Conference Session

Bringing Engineering Leadership Pedagogy to Life!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Emily Moore, University of Toronto; Cindy Rottmann, University of Toronto; Patricia Sheridan, University of Toronto; Samina Hashmi, University of Toronto

to their ownleadership development process.Implications for Engineering Leadership EducatorsOur curricular integration of these two complementary leadership theories supports thedevelopment of a dynamic and accessible framework that has helped us as engineeringleadership educators supporting professional identity development in our students. We believe itholds promise for Engineering Leadership educators and program evaluators in otherinstitutional contexts committed to fostering and assessing leadership development ofundergraduate engineering students.References:[1] J. Palmer, K. Birchler, J. Narusis, R. Kowalchuk, and B. DeRuntz, “Leading the way: A Review of Engineering Leadership Development Programs,” 2016 ASEE Annual

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Azadeh Bolhari, University of Colorado Boulder; Shelby Tillema, University of Colorado Boulder

. https://doi.org/10.1007/s10798-018-9462-3 [3] M., Barak, and M. Usher, “The innovation profile of nanotechnology team projects of face-to-face and online learners,” Computers & Education, 137, pp. 1–11, 2019. https://doi.org/10.1016/j.compedu.2019.03.012 [4] J. L. Farr, and C. M. Ford, “Individual innovation,” in Innovation and creativity at work: Psychological and organizational strategies. John Wiley & Sons, 1990, pp. 63–80. https://psycnet.apa.org/record/1991-97989-003 [5] M. Schar, S. Gilmartin, A. Harris, B. Rieken, and S. Sheppard, “Innovation Self- Efficacy: A Very Brief Measure for Engineering Students,” in American

Conference Session

Computers in Education 8 - Video Technology

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jianyu Dong, California State University, Los Angeles; Jim Kuo; Pearl Chen, California State University, Los Angeles; John Bachman, California State University, Los Angeles

satisfaction. • To facilitate learning, the video design process should focus on (a) expert modeling, a cognitive apprenticeship process [9, 10] of making the thinking process visible, and (b) helping students make connections between theory and practice.In Spring 2021, the project team focused on the “Prototype” and “Test” stages. Two prototypevideo learning modules were developed. One for ME 3030 (Fluid Mechanics), a junior-levelcourse in Mechanical Engineering to explain the concept of conservation of mass. The other is anexploratory video for the Makerspace in the college, an informal learning environment, forstudents to learn about engineering design process. The latter is also used in ME 2030(Introduction to Mechanical Design

Conference Session

ETD - ET Curriculum and Programs I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gloria Fragoso-Diaz; Billy Gray, Tarleton State University

Computer Science through Contextualized Practices”, in 2020 ASEE Virtual Annual Conference Content Access, 2020. https://doi.org/10.18260/1-2--34817. https://par.nsf.gov/biblio/10172205.[19] B. Holmes and S. Zani, “Pilot Sims as a Model to Crash and Survive in Support of First Year University Success for Engineering Students”, in 2020 Advances in Science and Engineering Technology International Conferences (ASET), pp. 1–7.[20] K. J. Lindsay, M. Harkins, R. Ohu, S. Mumford, and L. A. Thurman, “Work in Progress: A Holistic Approach to the First-Year Engineering Experience”, in 2020 ASEE Virtual Annual Conference Content Access, 2020.[21] M. G. Tweedie and M.-W. Chu, “Challenging equivalency in measures of

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Charles Baukal, John Zink Hamworthy Combustion; Linda Thurman, University of North Carolina at Charlotte; Carter Stokeld

), 517-542, 1999.[13] R. Stevens, A. Johri, and K. O’Connor, Professional Engineering Work, Chapter 7 in Cambridge Handbook of Engineering Education Research, edited by A. Johri and B.M. Olds, Cambridge University Press, New York, 2014.[14] B. Lahidji, “Competencies in Manufacturing Engineering Technology programs from employer’s point of view,” Proceedings of the 2000 ASEE Annual Conference, St. Louis, June 18, 2000, pp. 5.155.1 - 5.155.7, 2000.[15] H. Harun, R. Salleh, M. Baharom, and M. Memom, “Employability Skills and Attributes of Engineering and Technology Graduates from Employers’ Perspective: Important vs. Satisfaction,” Global Business and Management Research, 9(1s), 572-580, 2017.[16] A

