programsWe note that Figure 2 includes data through the 2020 academic year. In Figures 2 and 3, red circlesdenote individual typologies for women, blue circles denote unique typologies for men, and graycircles indicate typologies for students whose gender is

Conference Session

Engineering Libraries Division Technical Session 7: Library Collaboration

Collection

2022 ASEE Annual Conference & Exposition

Authors

D. Boyer, Clemson University; Leah Wiitablake, Clemson University; Yang Wu, Clemson University

for learner-centeredness, such as the types and quality of feedback given in theinteractive homework. Their input on the materials produced by the grant is essential because itis their peers who will be using these textbooks once they complete them. After the review, theeducational research team and instructional designer give their comments to the authoring teamfor revisions. This process helps to construct OER materials that are useful and easily accessibleto a variety of students and that have a higher quality and validity as a result.Figure 3. A: Timeline of textbook development. B: Composition of assessment team reviewingOER textbooks and materials from authoring team. C: The authoring team and undergraduateresearchers are researcher

Conference Session

Electrical and Computer Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Farrah Fayyaz, Concordia University

students who could not draw the transfercharacteristics drew output signal with respect to time. And when they tried to draw outputvoltage against input voltage, they mixed up the graphs and made same time domain graphs astransfer characteristics. In some cases, students who tried to think beyond the time domain 3graphs, moved towards thinking in terms of the V~I characteristics curve of a diode in relationwith the negative input voltage and ended up drawing exponential curves.In another electronics exams (questions from Set B given in the end of the article), students weregiven simple circuits with diodes, resistors, and capacitors and were asked to

Conference Session

Technological and Engineering Literacy - Philosophy of Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

James Schreiner, United States Military Academy; Leang Tri, Missouri S&T

(ABET) or other accreditation organizationsfor non-STEM related fields. Student outcomes are associated with particular VRT skillsets suchas critical thinking, problem-solving, effective communication; these skillsets are identified in theVRT literature. On the right side of figure 3, red and blue spheres represent different lessonobjectives (LO) of course A and B, respectively. Each LO is mapped to student outcome (SO) asper the course design. Finally, SOs are matched to VRT skillset 1 or 2.3.2 Model DesignThe process flowchart consists of three main components as illustrated in Figure 3 which are theVRT Strength matrix (VSM), Course’s Relative Importance matrix (CRIM), and Prioritizationmatrix (PM). The definitions for each of the skillsets

Conference Session

CIT Division Technical Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

Paper ID #37976Addressing Learning Objective Gaps Between RateMonotonic Theory and Practice using Real-Time SimulationExercisesSam B Siewert (Associate Professor) Sam Siewert has studied at University of California Berkeley, University of Notre Dame, University of Houston and University of Colorado Boulder and has a BS in Aerospace and Mechanical Engineering and MS/Ph.D. in Computer Science. He has worked in the computer engineering industry for twenty four years before starting an academic career in 2012. Half of his time was spent on NASA space exploration programs including the Spitzer space telescope, Space

Conference Session

Computers in Education 5 - Modulus 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lisa Schibelius, Virginia Polytechnic Institute and State University; Amanda Ross, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University

. Silbersdorff, B. S¨afken, and T. Kneib, “Introductory data science across disciplines, using python, case studies, and industry consulting projects,” Teaching Statistics, vol. 43, pp. S190–S200, 2021. [4] P. M. Shankar, “Introduction of data analytics in the engineering probability course: Imple- mentation and lessons learnt,” Computer Applications in Engineering Education, vol. 28, no. 5, pp. 1072–1082, 2020. [5] M. S. Prokopyev, E. Z. Vlasova, T. V. Tretyakova, M. A. Sorochinsky, and R. A. Solovyeva, “Development of a programming course for students of a teacher training higher education institution using the programming language python,” Propositos y representaciones, vol. 8, no. 3, p. 484, 2020. [6] H. J. Passow, “Which

Conference Session

ETD Technical Session 6 - Curriculum and Programs III

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jack li, Purdue University Fort Wayne

) and manual switch wants to turn on the backlight (e.g., SW = 1, BT = 1). It is notnecessary to turn the warning LED (WN = 0); b) The backlight should be off when battery is loweven manual switch tries to turn it on (e.g., SW = 1, BT = 0), and a warning signal, WN = 1should be given according to system definition; c) It does not matter the battery is low or not,LIT = 0, which means turning off the backlight when manual switch SW = 0 because SW = 1means turning on the backlight (e.g., SW = 0); d) Even battery is not low (BT = 1), LIT shouldbe 0 when backlight is turned off by the manual switch (e.g., SW = 0, BT = 1) and no warningLED should be on (WN = 0).It is easy to find that there are only three possible conditions for warning signal rather

