Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Susan Lord, University of San Diego; Matthew Ohland, Purdue University at West Lafayette (COE); Richard Layton; Marisa Orr, Clemson University; Russell Long, Purdue Engineering Education; Joe Roy, American Society for Engineering Education (ASEE); Hayaam Osman, Purdue University at West Lafayette (PPI); Catherine Brawner

] S. M. Lord, M. W. Ohland, M. K. Orr, R. A. Layton, R. A. Long, C. E. Brawner, H. Ebrahiminejad, B. A. Martin, G. D. Ricco, and L. Zahedi, “MIDFIELD: A Resource for Longitudinal Student Record Research,” IEEE Transactions on Education, vol. 65, no.1, 12 pp, 2022. Doi: 10.1109/TE.2021.3137086[13] M. K. Orr, N. M. Ramirez, S. M. Lord, R. A. Layton, and M. W. Ohland, “Student choice and persistence in Aerospace Engineering,” Journal of Aerospace Information Systems, vol. 12, no. 4, pp. 365–373, 2015.[14] C. L. Bowen, A. W. Johnson, and K. G. Powell, K. G. (2021, July). Critical Analyses of Representation and Success Rates of Marginalized Undergraduate Students in Aerospace Engineering 2021 American

Conference Session

Community Engagement Division Technical Session 2 - Community Engagement without Frontiers

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michelle Schwartz, The University of Texas at Arlington; Kathleen Smits, The University of Texas at Arlington; Jessica Smith, Colorado School of Mines; Thomas Phelan, United States Air Force Academy; Rosalie O'Brien

: An iterative conceptual site model framework,” Environmental Development, p. 100675, Sep. 2021, doi: 10.1016/J.ENVDEV.2021.100675.[23] B. Kiessling and K. Maxwell, “Conceptualizing and Capturing Outcomes of Environmental Cleanup at Contaminated Sites,” Environment and Society, vol. 12, no. 1, pp. 164–180, 2021, doi: 10.3167/ares.2021.120110.[24] J. Gibbs, J. Santillan, and M. Nation, “The critical importance of using current conceptual site models in environmental restoration decision making: a discussion and case study,” Land Contamination & Reclamation, vol. 18, no. 1, pp. 41–55, 2010, doi: 10.2462/09670513.988.[25] US EPA, “Environmental Cleanup Best Management Practices: Effective Use of the Project Life

Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Denise M Driscoll, Purdue University at West Lafayette (PPI); Kristin Everett

. Costa, R. R. McCrae, R. R., Zonderman, A. B., H. E. Barbano, B. Lebowitz, and D. M. Larson, “Cross-Sectional Studies of Personality in a National Sample: 2. Stability in Neuroticism, Extraversion, and Openness,” Psychology and Aging, vol. 1, no. 2, pp. 144- 149, 1986, doi: 10.1037/0882-7974.1.2.144.[11] R. M. Kanter, ‘‘Some Effects of Proportions on Group Life: Skewed Sex Ratios and Responses to Token Women,’’ American Journal of Sociology, vol. 82, no. 6, pp. 965– 90, 1977.[12] P. J. R Paul and S. L. Dommer, “The Influence of Incidental Tokenism on Private Evaluations of Stereotype-Typifying Products,” Social Psychology Quarterly, Vol 83 No. 1, pp. 49–69, 2020, doi: 10.1177/0190272519865502.[13] K

Conference Session

LEES Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathryn Neeley, University of Virginia; Sofia Zajec, University of Virginia; Morgan Stup, University of Virginia

Paper ID #37784Aspirations vs. Reality in Engineering Education: AnAnalysis of Top-Rated Institutions and Degree ProgramsKathryn A. Neeley (Associate Professor) Kay Neeley is Associate Professor of Science, Technology, and Society in the Department of Engineering and Society in the School of Engineering and Applied Science at the University of Virginia, where she has been on the faculty since 1979. She received a B.A. in English from the University of South Carolina (1976) and a M.A. (1979) and PhD (1989) in English from the University of Virginia, with specializations in the teaching of composition at the college