Conference Session

Disability, Neurodivergence, and Sense of Belonging in STEM: Equity, Culture & Social Justice in Education Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

D. C. Beardmore, University of Colorado Boulder; Robyn Sandekian, University of Colorado Boulder; Angela Bielefeldt, University of Colorado Boulder

remains a dominantideology in public opinion, professional practice, academic policy, and law in the U. S. today [1].The legal definition of disability in the U. S. exemplifies the medical model. Section 3 of theAmericans with Disabilities Act of 1990 and its 2008 amendment defines disability, with respectto an individual, as “(A) a physical or mental impairment that substantially limits one or more ofthe major life activities of such individual; (B) a record of such an impairment; or (C) beingregarded as having such an impairment” [34]. The second model, called the social model ofdisability, emerged in the late 20th century [15] and has quickly become a widespreadepistemology in disability studies [35]. The social model posits disability as a

Conference Session

Biomedical Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sabia Abidi, Rice University; Renata Ramos, Rice University; Laurel Chen, Rice University; Victoria Kong; Aidan McAnena, Rice University

Teaching with Videotapes,”Teaching of Psychology, vol. 24, no. 3, pp. 183–185, Jul. 1997, doi:10.1207/s15328023top2403_6.[3] R. H. Kay, “Exploring the use of video podcasts in education: A comprehensive reviewof the literature,” Computers in Human Behavior, vol. 28, no. 3, pp. 820–831, May 2012, doi:10.1016/j.chb.2012.01.011.[4] D. Bourdeau, D. Roberts*, B. Wood, and J. Korioth, “A Study of Video-MediatedOpportunities for Self-Directed Learning in Required Core Curriculum,” INT J EDUCMETHODOL, vol. 3, no. 2, pp. 85–91, Dec. 2017, doi: 10.12973/ijem.3.2.85.[5] C. Rackaway, “Video Killed the Textbook Star?: Use of Multimedia Supplements toEnhance Student Learning,” Journal of Political Science Education, vol. 8, no. 2, pp. 189–200,Apr

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chris Ferekides, University of South Florida; Chung Seop Jeong, University of South Florida; Gokhan MuMcu, University of South Florida; Ismail Uysal, University of South Florida; Paul Spector, University of South Florida

., Locander, W. B., Spector, P. E., & Harris, E. G. (2007). Getting the Job Done: The Moderating Role of Initiative on the Relationship between Intrinsic Motivation and Adaptive Selling. Journal of Personal Selling & Sales Management, 27(1), 59-74. https://doi.org/http://dx.doi.org/10.2753/PSS0885-3134270104Jaramillo, F., & Spector, P. E. (2004). The effect of action orientation on the academic performance of undergraduate marketing majors. Journal of marketing Education, 26, 150-260. https://doi.org/10.1177/0273475304268780Kim, J.-E., & Nembhard, D. A. (2019). The impact of procrastination on engineering students' academic performance. The International journal of engineering education, 35(4), 1008

Conference Session

WIED: Activities and Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anuja Kamat, Wentworth Institute of Technology; Gloria Ma, Wentworth Institute of Technology; Jiahui Song, Wentworth Institute of Technology; Tugba Arsava; James Lambrechts, Wentworth Institute of Technology

in other ways, they better understand the concepts of voltage,current and resistance [12]. This module is based on the hands-on activity: “potato power”developed by Integrated Teaching and Learning Program, College of Engineering, University ofColorado at Boulder. The setting for the food battery is shown in Figure 2.List of materials for this module include: • A fruit battery kit (Kit A or Kit B) mailed to all participants. o Kit A: 1 digital clock, 4 copper sheets, 4 zinc sheets, 1 electronic clock, 1 RGB LED, 4 wires, 2 wires with alligator clips. o Kit B: 4 pennies, 4 zinc nails, 2 RGB LEDs, 5 alligator clips. • 2 large potatoes (fresh) or 4 medium potatoes (fresh). If no potatoes are available

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Julie Fogarty, California State University, Sacramento; Robin Altman, California State University, Sacramento; Jennifer Lundmark

