Conference Session

Biomedical Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ahmed Sayed, Milwaukee School of Engineering

included determination of the motion type, and also the starting and ending angularor linear positions. Readily available labels were utilized as passive joint markers. Students werethen instructed to video record their joint motions using their laptop cameras. A custom videotracking algorithm specifically designed to track spatial locations was then employed to capturerelative positions of the recorded motions. Laboratory instructions asked the students to performkinematic calculations on the algorithm’s generated positional data to determine joint velocitiesand accelerations, and then perform kinetic analyses to estimate the associated muscle forces.Laboratory requirements were concluded with a reflection prompt to evaluate the

Conference Session

Biomedical Engineering Division: Developing Lab and Research Skills for BioE/BME Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mark Chapman, University of San Diego; Marissa Forbes, University of San Diego

noticed this difference? 2.1 Give a summary of what you've been up to since your last post. Make sure to comment on your lab work as well as what you've been up to in the city. 2.2 Additionally, answer the following: Since starting your research work, what is one significant challenge that you have successfully overcome? In your response, make Weeks 4-6 sure you: a. Describe the challenge. b. Discuss what you have learned from this experience. c. Reflect on how this experience might help you in the future. d. Include at least one picture and aim for about 1-2 paragraphs. 3.1 Give a summary of what you've been up to since your last

Conference Session

LEES 1: Critical Humanities and Serious Play

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kendall Teichert, Trine University

targeting the motivation and engagement of the students.Presented here are those changes and the associated findings.Design Project (Original Implementation)In 2018 there was a celebration for the 200th anniversary of the novel Frankenstein [8]. Asreported previously [7], in collaboration with faculty in the humanities department, the designproject for a first-year mechanical engineering course was altered to incorporate an explorationof themes from the novel. The students were required to read/listen to the text and to extractthemes that would then be incorporated into a robotic display. The students were led through theprocess with periodic “reflections” that they were to write after completing a certain portion ofthe text. Once a theme was

Conference Session

First-Year Programs Division Technical Session 3: Online Learning and the Impact of COVID-19

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anna Holcomb, Georgia Institute of Technology; Joy Harris

fivepedagogical principles that were so deeply entrenched in the course design and learningobjectives: Highly Interactive: graded asynchronous discussions online (both in small groups and whole class), required student reflections after synchronous virtual sessions, formal question-and-answer sessions for all panels and guest speakers. Active Learning: incorporation of reflective practices in assignment sequencing, multimodal (written and video) assignment submissions, complete freedom for hands-on project selection. Collaborative Learning: peer feedback utilized on several assignments, manual team assignments by instructor with time zone considerations. Peer Instruction: planned small group breakout

Conference Session

Materials Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nicole Johnson-Glauch; Mohsen Kivy, California Polytechnic State University, San Luis Obispo; Emily Haykoupian, California Polytechnic State University, San Luis Obispo

year introduction to materials design courses. In total,fifty-two students consented to participate in the study (n=19 in the Winter 2021 term and n=33in the Fall 2021 term). Participants are first time freshman. Demographic information such asgender, race, and socioeconomic status were not collected. We also did not collect informationon whether they had any exposure to or training in the design process before enrolling in thecourse.We measured how students engaged with the design process through self-reported reflections. Inthese reflections, students identified which of the nine steps in the design process that they did,what order they did them in, and how much time they spent on each step. The activities werepresented to students out of

Conference Session

ERM: Teamwork makes the dream work!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robin Fowler, University of Michigan; Rebecca Matz, University of Michigan; Mark Mills, University of Michigan; Andrew Moffat, University of Michigan; Madison Jeffrey, University of Michigan; Trevion Henderson, University of Michigan; Caitlin Hayward; Stephanie Sheffield, University of Michigan

ideasharing are actually lower after the intervention than before; we hypothesize that the decreasedrating might reflect increased student awareness of inequities rather than a true decrease inequitable idea sharing. This pattern held for most gender and racial groups, with the notableexception of non-binary students, who instead reported greater idea equity post-intervention,though we note the small sample size for this group. Finally, we find that decreases in reportedidea sharing were largest when students reported the intervention was “highly relevant” to theirteam yet “not very helpful”.Keywords: teamwork, team communication, equity, voice safety, voice enactment Introduction and Conceptual FrameworkBeginning in