Conference Session

Environmental Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jean Andino, Arizona State University; Fethiye Ozis, Carnegie Mellon University; Adnan Abdullahi, Arizona State University; Emily Henderson, Northern Arizona University

. 4(A)(B)Figure 1: Excel/VBA worksheet #1 that enables the selection of the sampling and environmental parameterssuch as the source, the wind speed, and the sampling location. A) Shows the sheet without a source selection.Note that only one sheet is visible in the workbook. In Figure (1B), a source selection has been made, so asecond worksheet is visible at the bottom (see the red arrow). 5 (A) (B) Figure 2: Excel/VBA worksheet #2 for (A) the gas vehicles source before sampling started and for (B) the fires source after sampling ends.Worksheet #3: Results of Sampling: Figure 3 shows an example of the collected particle samplethat is

Conference Session

NEE Technical Session - the Best of NEE

Collection

2022 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Alicia Baumann

in thefocus group discussion.The survey responses for the Likert Scale questions were analyzed quantitatively to understandthe top reasons for not participating in gamification, student motivation, and opinions towardgamification. For motivation, the results were also compared based on student academic levels(freshman level vs. junior level), academic performance (A, or B), and gender. The motivationscale used was based on the SIMS where a series of statements are rated by the participant basedon agreement with the statement [1-2]. The statement belongs to one of four motivationalcategories; intrinsic motivation, identified regulation, external regulation and amotivation. Thestatements used in the survey instrument for the SIMS model are

Conference Session

DEED Technical Session 3 Capstone Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Austin Talley, Texas State University; C. Compeau, Texas State University

project may have been too technicallychallenging and especially given that some of the team members had not yet taken EngineeringElectromagnetics in which waveguides and propagation are studied. For future work we could define aproject requiring interaction with the Makerspace facility, the analytical research center, and externaltesting facilities that is better aligned with our curriculum and sequencing. While Makerspace usagestatistics may not change much in doing so it would be interesting to see if the survey results change.References[1] Ingram Hall Makerspace, https://www.engineering.txstate.edu/makerspace.html, accessed Feb 5,2022.[2] Kamali, B. (2000, June), A Novel Structure For Electrical Engineering Senior Capstone LaboratoryPaper

Conference Session

Civil Engineering Division ASCE Liaison Committee - Accreditation and Curriculums - What Changes Are Occurring?

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bradley Aldrich, American Society of Civil Engineers; Norma Mattei, University of New Orleans; Kleio Avrithi, Mercer University; Jennifer Hofmann, American Society of Civil Engineers; Anthony Kulesa

outcomes, levels of achievement, andthe typical pathways to fulfillment. The appendices document the process the committee used toidentify and develop the outcomes and what standards they used to ensure that the conclusionsare defensible.The CEBOK3 places each of the twenty-one outcomes in one of four categories:  Foundational  Engineering Fundamental  Technical  ProfessionalCivil engineers achieve each outcome through one, or a combination, of four pathways:  Undergraduate Education (UG)  Post-Graduate Education (PG)  Structured Mentored Experience (ME)  Self-Development (SD)Appendix B: Tables F-5 and F-6 from the CEBOK3 [7] lists each outcome, and the typicalpathway to attain the outcome, for the Cognitive

Conference Session

PCEE Session 11: Engineering Outreach / Summer Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joanna Skluzacek, University of Wisconsin - Madison; Eric Severson, University of Wisconsin - Madison; Nathan Petersen, University of Wisconsin - Madison; Martin Johnson, University of Wisconsin - Madison