-interaction and studentleadership development, barriers identified by workshop participants will be explored withinternal and external advisory board members and addressed in future annual faculty workshops.AcknowledgementThis work was supported by NSF Grant No. 1953752. Any opinions, findings, conclusions, andrecommendations expressed in this paper are those of the author and do not necessarily reflectthe views of the university.ReferencesCole, D., and Espinoza, A. (2008). “Examining the Academic Success of Latino Students in Science Technoloyg Engineering and Mathematics (STEM) Majors,” Journal of College Student Development, 49(4), 285-300.Crumpton-Young, L., McCauley-Bush, P., Rabelo, L., Meza, K., Ferraras, A., Rodriguez, B

Conference Session

Community Engagement Division Technical Session 1 - STEM Outreach

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Aruch, University of Maryland College Park; Vincent Nguyen, University of Maryland College Park; Rebecca Kenemuth

leveragethese relationships and program activities to build a sustainable interactive set of STEM materials.While there are challenges with respect to logistics, administration, and communication, K-12 anduniversity participants are aligned in their mission to generate exciting opportunities for STEMengagement, confidence building, and competency.ReferencesAruch, M., Tomblin, D., & Mogul, N. F. (2018, June). Engagement in Practice: Tensions and Progressions of a Robotics Service-learning Program. In 2018 ASEE Annual Conference & Exposition.Cech E.A., Sherick H.M. (2015) Depoliticization and the Structure of Engineering Education. In: Christensen S., Didier C., Jamison A., Meganck M., Mitcham C., Newberry B. (eds

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

, 1998.[11] S. Torres-Harding, B. Siers, and B. Olson, “Development and Psychometric Evaluation ofthe Social Justice Scale (SJS),” American Journal of Community Psychology, vol 50, pp. 77-88,2012.[12] Reference will be included in final paper for anonymity of authors during review[13] D. Riley, Engineering Thermodynamics and 21st Century Energy Problems: A TextbookCompanion for Student Engagement, Morgan & Claypool, 2012.AppendixTable A.1. The list of codes that were determined from the thermal system design course project reports and their working definition.Category Code Code DefinitionPersonal Acknowledgement of Lack of Students make

Conference Session

ERM: Conceptualizations of Engineering and Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Theresa Green, Utah State University; Angela Minichiello, Utah State University; Amy Wilson-Lopez, Utah State University - Engineering Education

the authors and do not necessarily reflect the views of theNational Science Foundation.References[1] B. D. Lutz and M. C. Paretti, “Exploring school-to-work transitions through reflective journaling,” presented at the 2017 American Society for Engineering Education (ASEE) Annual Conference & Exposition, 2017. doi: 10.18260/1-2--28332.[2] R. Stevens, A. Johri, and K. O’Connor, “Professional engineering work,” in Cambridge Handbook of Engineering Education Research, A. Johri and B. M. Olds, Eds. Cambridge University Press, 2014.[3] J. Trevelyan, “Technical coordination in engineering practice,” J. Eng. Educ., vol. 96, no. 3, pp. 191–204, 2007, doi: 10.1002/j.2168-9830.2007.tb00929.x.[4] D. J

Conference Session

PCEE Technical Session 8: Engineering Design in Elementary School

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ron Skinner, University of California, Santa Barbara; Danielle Harlow

and MOXI, The Wolf Museum of Exploration + Innovation. As MOXI’s first Director of Education, Skinner created the philosophical vision for the department, mapped out a five-year strategic plan, and developed a full slate of informal and formal education programs. Skinner’s current role in education research focuses on training informal STEM facilitators and engaging museum visitors in the practices of science and engineering. He is the principal investigator on three National Science Foundation grants with UC Santa Barbara, where he is also pursuing doctoral work in education research. Skinner’s science research experience includes marine science fieldwork along the Northern California coast; plasma physics

Conference Session

Aerospace Division Technical Session: Sustainability and the Workspace

Collection

2022 ASEE Annual Conference & Exposition

Authors

Seongjun Ha, Purdue University at West Lafayette (COE); Gita Andhika Swastanto, Purdue Polytechnic Graduate Programs; Tracy Yother, Purdue University at West Lafayette (PPI); Mary Johnson, Purdue University at West Lafayette (PPI)

sustainability ● Less fuel burn = operator perspective, economy efficient ● Less maintenanceDrawbacks of engine wash performance: ● Considerable consumption of water ● Using a high level of toxic chemicals to dissolve foulants = non-environment friendly in terms of engine wash performance-wise ● A significant amount of safety and reliability tests needed may occur side effects on blades such as corrosion, stress, scratches, and weak spots. ● High cost for engine wash equipmentAspect AddressedABET-ETAC Criterion 3. B (student outcomes) mentions "for baccalaureate degree programs,these student outcomes must include but are not limited to, the following: (1) an ability to applyknowledge, techniques, skills and modern tools of