Conference Session

ERM: Student Professional Development: Professional Skills and Moving Beyond the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Laura Rios, California Polytechnic State University, San Luis Obispo; Benjamin Lutz, California Polytechnic State University, San Luis Obispo

paper we provide an analytical lens through which to assess epistemological developmentof LAs. This is critical to understanding and promoting LA development, but has been relativelyoverlooked to date. We define epistemology as the beliefs, ideas, and conceptions one has aboutthe justification, nature, and source of knowledge. Within the Learning Assistant program, thereare many avenues for participating LAs to reflect on and potentially rearrange their epistemology.To analyze LA epistemological development, we turn to Baxter Magolda’s EpistemologicalReflection Model, which describes student epistemological stances for the role of learners, peers,and instructors. In this paper, we adapt the model to account for the unique role of LAs

Conference Session

PCEE Session 13: Equity in P-12 Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mariam Manuel, University of Houston

]. Humans’ beliefs are at the core oftheir agency which includes self-regulated behaviors that allow an individual to take thenecessary actions to yield desired outcomes [14]. These agentic behaviors include intentionalityand forethought which help guide the plans for action, as well as self-reactiveness and self-reflection which allows for one to persevere through challenges and self-examine their progress[13]. Acknowledging that an individual’s sense of agency leads them to actively regulate theirown experiences emphasizes the significance of exploring teacher agency and pedagogicalbeliefs.Below is the overarching research question that informed the methodology, and is situated in thetheoretical underpinnings of social cognitive theory [12], [13

Conference Session

Engineering Ethics Division: Ethics Education Assessment

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kingsley Reeves, University of South Florida; Michelle Hughes Miller, University of South Florida; Grisselle Centeno, Florida Polytechnic University; Elaine Englehardt, Utah Valley University; Michael Pritchard; Susan LeFrancois, Florida Polytechnic University; Ideliz Roman, University of South Florida

responsibility and, for some students, elevated the importance ofcompany loyalty. Thus, we see the potential negative impact of engineering internships without anopportunity to reflect on engineering ethics as a component of those engineering practiceexperiences. We further see the positive potential of such reflection during internship experiencesif it occurs in a nurturing environment that supports ethical development.The potential of a pedagogical approach that includes reflection coupled with an internshipexperience is supported by the literature that indicates that case study analysis, reflectivejournaling, and subsequent reflective discourse can indeed impact beliefs and identity development[10-11]. Parsons et al. show that experiences like

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jill Davishahl, Western Washington University; Audrey Boklage, University of Texas at Austin; Madison Andrews, University of Texas at Austin

stay for longer than 10 minutes and engagein at least one activity or conversation. Students who entered the makerspace and left are notcounted as participants. At the conclusion of each engagement activity, the SELs were asked tocomplete a post-event evaluation form where they reflected on the successes and challenges ofthe events. The contents of the post-event reflection are detailed below in Table 1.Table 1: Post-Event Reflection Instrument Number Question Response Type 1 What was your impression of the level of Likert Scale, 1 (Terrible) to 5 engagement of the student participants? (Excellent) 2 From your perspective, was the activity

Conference Session

LEES 7: Experiments in Experiential and Project-Based Learning

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joanna Burchfield, University of South Florida; Olukemi Akintewe, University of South Florida; Jamie Chilton, University of South Florida

students have a well-developed and nuanced understanding of cultural variation,preferences, and influences, Burchfield recogned that many students have little to no interculturalexperience and may rely on essentialist stereotypes to aid their understanding.Although a fullintercultural communication course cannot be taught as 20% of an engineering course, care istaken to help students avoid developing or leaning on essentialist notions of culturebyimplementing self-analysis and self-reflection assignments that require students to examine theirown cultures through a critical lens at the start of the semester. Additionally, co-cultures such asage/generation and neurodiversity are consistently linked to the broad notion of “culture” tohighlight

Conference Session

LEES Session 8: Care and Commitments

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lauren Kuryloski, University at Buffalo, The State University of New York; Amy Baird, University at Buffalo, The State University of New York

, sanitation, and gender equality in the region,students were asked to compose proposal reports outlining potential solutions to communitychallenges. Both authors were teaching online during the delivery of the project, and workingremotely introduced unique opportunities for global collaboration as well as challenges regardingmeaningful engagement. Throughout this paper, we discuss our approach to implementing asocial justice framework for the project through guided research, regular reflective exercises, andmeetings with our community partners.At the time of this writing, we have incorporated the project into two semesters, and are in theprocess of finalizing IRB approval for a more in-depth, data-informed study. In futurepublications, we intend to