. Jones and C. J. Eick, "Providing Bottom-Up Support to Middle School Science Teachers' Reform Efforts in Using Inquiry-Based Kits," Journal of Science Teacher Education, vol. 18, no. 6, pp. 913-934, 2007.[8] W. G. Snell, L. Snell, and R. Williams, "ENGINEERING KIT FOR THE ELEMENTARY-SCHOOL," in 21st Annual Conf on Frontiers in Education, Purdue Univ, W Lafayette, IN, Sep 21-24 1991, 1991, pp. 669-674.[9] B. L. Nowicki, B. Sullivan-Watts, M. K. Shim, B. Young, and R. Pockalny, "Factors Influencing Science Content Accuracy in Elementary Inquiry Science Lessons," Research in Science Education, vol. 43, no. 3, pp. 1135-1154, Jun 2013.[10] J. A. Kitchen, G. Sonnert, and P. M. Sadler, "The impact of college

Conference Session

Minorities in Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Victor Garcia; Diane Golding, University of Texas at El Paso; Suzanne Atiya, University of Texas at El Paso; Karla Ayala Mendoza

regarding audiencedistribution by age groups; Facebook presents a more uniform audience distribution with most membersbeing between 18 and 54 years old while the audience distribution of Instagram is skewed to the left ofthe graph meaning that the majority of the members are younger than 34 years old. Since Instagram is anewer social media platform when compared with Facebook, the differences in audience distribution byage found between our Facebook and Instagram webpages are reasonable.Figure 1. Visual Representation of Yes She Can Program and Major Components.a) Facebook Women Men b) Instagram Women Men 40% 40% Groups

Conference Session

ERM: Find Out More About Faculty!

Collection

2022 ASEE Annual Conference & Exposition

Authors

James Huff, Harding University; Mackenzie Sharbine, Harding University; Joachim Walther, University of Georgia; Nicola Sochacka, University of Georgia; Kyle Shanachilubwa, Harding University; Grant Countess, Harding University

, no. 2, pp. 239- 262, 2003, doi: 10.1525/si.2003.26.2.239.[2] H. B. Lewis, Shame and Guilt in Neurosis, International Universities Press, 1971.[3] B. Brown, “Shame resilience theory: A grounded theory study on women and shame” Families in Society: The Journal of Contemporary Social Services, vol. 87, no. (1), pp. 43-52, 2006, doi: 10.1606/1044-3894.3483.[4] J. P. Tangney and R. L. Dearing, Shame and Guilt, Guilford Press, 2003.[5] H. Kamanda, J. Walther, D. Wilson, M. A. Brewer, N. W. Sochacka, and J. L. Huff. “The role of expectations in the educational experience and professional socialization of engineering students” Journal of Higher Education Theory and Practice, vol. 20, no. 15, pp. 49-67

Conference Session

Multidisciplinary Engineering Division Technical Session - Best Paper

Collection

2022 ASEE Annual Conference & Exposition

Authors

Illysa Izenberg, The Johns Hopkins University; Steven Marra, The Johns Hopkins University; Trevor Mackesey, Johns Hopkins University; Leslie Kendrick; Jenny Bernstein, The Johns Hopkins University

https://community.asme.org/board_education/m/mediagallery/4489/download.aspx, accessed on 4/16/2020. American Society of Mechanical Engineers.Chang, R. P. (2006). A call for nanoscience education. Nano Today, 1(2), 6-7.Cordes, T., & Blum, S. A. (2013). Opportunities and challenges in single-molecule and single- particle fluorescence microscopy for mechanistic studies of chemical reactions. Nature chemistry, 5(12), 993-999.FEIAP. (2010). FEIAP engineering education guidelines (30th ed.). FEIAP Engineering Working Group.Fong, E. L., Watson, B. M., Kasper, F. K., & Mikos, A. G. (2012). Building bridges: Leveraging interdisciplinary collaborations in the development of biomaterials to meet clinical needs. Advanced Materials, 24

Conference Session

ERM: Let's Talk about Tests! (Tests Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bruno Korst, University of Toronto; Dan Wolczuk, University of Waterloo; Daniel Smilek, University of Waterloo