Conference Session

Multidisciplinary Engineering Division Technical Session - Best Paper

Collection

2022 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines and Technology; Thomas Machamer, South Dakota School of Mines and Technology

cool? b. What differentiates it from other things you find cool? (The reason this is what you thought of when I said something cool) 10. Tell me about the thing you brought today that you made. a. What differentiates it from other things you’ve made? b. Was it hard to finish or easy? Do you think you put more work into it than you needed? c. What is the first thing you feel when you look at it?Results and DiscussionPersonal Background and InspirationsThe participants in this survey all had fairly similar activities to what they do in their free time.Generally, all the answers revolved around things that kept them active

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eun-young Kang, California State University, Los Angeles; Matthew Jackson, California State University, Los Angeles

ondeveloping culturally responsive advisement methods and training faculty mentors to facilitatecreating a culture of culturally adaptive advising. More details of CAPS interventions can befound in [4][19].CAPS program is a 5-year project that has started from Fall 2018. The program was designedoriginally to support two cohorts of 14 scholars from their sophomore to senior years. This paperpresents CAPS program implementation progress during the first three project years (Fall 2018 –Spring/Fall 2021) and major impacts of the program on CAPS scholars. We will also reportfindings of the following CAPS research questions: (a) how did CAPS interventions affect thedevelopment of social belonging and engineering identity of CAPS scholars, and (b) what

Conference Session

Minorities in Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Whitney Gaskins, University of Cincinnati; Samieh Askarian, University of Cincinnati; Keri Eason

] Sandier, B., Silverberg, L., Hall, R. (1996) The chilly classroom climate: A Guide to improvethe education of -women. Washington DC: National Association of Women in Education.[5] Chang, M. J., Sharkness, J., Hurtado, S., & Newman, C. B. (2014). What matters in collegefor retaining aspiring scientists and engineers from underrepresented racial groups. Journal ofResearch in Science Teaching, 51(5), 555-580.[6] O’Connor, C., Lewis, A., & Mueller, J. (2007). Researching “Black” educational experiencesand outcomes: Theoretical and methodological considerations. Educational Researcher, 36(9),541-552.[7] Essed, P. (1991). Understanding everyday racism: An interdisciplinary theory (Vol. 2). Sage.[8] Bonilla-Silva, E. (1997). Rethinking racism

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 4: Bring Your Own Experiment (BYOE)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Talal Gamadi; Marshall Watson, Texas Tech University

courses objectives. Enhancing critical thinking and decision making, and allowing for a realistic environment and promoting active learning.• Study sampleThe junior and senior students of the academic year of 2020-2021 at the petroleum engineering department were thepopulations of the study. There are 34 senior and 35 junior targeted students. All students were taken the samesurvey questions; however, each group was sent a different survey link. This was done to differentiate junior andsenior responses from each other.• Survey questionsa) Did visualization labs create a realistic environment and promote active learning?b) Did visualization labs enhance your critical thinking for example when you are designing a production technique?c

Conference Session

WIED: Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Callie Miller, James Madison University; Daniel Castaneda, James Madison University; Melissa Aleman, James Madison University

methodological novel about autoethnography. Walnut Creek, CA: Alta Mira Press.Ellis, C., Adams, A., & Bocher, A. (2011). Autoethnography – An overview. Historical Social Research, 36(4), 273-290.Johnson, N., Veletsianos, G., & Seaman, J. (2020) “US faculty and administrators’ experiences and approaches in the early weeks of the covid-19 pandemic.” Online Learning 24 (2): 6 – 21.Lakoff, G. and Johnson, M., Metaphors We Live By, University of Chicago Press, Chicago, IL, 2003.Leung, E., Ruzybayev, I, & Maki, B. (2020) “The gender bias dynamic between students and female faculty in the engineering classroom through autoethnography.” American Society for Engineering Education. ASEE annual conference proceedings. Paper ID

Conference Session

First-Year Programs Division Technical Session 2: Peer Mentoring/Learning, Teaching Assistants, and Career Mentorship