Conference Session

Technological and Engineering Literacy - Philosophy of Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; John Heywood, Trinity College Dublin

learners to managetensions inherent in their environment. Because most students already live in such environmentsteaching definable or enumerable outcomes makes less sense than helping student to bemetacognitive and reflective how they manage and relate with technology.IntroductionThis paper uses technological literacy as a foil, to reflect back a vision of technology andengineering education that can lay claim to be better than what currently exists. Making a claimto be better sets up several conditions on the claimant – to identify what needs to be improvedand why; to craft a credible plan explaining why the situation will be improved in some specificway; and that any change will not have unpredicted negative consequences, particularly forgroups

Conference Session

First-Year Programs Division Technical Session 5: Design and Robotics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Megan Hammond, University of Indianapolis; Joan Martinez, University of Indianapolis; Elizabeth Ziff

survey, after being introduced to principles of design methodologies andhuman factors, and then were required to provide the questionnaire to two other non-engineeringstudents or professionals. The first-year engineering students collected the completed surveys oftheir non-engineering peers and responded to three open-ended questions related to commonalitiesand differences in understanding the ambiguous interfaces.In three cohorts’ reflections (99), nearly half attributed the variation of responses to differences inexperiences and shared understandings. Other explanations for the observed variation in responseswere disciplinary differences (23), difference of interpretation of instruction (30), and commonsense (20). The series of ambiguous

Conference Session

ERM: Instruction and Engagement

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yonghee Lee, Purdue University at West Lafayette (COE); David Evenhouse, Purdue Engineering Education; Edward Berger, Professor of Engineering Education and Mechanical Engineering; Jeffrey Rhoads, Purdue University at West Lafayette (COE); Jennifer Deboer, Purdue University at West Lafayette (COE); Anastasia Rynearson, Campbell University

findingsshow how an engineering instructor orchestrated a culture-aligned adoption and adaptation of aninstructional innovation. Using reflective practice, the research participant adapted theimplemented innovative instruction to their hands-on institution culture, such as adjustingexpectations in content, adapting resources to students’ individual needs, adjusting uncertainty ofproblem solving, and adapting to a hands-on institution culture. This research highlights theimportant role of institutional culture in local adaptations of educational innovations, and itprovides the community with an expanded way to think about innovation propagation.Improving teaching and learning has been an important issue in undergraduate science,technology, engineering

Conference Session

Software Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bruce Maxim, University of Michigan - Dearborn; Thomas Limbaugh, University of Michigan - Dearborn; Jeffrey Yackley, University of Michigan - Dearborn

instruction in Fall 2021, butclassroom activities needed to be redesigned to take masking and social distancing into account.The activities implemented in the course have been used successfully with several groups ofstudents and their evolution benefited from feedback provided by the students and faculty [1],[3].This paper describes the authors’ experiences using active learning materials adapted for socialdistancing in a software engineering course. Depending on their Covid vaccination status,students attended either the in-person, socially distanced class meetings or exclusively online.The authors wanted to provide opportunities for online students to develop soft skills on teamprojects by encouraging them to participate virtually in reflection

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

group report/reflection, in additionto the individual feedback on the activity itself provided data for analyses. Students were able toundertake the process of virtual particle sampling for a variety of sources and locations by usingnew tools that were created in Excel with added Visual Basic Application (VBA) routines. Aresulting image of the virtually collected particles was post-processed by using a Matlab-basedprogram that was developed specifically for this project. Both qualitative and quantitative data analyses were performed. The data analyses revealedthe extent to which students were able to achieve the expected learning outcomes from theactivities that were made available to the students at the two institutions. Specifically

Conference Session

PCEE Session 4: Resource / Curriculum Exchange

Collection

2022 ASEE Annual Conference & Exposition

Authors

Susan Letourneau; Sonja Latimore; Lisa Ellsworth; Melissa Carlson; Louise Flannery; Peter Ciavarella, New York Hall of Science; Trevor Taylor

children’s experiences in the makerspace to home. The app walks children through each step in the process, encouraging them to document their work by taking photos, drawing diagrams, and writing notes. Short animations, tips, and helpful prompts guide children to reflect on their work and promote discussions with caregivers about their ideas. The app is free and works on smartphones and tablets.4. Take-Home MaterialsThe toolkit includes take-home

Conference Session

Technological and Engineering Literacy - Philosophy of Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mani Mina, Iowa State University of Science and Technology

fortheir 2nd year students’ technology requirements.Their syllabi created a vision for the basic technological understanding needed by the designstudents. Their course descriptions are available in Appendix A. These two technological literacyclasses started a new “life” in the college of design. Teamwork and learning, reflection-basedpedagogical methods coupled with investigations into nature and connections to technology,engineering, and design augmented and enriched these courses. Consquently they enhanced thedesign majors. The two classes enrolled 35 students and later, as the program grew, 65 studentssat in at peak enrollment.However, the two classes exited the Design program in 2020, based on administrativediscussions that students needed