, “Effect of Varying Item Order onMultiple-Choice Test Scores: Importance of Statistical and Cognitive Difficulty” AppliedMeasurement in Education, 1:1, 89-97, 1988[8] D. L Neely, F. J. Springston, S. J. H. McCann, “Does Item Order Affect Performance onMultiple-Choice Exams?” Teaching of Psychology, Vol. 21, No. 1, 1994[9] A.H. Perlini, D. L. Lind, B. D. Zumbo, “Context Effects on Examinations: The Effects ofTime, Item Order and Item Difficulty” Canadian Psychology, 39:4, 1988[10] B. A. V. Schee, “Test Item Order, Level of Difficulty, and Student Performance inMarketing Education” Journal of Education for Business, 88:1, 36-42, 2013[11] R. K. Hambleton, R. E. Traub, “The Effects of Item Order on Test Performance and Stress”The Journal of

Conference Session

Environmental Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathryn Newhart, United States Military Academy; Andrew Pfluger, United States Military Academy; Michael Butkus, United States Military Academy

Engagement in First-Year Engineering Classes,” in 2019 ASEE Annual Conference & Exposition, Jun. 2019, p. 21.[8] K. Becker, “What’s the difference between gamification, serious games, educational games, and game-based learning?” Academia Letters, vol. Article 209, Jan. 2021.[9] V. Kannan, “Designing an Ethics Escape Room,” Coding It Forward. Sep. 2019. [Online]. Available: https://blog.codingitforward.com/ethics-escape-room-f0c067333a23. [Accessed January 21 2022].[10] M. Butkus, A. R. Pfluger, K. B. Newhart, A. Hinckley-Boltax, and D. D. Bowman, “The Green Escape Room: Part 1 A Race to Solve an Environmental Engineering Problem by Applying Engineering Principles and Deciphering Clues and

Conference Session

Broadening Participation and Inclusion in STEM: Equity, Culture & Social Justice in Education Division Technical Session 8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Natasha Andrade, University of Maryland College Park; Elisabeth Smela, University of Maryland College Park; Vincent Nguyen, University of Maryland College Park; David Bigio, University of Maryland College Park; Adjoa Egyen-Davis, University of Maryland College Park; Daniela Nganjo

engineering knowledge or approaches for the advancement of human welfare and a sustainable future. B. Nothing I can do as an engineer or private person will make things better on the planet. C. In a future job, which of the following things would you like to be able to impact, directly or indirectly? - Poverty or lack of resources. D. In a future job, which of the following things would you like to be able to impact, directly or indirectly? - Opportunities for women and/or minorities. E. It is not the responsibility of engineers to assess the potential impacts on the economy, environment, or society; others who have different training should handle it. - What is your opinion? F. To what extent is it a

Conference Session

Statics and Dynamics Topics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Katherine Saul, North Carolina State University at Raleigh; Anna Howard, North Carolina State University at Raleigh; Zo Webster, North Carolina State University at Raleigh; Dan Spencer

view their Figure 2. Each student sees their individual mastery and course from multiple progress in learning maps for each module. Small colored perspectives via an circles represent overall course mastery, while the large circles interactive dashboard. are the mastery and progress of the specific student. Faculty can view the learning map for eachmodule (Figure 3) and summaries for the whole class or each individual student for the majorsuccess metrics of 1) mastery, 2) progress, and 3) attitude (Figure 4). The view can be toggled tohighlight a) those who have started, b) those repeating, c) weaker students, d) stronger

Conference Session

ERM: Let's Continue the Conversation about Tests! Part 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Catherine Kenyon; Lisa Benson, Clemson University; William Bridges, Clemson University

survey and the quantitative surveys toassess students’ perceptions of exams, math test anxiety, and perceptions of the future as well asadditional qualitative data collection (interviews) to further explain the interactions between FYEstudents’ perceptions of Calculus exams, math test anxiety, and perceptions of their future(s) asengineers.References [1] B. Faulkner, N. Johnson-Glauch, D. Choi, and G. Herman, “When am I ever going to use this? an investigation of the calculus content of core engineering courses,” Journal of Engi- neering Education, 2020. [2] SEFI Mathematics Working Group, Mathematics for the European Engineer: a curriculum for the twenty-first century. Brussels, Belgium: SEFI HQ, 2002. [3] H. Markus and P. Nurius