Collection

2022 ASEE Annual Conference & Exposition

Authors

Darcie Christensen, Minnesota State University, Mankato; Idalis Villanueva, University of Florida

Technology; Vol 11, No 1 (2019), vol. 11, no. 1, pp. 108–133, 2019, [Online]. Available: http://genderandset.open.ac.uk/index.php/genderandset/article/view/578/1041[3] L. B. Limeri et al., ““Where’s my mentor?!" characterizing negative mentoring experiences in undergraduate life science research,” CBE Life Sciences Education, vol. 18, no. 4, pp. 1–13, 2019, doi: 10.1187/cbe.19-02-0036.[4] C. Palmer, “How to mentor ethically,” Monitor on Psychology, vol. 50, no. 4, p. 70, 2019, [Online]. Available: https://www.apa.org/monitor/2019/04/mentor-ethically[5] K. E. Kram and L. A. Isabella, “Mentoring alternatives: the role of peer relationships in career development,” The Academy of Management Journal, vol. 28

Conference Session

Intersections of Identity and Student Experiences: Equity, Culture & Social Justice Technical Session 10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Simone Nicholson, Florida International University; Trina Fletcher, Florida International University

Cyborg as Black Feminist Technology: Constructing the So-cial Self Using Computational Digital Autoethnography and Social Media,” Cultural Studies ↔Critical Methodologies, vol. 19, no. 1, pp. 55–67, Jan. 2018, doi: 10.1177/1532708617750178.[7] K. Harlin, “Vibranium, Nigerium, and the Elements of a Pessimistic Afrofuturism,” Vector,Sep. 04, 2019. https://vector-bsfa.com/2019/09/04/vibranium-nigerium-and-the-elements-of-a-pessimistic-afrofuturism/ (accessed Jan. 25, 2022).[8] L. Phillips and B. McCaskill, “Who’s Schooling Who? Black Women and the Bringing of theEveryday into Academe, or Why We Started ‘The Womanist,’” Signs, vol. 20, no. 4, pp. 1007–1018, 1995, Accessed: Jan. 25, 2022. [Online]. Available:https://www.jstor.org/stable/pdf/3174892

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Renee Clark, University of Pittsburgh; Autar Kaw, University of South Florida; Rasim Guldiken, University of South Florida

about these self-regulatoryskills used during their problem-solving efforts.2. Background LiteratureMetacognition has two major components, namely 1) knowledge of cognition,and 2) regulation of cognition (Cunningham et al., 2015). Knowledge ofcognition entails what students know about their knowledge and includesknowledge of a) self or others, b) the task, and c) strategies (Wengrowicz et al.,2018; Cunningham et al., 2015; Flavell, 1979). Regulation of cognitioncorresponds to the control, or self-regulatory, aspect of learning and includes theskills of planning, monitoring, and evaluating (Cunningham et al., 2015; Schraw,1998).Tanner instructed biology students in metacognition as part of typical coursepractices by having them plan, monitor

Conference Session

PCEE Technical Session 5: STEM Teacher Instructional Moves

Collection

2022 ASEE Annual Conference & Exposition

Authors

Benny Mart Hiwatig, University of Minnesota - Twin Cities; Gillian Roehrig, University of Minnesota - Twin Cities; Joshua Ellis, Florida International University; Mark Rouleau

/evaluate STEM concepts (exp(B)= 126.038) compared to lessons without such curricular opportunity, χ²(1) = 22.033, p < .001. Inconclusion, engineering-centric iSTEM instruction that engage students in higher levels ofcognition are marked by the presence of multidisciplinary content, engagement in designingsolutions to an engineering problem, agency in STEM practices, and evidence-based reasoning. Introduction With the current state of global affairs and looming threats posed by misinformation,STEM education continues to be relevant and vital to developing a scientifically-literate citizenrywho are both critical consumers of information and creative problem-solvers. Coupled withconcerns about

Conference Session

ETD - STEM Issues in ET I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Austin Asgill, Kennesaw State University; Cyril Okhio, Clark Atlanta University

Paper ID #36971Virtual Problem-Based-Learning Instruction in the Era of theCOVID-19 Pandemic – What Could Possibly Go Wrong &What Can One Do About It?Austin B. Asgill (Professor) Dr Austin B. Asgill received his B.Eng.(hons) (E.E.) degree from Fourah Bay College, University of Sierra Leone, his M.Sc. (E.E.) degree from the University of Aston in Birmingham, and his Ph.D. in Electrical Engineering from the University of South Florida. He is currently a Professor of Engineering Technology (Electrical) at Kennesaw State University (KSU). Prior to joining the faculty at KSU (formerly SPSU), he was an Associate