Conference Session

EMD Technical Session 2: Diversity, Equity, and Inclusion

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cindy Rottmann, University of Toronto; Emily Moore, University of Toronto; Andrea Chan; Lee Weissling; Dimpho Radebe, University of Toronto

awarded this federal (SSHRC) research grant andcompleting the Research Ethics Board (REB) approval process in September 2020, we begandesigning our survey protocol. Table 2 presents the final map of key concepts, correspondingdimensions, and survey questions. Please see Appendices A and B for our survey and focusgroup protocols.Table 2: Mapping key concepts onto survey questions Key Concepts Dimensions Survey Questions Demographics & Age, domestic/internationally trained status, gender, race 1-13 Professional Licenced, discipline, management role, org

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kevin Kaufman-Ortiz, Purdue University at West Lafayette (COE); Jason Morphew, Purdue University at West Lafayette (PPI); N. Sanjay Rebello; Carina Rebello, Purdue University at West Lafayette (COE)

,” Policy Insights from the Behavioral and Brain Sci., vol. 3, pp. 4-11, 2016, doi: 10.1177/2372732215622648[4] B. King, “Changing college majors: Does it happen more in STEM and do grades matter?,” J. Col. Sci. Teach., vol. 44, pp. 44-51, 2015, doi: 10.2505/4/jcst15_044_03_44[5] K. Rask, “Attrition in STEM fields at a liberal arts college: The importance of grades and pre-collegiate preferences,” Econ. Ed. Rev., vol. 29, no. 6, pp. 892-900, 2010.[6] NGSS Lead States, “Next Generation Science Standards: For states, by states,” Washington, DC: National Academies Press, 2013. Retrieved from: www.nextgenscience.org/ next- generation-science-standards.[7] National Assessment of Educational Progress (NAEP), “Technology and Engineering

Conference Session

LEAD Technical Session 1: Fostering Leadership Identity Development and DEI in Engineering Students and Professionals

Collection

2022 ASEE Annual Conference & Exposition

Authors

Katreena Thomas, Arizona State University, Polytechnic Campus

Paper ID #36524Is This Good For Me?": Exploring the Experiences of BlackEngineers in LeadershipKatreena Thomas Katreena Thomas is a Ph.D. student at Arizona State University in the Engineering Education Systems Design doctoral program. She is a member of the Coley Shifting Perceptions, Attitudes, and Cultures in Engineering (SPACE) Lab research group. She also serves as the Diversity, Equity, and Inclusion Intern for the Journal of Engineering Education. Her research interests include broadening participation in engineering, engineering leadership, and experiential opportunities in engineering. Her dissertation

Conference Session

Engineering Design Graphics Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gibin Raju, University of Cincinnati; Sheryl Sorby, University of Cincinnati; Grace Panther, University of Nebraska - Lincoln; Clodagh Reid, Technological University of the Shannon: Midlands Midwest; Jasmine Mogadam, University of Cincinnati

workshops at engineering education conferences and has been a guest editor for a special issue of European Journal of Engineering Education on inclusive learning environments. Her research areas include spatial visualization, material development, faculty discourses on gender, and defining knowledge domains of students and practicing engineers.Clodagh Reid (Dr) PhD in spatial ability and problem solving in engineering education from Technological University of the Shannon: Midlands Midwest. Graduated in 2017 from the University of Limerick with a B. Tech (Ed.). Member of Technology Education Research Group (TERG).Jasmine Haili Mogadam Enrolled in University of Cincinnati from 2020-2025 in a 5 year program for a

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alexandra Jackson; Kevin Dahm, Rowan University; Kaitlin Mallouk, Rowan University; Bruce Oestreich; Cheryl Bodnar, Rowan University; Scott Streiner, University of Pittsburgh

," in ASEE Annual Conference and Exposition, Conference Proceedings, Columbus, OH, 2017. https://doi.org/10.18260/1-2--29112.[14] M. Fraley, M. Raber, & G. Hein. "Work-in-progress - Entrepreneurial mindset in first-year engineering courses," in FYEE Conference, Glassboro, NJ, 2018.[15] A. Shartrand, P. Weilerstein, M. Besterfield-Sacre, & B. M. Olds. "Assessing student learning in technology entrepreneurship," in Frontiers in Education Conference, FIE, 2008, pp. 12–17. https://doi.org/10.1109/FIE.2008.4720627.[16] S. R. Brunhaver, J. M. Bekki, A. R. Carberry, J. S. London, & A. F. Mckenna. "Development of the Engineering Student Entrepreneurial Mindset Assessment (ESEMA)," in Advances