Conference Session

Understanding Inclusivity and Equity in STEM Contexts: Equity, Culture & Social Justice in Education Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Grenmarie Agresar, University of Michigan; John Callewaert, University of Michigan; Steve Skerlos, University of Michigan; Joanna Millunchick, University of Michigan

individual) impair engineering practice, teamwork, ethical decision making, and outcomes. 5. Apply principles of ethics to evaluate engineering work across multiple cultural and socio-technical dimensions (e.g. social justice, environmental sustainability, anti-racism, accessibility, etc.). Specifically, students will be able to: a. Critically reflect on the social, political and economic conditions that shape an engineering project, problem or situation. b. Generate stakeholder maps that include teammates, partners, economic interests, governmental interests, activist interests, the environment and future generations. c. Seek opportunities to benefit stakeholders: identify who

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bryce Hughes, Montana State University - Bozeman; Sidrah MGWatson; Sarah Heller; Leilani Contos

Education, vol. 15, no. 3, 2016, doi: 10.1187/cbe.16-01-0074.[5] B. E. Hughes, "Coming out in STEM: Factors affecting retention of sexual minority STEM students," Science Advances, vol. 4, no. 3, 2018, doi: 10.1126/sciadv.aao6373.[6] J. Maloy, M. B. Kwapisz, and B. E. Hughes, "Factors influencing retention of transgender and gender nonconforming students in undergraduate STEM majors," CBE— Life Sciences Education, vol. 21, no. 1, 2022, doi: 10.1187/cbe.21-05-0136.[7] E. A. Cech and T. J. Waidzunas, "Navigating the heteronormativity of engineering: The experiences of lesbian, gay, and bisexual students," Eng. Studies, vol. 3, no. 1, pp. 1-24, 2011/04// 2011, doi: 10.1080/19378629.2010.545065.[8] B. E. Hughes

Conference Session

CPDD Technical Session 1 - Design of Professional Development Curricula

Collection

2022 ASEE Annual Conference & Exposition

Authors

Navid Yaghoubisharif, Oregon State University; Shane Brown, Oregon State University; Amy Brooks, Oregon State University

-related activities anddevelop a scale to measure self-directedness in CEPD settings.References[1] S. B. Merriam and L. M. Baumgartner, Learning in adulthood: A comprehensive guide. John Wiley & Sons, 2020.[2] K. Poscente, "The Three Dimensions of Learning: Contemporary Learning Theory in the Tension Field between the Cognitive, the Emotional and the Social. Author: Knud Illeris," The International Review of Research in Open and Distributed Learning, vol. 7, no. 1, 2006.[3] E. A. Erichsen and C. Goldenstein, "Fostering collaborative and interdisciplinary research in adult education: Interactive resource guides and tools," SAGE Open, vol. 1, no. 1, p. 2158244011403804, 2011.[4] P. Sanger and I. Pavlova, "Applying

Conference Session

Biomedical Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sabia Abidi, Rice University; Laurel Chen, Rice University

. Exerciseswere performed in teams of 4 and turned in at the end of class. The format of the finaldeliverable was a a) for 2021 - worksheet for open-ended responses b) for 2022 - 2-3 slide deckwith an emphasis on rationale, incorporation of equations from class, assumptions andreferences. The instructor team consisting of the instructor, grader and 1 teaching assistantguided student teams throughout the exercise with open-ended questions, discussion ofassumptions and redirection as needed. Following the in-class exercise, students had the optionto complete a CIQ survey with a 5-point Likert scale which included questions coveringsurprising moments, perception of PSS benefits and an open-ended feedback section. To assessthe effect of the PSS exercise on