Conference Session

PCEE Session 4: Resource / Curriculum Exchange

Collection

2022 ASEE Annual Conference & Exposition

Authors

Erica Marti, University of Nevada - Las Vegas; Rebecca Kober

their structures Students will complete the testing and Check focus question structures using the infrared camera outside. outcomes and observations Day 4: Improve Students will complete a gallery After looking at the results and reflecting Science journal claim design, gallery walk to see their peers’ designs. on their own designs, students will improve entry (see next page) walk They will then improve their their structures by changing material designs. attributes. Day 5: Test Students will test their improved After making design structure revisions

Conference Session

Minorities in Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jule Schatz, University of Michigan; Zahra Makki, University of Michigan; John Kloosterman, University of Michigan; Elizabeth Levesque, University of Michigan; Heather Rypkema, University of Michigan

course.In partnership with the ASP program, we developed a new lab section reserved for ASP studentswhich focused on creating a supportive learning community. Our pilot started with two sectionsenrolling 20 students each. A first emphasis was building community between students. To fostercommunity, instructors provided students with multiple, structured opportunities to engage withone another during lab, including working together in lab teams and reflecting on and sharingtheir values and interests. We also built connections between students and instructors by creatingdedicated office hours that were staffed by the ASP lab instructors (non-ASP students use asystem where the instructor assisting may not be known by the student), requiring office

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebecca Atadero, Colorado State University; Jody Paul, Metropolitan State University of Denver; Karen Rambo-Hernandez, Texas A&M University; Melissa Morris, University of Nevada - Las Vegas; Christopher Griffin, West Virginia University; Christina Paguyo, University of Denver; Scott Leutenegger; Ronald Delyser; Robin Hensel, West Virginia University; Anne Marie Casper

Surprises along the Path toward Equity in Engineering and Computer Science EducationAbstractThe Partnership for Equity: STEM (P4E) is a collaborative project funded by the NSF IUSEprogram. Four partner institutions have been working together for the past five years to develop,implement, and assess curriculum activities to enlighten students attending requiredundergraduate engineering and computer science courses about the relevance and importance ofdiversity, equity, and inclusion to the fields of engineering and computer science. As the P4Eproject nears completion, we use this poster session and accompanying paper to reflect on whatwe have learned during the past five years. We focus on the surprises we encountered during

Conference Session

PCEE Session 2: Teacher Learning Experiences

Collection

2022 ASEE Annual Conference & Exposition

Authors

Abeera Rehmat, University of Nebraska - Lincoln; Alexandra Towner, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology; Michael Helms; Jeffrey Rosen, Georgia Institute of Technology; Julia Varnedoe; Marc Weissburg

. Participants included engineering teachers fromlocal school districts, who participated in professional learning (PL) in the summer of 2020 andsummer of 2021. Design-based research (DBR) methodology guided the development andrefinement of the PL experiences across the two summers, and conjecture maps were developedto reflect our high-level conjectures (overall goals of the PL), the embodiment of the learningdesign (the PL experience), the mediating processes, and the outcomes associated with the PL.The findings illustrate that during the 2020 PL, teachers' overall experiential learning promotedexploration fostering conceptual understanding of BID integration into engineering. However,the specifics of drawing inspiration from nature, such as

Conference Session

Engineering Ethics Division: Approaches to Ethics Education (Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kenneth McDonald, United States Military Academy

and effective approach. Theircharacter education model is broken into five components: teaching about character; displayingcharacter; demanding character; apprenticeship; and reflecting on character [18]. This modelsupports a pedagogical approach which provides a foundation of understanding througheducation, provides mentorship and setting of conduct standards and adds reflection as animportant component which allows the student to assess their behavior and potentially adjust.As pragmatic as this approach might be, there are very few postsecondary institutions that try toreach this level of character education. To the contrary, most look to the ‘participation’ approachas noted above [18].a pedagogical approach to engineering virtue

Conference Session

Utilizing Technology to Train Chemical Engineering Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Deesha Chadha, Imperial College London, London; Klaus Hellgardt

andencourages students to use their initiative and reflect on their failures and successes [7]. Oneof the concerns in using PBL is that students themselves often find it difficult to assimilateold knowledge with new, which limits their ability to develop engineering judgement, eventhough as educators we recognise the importance of this assimilation. The concept ofapplying old knowledge and understanding to new situations and thereby creating newknowledge and understanding can also serve as the defining aspect of PBL, so long asstudents are given adequate instruction and scope to experiment with their ideas [8]. Studentswould require confidence in tackling a problem in addition to having acquired a broadconceptual understanding of the problem. In PBL