Conference Session

PCEE Technical Session 5: STEM Teacher Instructional Moves

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shaffiq Welji, University of Georgia; James Drimalla, University of Georgia; Aida Alibek, University of Georgia; AnnaMarie Conner; Lorraine Franco; Jenna Menke, University of Georgia; Tim Foutz, University of Georgia; Barbara Crawford

) and accompanied by a warrant (or reasoning)relating the data to the claim, which may be explicitly stated or implicit [9], [8]. Othercomponents of arguments can be found in Table 1. The framework categorizes teacher support ofcollective argumentation into three categories: (a) direct contributions of argument components(such as claim, data, or warrant), (b) questions that elicit student contributions, and (c) othersupportive actions that respond to student contributions. Table 1 shows the original framework inits entirety.Table 1 The Teacher Support for Collective Argumentation (TSCA) Framework forMathematics (Reprinted by permission from Springer: Springer Nature, Educational Studies inMathematics, “Teacher support for collective

Conference Session

Faculty Development Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Xiaping Li, University of Michigan; Maartje E. D. Van Den Bogaard, Iowa State University; Lea Marlor, University of Michigan; Laura Carroll, University of Michigan; Cynthia Finelli, University of Michigan

categorized coded data and determined patterns forsegments of each code. MvdB reviewed the coding to validate the identified patterns.ResultsWe identified three themes for 3a_ Mechanical Logistical Issues and two themes for 3b_Mechanical New Skills (Table 1). Next, we elaborate on the results in detail, providing quotesdirectly from transcripts.Table 1. Themes Identified at CBAM Levels 3a and 3bLevel Themes Subthemes a) a) Limited real-time feedback Having issues beyond instructors’ b) b) Difficulty in delivering laboratory and hands on content control in online environments

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Megan Frary, Boise State University; Donna Llewellyn, Boise State University; Paul Simmonds, Boise State University; Julianne Wenner, Clemson University

socialization process in higher education: ERIC/Higher Education research report No. 7,” Washington, D.C., 1976.[13] Z. Hazari, G. Sonnert, P. M. Sadler, and M.-C. Shanahan, “Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study,” J. Res. Sci. Teach., vol. 47, no. 8, p. n/a-n/a, 2010.[14] H. B. Carlone and A. Johnson, “Understanding the science experiences of successful women of color: Science identity as an analytic lens,” J. Res. Sci. Teach., vol. 44, no. 8, pp. 1187–1218, 2007.[15] D. L. Liddell, M. E. Wilson, K. Pasquesi, A. S. Hirschy, and K. M. Boyle, “Development of professional identity through socialization in graduate school,” J

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 2: Instructional/Learning Resources and Pedagogies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yevgeniy Yesilevskiy; Annika Thomas, Columbia University in the City of New York; Jessica Oehrlein, Fitchburg State University; Melissa Wright, Barnard College of Columbia University; Michael Tarnow, Columbia University in the City of New York

, 2019.[10] I. de Los Rios, A. Cazorla, J. M. Díaz-Puente, and J. L. Yagüe, “Project–based learning in engineering higher education: two decades of teaching competences in real environments,” Procedia-Social and Behavioral Sciences, vol. 2, no. 2, pp. 1368–1378, 2010.[11] B. L. Gleason, M. J. Peeters, B. H. Resman-Targoff, S. Karr, S. McBane, K. Kelley, T. Thomas, and T. H. Denetclaw, “An active-learning strategies primer for achieving ability-based educational outcomes,” American journal of pharmaceutical education, vol. 75, no. 9, 2011.[12] R. Graham, “The global state of the art in engineering education,” Massachusetts Institute of Technology (MIT) Report, Massachusetts, USA, 2018.[13] “Elegoo upgraded 37 in 1 sensor

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lorelle Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Darnishia Slade, Michigan Technological University; Logan Burley, University of Michigan

, and explicit generalstereotype endorsement on video condition, participant gender, recognition of subtle gender biasas stereotyping, and their interaction terms.3Explicit STEM Stereotype EndorsementResults of the regression analysis for explicit STEM stereotype endorsement (overall M = 2.00,SD = 1.21) revealed a significant main effect of condition, B = .54, t = 2.07, p = .04, such thatparticipants reported greater explicit stereotype STEM endorsement in the bias (M = 2.28) thanthe control condition (M = 1.95).This main effect was qualified by a significant condition by recognition of stereotypinginteraction, B = -.27, t = -2.02, p = .04. Simple effects analyses revealed that among those whodid not recognize stereotyping in the video