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Svend Christiansen, Aalborg University; Lykke Bertel; Bettina Dahl, Aalborg University

in Higher Education, vol. 18, no. 1, 2017, doi: 10.1177/1469787417693510.[14] J. Chen, A. Kolmos, and X. Du, “Forms of implementation and challenges of PBL in engineering education: a review of literature,” European Journal of Engineering Education, vol. 46, no. 4, pp. 1–26, 2021, doi: 10.1080/03043797.2020.1718615.[15] A. Kolmos, L. B. Bertel, and J. E. Holgaard, “Project Types andComplex Problem- Solving Competencies: Towards a Conceptual Framework,” in Educate for the future : PBL, Sustainability and Digitalisation 2020, 2020, p. 10.[16] L. B. Bertel, M. Winther, H. W. Routhe, and A. Kolmos, “Framing and facilitating complex problem-solving competences in interdisciplinary megaprojects: an institutional

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Muhammad Dawood, New Mexico State University; Rachel Boren, New Mexico State University; Melissa Guynn; Patti Wojahn, New Mexico State University; John Tapia, New Mexico State University

Mean -0.6 -0.4 -0.6 -0.8 0 50 100 150 200 0 50 100 150 200 Number of samples Number of samplesFigure 1: Evolution of the mean 𝛽𝛽0 and 𝛽𝛽1for both groups, (a) – G1, (b) – G2, indicatingtransients and the steady states after about 100

Conference Session

Computers in Education 1 - Programming I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Liya Ni, Biola University; Keith Hekman, California Baptist University

the University of Waterloo, Canada, in 2003, her M.Eng. in Electrical Engineering from the National University of Singapore, Singapore, in 1999, and her B. Eng. in Information and Control Engineering from the Xi'an Jiaotong University, China, in 1996. Her research interests include controls, robotics, haptics, and engineering education. Email: grace.ni@biola.eduKeith Hekman (Professor) Keith Hekman is a Professor at California Baptist University where he teaches courses on AutoCAD, Excel, SOLIDWORKS, LabVIEW, Machine Design, and Vibrations. His research has been on automated grading. Prior to teaching at CBU, he taught at Calvin College and the American University in Cairo. He received his PhD from the Georgia

Conference Session

LEES 7: Experiments in Experiential and Project-Based Learning

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nandini Sharma, University of Texas at Austin; Jeffrey William Treem, University of Texas at Austin; Megan Kenny Feister, California State University Channel Islands

CollaborationAuthors’ Note: This work was made possible by a grant from the National Science Foundation(1926139). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.2 Abstract This study examines the way participants of knowledge-intensive, interdisciplinary,project-based work in academic settings described the kinds of expertise that were valued bytheir groups. We found tensions in these descriptions, which suggest that an understanding of thekinds and value of expertise in these settings may benefit from broadening. We found that theselabs served as spaces for members to

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mike Borowczak, University of Wyoming; Andrea Burrows, University of Wyoming; Shawna Wolf, University of Wyoming; Shaya Wolf, University of Wyoming; Hui Hu, University of Wyoming

Paper ID #37365The Artful Craft of Improving Virtual Summer Camps in theMidst of COVID-19 (Work in Progress)Shawna Michelle WolfHui HuAndrea Carneal Burrows (Professor)Mike Borowczak Dr. Mike Borowczak received his Ph.D. in Computer Science and Engineering in 2013. Formerly the Loy and Edith Harris Assistant Professor of Computer Science at the University of Wyoming, he is now an Associate Professor, serving as the Director of the Cybersecurity Education and Research (CEDAR) Center and Lab, and the Co-Director of the Advanced Blockchain Research and Development Lab. He is a former hardware security architect and

Conference Session

Imagining the Research Agenda for ASEE LEAD

Collection

2022 ASEE Annual Conference & Exposition

Authors

Meagan Kendall, University of Texas at El Paso; Meg Handley, Pennsylvania State University; Brian Novoselich, United States Military Academy; Matthew Dabkowski