Conference Session

CPDD Technical Session 2 - Trends in Student and Faculty Support

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathleen Colbry, Michigan State University; Astri Briliyanti; Dirk Colbry, Michigan State University; Julie Rojewski, Michigan State University

ASEE Virtual Annual Conference Content Access, Jun. 2020. Accessed: Feb. 01, 2022. [Online]. Available: https://peer.asee.org/the-evolution-of- teamwork-in-the-engineering-workplace-from-the-first-industrial-revolution-to-industry-4- 0-a-literature-review[11] B. Lutz and M. C. Paretti, “Exploring the Social and Cultural Dimensions of Learning for Recent Engineering Graduates during the School-to-Work Transition,” Engineering Studies, vol. 13, no. 2, pp. 132–157, May 2021, doi: 10.1080/19378629.2021.1957901.[12] A. MacDonald, L. Danaia, and S. Murphy, STEM Education Across the Learning Continuum: Early Childhood to Senior Secondary. Springer Nature, 2020.[13] M. K. Anderson et al., “The Benefits of a near-peer mentoring

Conference Session

PCEE Session 2: Teacher Learning Experiences

Collection

2022 ASEE Annual Conference & Exposition

Authors

Abeera Rehmat, University of Nebraska - Lincoln; Hoda Ehsan, The Hill School; Monica Cardella, Florida International University

-school science through design-based Learning versus scripted inquiry: Better overall science concept learning and equity gap reduction,” Journal of Engineering Education. vol. 97. no. 10. 2008.[7] A. Silver & B. S. Rushton, “Primary-school children's attitudes towards science, engineering and technology and their images of scientists and engineers,” Education, vol. 36, no. 1, pp. 51-67, 2008, doi: 10.1080/03004270701576786.[8] K. Miller , S. Gerhard, & P. Sadler, “The influence of students’ participation in STEM competitions on their interest in STEM careers,” International Journal of Science Education, Part B, vol. 8, no. 2, pp. 95-114, 2018, doi: 10.1080/21548455.2017.1397298.[9] J. Wing, J

Conference Session

Materials Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Claes Fredriksson; Boel Ekergard

response frequency was very high. Twogroups were consulted, one undergraduate, n=15 (relatively homogenous in age andethnicity) with campus students taught in Swedish, and one graduate, n=24, from a morediverse (nationality) one-year Master program mixed online (58%) and Campus (42%)students and taught in English. The survey questions were given both at the start of the coursemodule, with required preparation before the computer lab, as well as with the lab assignmentto hand in after the lab. The questions are shown in Table 1, below.Table 1. The survey questions rated by students, ranging from 1 (not much) to 5 (very much). A How interesting do you find materials science and engineering? B How would you rate your knowledge about engineering

Conference Session

Energy Conversion and Conservation Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jaime Ramos-Salas, The University of Texas Rio Grande Valley; Miguel Pineda, The University of Texas Rio Grande Valley

1.33 0.28 I can now explain to anybody the importance of running motors at 8 nominal load 0.67 0.00 Table 3- Students’ responses to end of course questionnaire The response of the students to question 8 is not as assertive as the authors wouldlike it to be, indicating that there is room for improvement. Feedback from the open questions elicited the following responses: Open question # 1: “What I disliked most about this activity was? a) I would have liked to see examples of what not to do and explanations of what could go wrong b) Not being able to actually do it c) Not being able to do the lab with everyone d) The instructions were at

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amy Chan Hilton, University of Southern Indiana; Shelly Blunt, University of Southern Indiana; Zane Mitchell, University of Southern Indiana

Paper ID #38407Capacity-Building to Transform STEM Education ThroughFaculty Communities in Learning Analytics and InquiryAmy B Chan Hilton Amy serves as the Director of the Center for Excellence in Teaching & Learning and a Professor of Engineering at the University of Southern Indiana (USI). Her current work focuses on faculty development in teaching and research and institutional change in supporting learner-centered and inclusive instructional practices that contribute to student retention and success. Prior to joining USI in 2015, Dr. Chan Hilton was a Program Director at the NSF in the Division of