Conference Session

Multidisciplinary Engineering Division Technical Session - Empathy, Metacognitive Skills, and Perceptions of Success

Collection

2022 ASEE Annual Conference & Exposition

Authors

Simon Ghanat, The Citadel; Dena Garner; Todd Wittman, The Citadel; M. Kristen Hefner, The Citadel; Deirdre Ragan, The Citadel; Thad Le-Vasicek, The Citadel; Emily Bierman, The Citadel; Blakely Adair-Hudson, The Citadel

questioning and research topic was developed by thementor. The initial stages of the project and starting reference materials were likely also plannedout by the mentor. The mentees presented their work at the end of the summer, but they may nothave seen it through the arduous process of article writing, peer review, and publication. Thementees also did not see the follow-up stage of reflection on the remaining open questions in theproject and seeking inspiration for the next research topic.This research is not without limitations. For one, social desirability bias may have shapedstudents’ responses to the periodic assessments because they were aware that their mentorswould see their responses. Thus, students may have artificially inflated their

Conference Session

Bringing Engineering Leadership Pedagogy to Life!

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Novick, University of Texas at El Paso; Melanie Realyvasquez, University of Texas at El Paso; Sebastian Palacios

team members’ needs and perspectives maylead to conflict.Second, some approaches rely heavily on games, role-playing, and experiential exercise [e.g., 12,27, 34]. Students learn most from the experiential exercises [11]. In some cases, games aim atdeveloping and understanding trust rather than addressing conflict directly. In other cases, exercisesbuild skills in interviewing and giving feedback.Third, some approaches rely greatly on reflection, particularly written reflection [e.g., 27, 32, 34].As Powers and Kirkpatrick [27, p. 65] concluded: While oral debriefing is necessary, it is not sufficient for effective learning. Writing forces the student to organize the material in terms of personal experience, allows private

Conference Session

Social Justice and the Curriculum: Equity, Culture & Social Justice in Education Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Peuker, California Polytechnic State University, San Luis Obispo; Erin Moss, California Polytechnic State University, San Luis Obispo; Jaxon Silva, California Polytechnic State University, San Luis Obispo; Emily Wannenmacher, California Polytechnic State University, San Luis Obispo; Lauren Cooper, California Polytechnic State University, San Luis Obispo

going to motivate students towant to learn about and engage in sociotechnical thinking in their engineering classes, then wemust frame it around issues that students already care about and/or questions they have. We mustpresent students with interesting problems and ask them to engage with the topics in a personalway–asking their own questions about the implications of technologies and applying theideas/questions to their life. Finally, “we have to give the students opportunities to respond inauthentic ways” such as in discussions, and reflections rather than exams. [2]Much of the curriculum for engineering education is singularly focused on technical fundamentalsand the design of systems. While these methods of study are undoubtedly useful to

Conference Session

LEES 4: Understanding and Disrupting Engineering Cultures

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Tomblin, University of Maryland College Park; Nicole Mogul, University of Maryland College Park

encouragestudents to question the status quo of their education? How do we move them beyond technicalnarrowness to socio-technical systems thinking? The challenges to disrupting the status quo orproviding alternative pathways are numerous. But a recent body of work has begun to proposeand implement a variety of interventions under the rubric of socio-technical systems thinkingand/or social justice [5], [16-21].Building on this emerging area of pedagogy, this paper is a reflection on our experiences withintegrating a systems thinking approach we call STS Postures within a required engineeringethics course. This approach “involves holding a reflexive posture that orients the body towardhumility, openness, criticality, and action” [22, p. S118]. It aims to

Conference Session

LEES 3: Assessing/Addressing Mental Health

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Bruce, University of Ottawa

selection of teaching methodsthat may enable more connections to be forged in our community. This initial study will focus onVygotsky's sociocultural theory in order to explore how if we open the classroom up to socialinteraction on difficult topics, we can promote internalized individual reflection of socialbehaviors. It is the development of this praxis that has the aim of preventing depression ascaused by loneliness in our increasingly fractionated society.Authenticity in relationships and loneliness play a large factor in depression. The initial scope ofthe study is to identify elements of our curriculum that may be affecting authenticity andcategorizing them to form an assay with regard to types of activity our students are engaged in