://www.engineeringleaders.ca/nickel (accessed Feb. 21, 2022).[11] H. Yousefdehi, A. M. Alves, B. R. Caron, and G. Gopakumar, “Reviewing a decade of research on Engineering Leadership,” Proc. Can. Eng. Educ. Assoc. CEEA, Feb. 2018, doi: 10.24908/pceea.v0i0.9657.[12] R. Graham, E. Crawley, and B. R. Mendelsohn, “Engineering leadership education: A snapshot review of international good practice,” White Pap. Spons. Bernard M Gordon-Mit Eng. Leadersh. Program, 2009.[13] M. R. Kendall, D. Chachra, K. Roach, E. Tilley, and K. G. Gipson, “Convergent approaches for developing engineering leadership in

Conference Session

Research Frameworks for Identity and Equity: Equity, Culture & Social Justice in Education Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ingrid Scheel, Oregon State University; Gail Verdi, Kean University; Lara Letaw, Oregon State University

, “Facilitating Change in Undergraduate STEM Instructional Practices: An Analytical Review of the Literature.” Journal of Research in Science Teaching, vol. 48, no. 8, pp. 952-984, Sept. 2011.[5] B. Oehlberg, Reaching and teaching stressed and anxious learners in grades 4-8: Strategies for relieving distress and trauma in schools and classrooms, Thousand Oaks, CA: Corwin Press, 2006.[6] Civil Rights Act, Title VII U.S.C. § 701 (1964).[7] C. Mendez, L. Letaw, M. Burnett, S. Stumpf, A. Sarma, & C. Hilderbrand, “From GenderMag to InclusiveMag: An inclusive design meta-method.” IEEE 2019 Symposium on Visual Languages and Human-Centric Computing (VL/HCC), pp. 97-106.[8] S. T. Perrault, “Cognition and error in

Conference Session

Biomedical Engineering Division: Supporting and Evaluating Student Learning in BioE/BME Courses

Collection

2022 ASEE Annual Conference & Exposition

Authors

Emily Dosmar, Rose-Hulman Institute of Technology; Julia Williams, Rose-Hulman Institute of Technology

written evaluations: Comment A (first year composition): All of the class writing modules have shown me how my writing has grown. Each week, I’ve learned new revision strategies which I keep in the back of my mind while writing the next module. I’ve also consistently had less and less feedback each week, which tells me my writing has grown. Comment B (introduction to MATLAB): I was very intimidated by coding at first, but now I feel like I could learn almost anything in MATLAB. Comment C (introduction to MATLAB): Prior to this class, I knew nothing about coding, but now I feel confident with many basic MATLAB functions.Developing Student AgencyAnother theme that the instructors identified following

Conference Session

Multidisciplinary Engineering Division Technical Session - NAE Grand Challenges, Graduate Students, Sustainability, and Makerspaces

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kavitha Chandra, University of Massachusetts Lowell; Trina Kershaw, University of Massachusetts Dartmouth; Susan Tripathy, University of Massachusetts Lowell; Max Denis, University of the District of Columbia; Jorge Allen, University of Massachusetts Lowell; Hong Liu, University of Massachusetts Dartmouth; Tzuyang Yu, University of Massachusetts Lowell; Charles Thompson, University of Massachusetts Lowell

developingan organized process of questioning. The work from the Right Question Institute noted as theQuestion Formulation Technique (QFT) [28] was presented to students for their discoveryprocess. This technique includes the following steps that students are advised to follow duringcollaborations with their team members and other participants once a question focus has beenintroduced. The four steps to follow are: (a) Producing Questions by following the rules ofasking as many questions as needed, not stopping to discuss, judge or answer, recording exactlyas stated and changing statements into questions and numbering the questions; (b) Improving theQuestions by categorizing them as open or closed-ended and changing questions from one typeto another