Conference Session

Equity and Ethics in Engineering-I

Collection

2022 ASEE Zone IV Conference

Authors

Helen Choi, University of Southern California

Tagged Topics

Conference Submission

encyclopedia that is continually revised and expanded for accuracy andcompleteness. College students, who are actively acquiring research, writing, and analyticalskills in their courses, are well-positioned to contribute to Wikipedia and expand the knowledgebase of millions around the world. Students' positionality is leveraged in this Wikipedia groupassignment, as students engage in self-reflection about their roles as knowledge consumers andtheir ethical responsibilities as information producers.Student feedback about their Wikipedia group work aligns with research by rhetoric and writingscholars which notes that Wikipedia writing provides college students with extensive practice inwriting and research, as well as with opportunities for

Conference Session

Equity and Ethics in Engineering-I

Collection

2022 ASEE Zone IV Conference

Authors

Agnes Germaine d'Entremont P.Eng., University of British Columbia, Vancouver; Jennifer Pelletier, University of British Columbia

Tagged Topics

Conference Submission, Diversity

and the engineering community, and we hope makes it more likely they may considergraduate school or industrial research, perhaps in partnership with the university.There was also a recognition that undergraduates often lack certain skills or knowledge whenthey first join a research lab, and that a bridge or training program would be advantageous. Therehas also been discussion of which identities are most often excluded from research opportunities,and how to provide equitable access and meaningful support to have our research undergraduatesbetter reflect our overall student demographics.Our program was awarded $91,405 (~9%) of the overall university-wide pool in a competitionwith a 22.7% acceptance rate. The funding was partially matched by

Conference Session

Curriculum Challenges

Collection

2022 ASEE Zone IV Conference

Authors

Christoph Johannes Sielmann P.Eng., University of British Columbia, Vancouver; Casey James Keulen, University of British Columbia, Vancouver; ANGELA Mercy RUTAKOMOZIBWA

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Conference Submission

discussion on preparing for multi-campus course development.• Reflect on some best practices for teaching multi-campus courses in an international context.As implemented, learning material for this module is heavily interactive and includes videos andH5P content such as slideshows to promote engagement. Learning activities are structuredaround reflection and role playing, where the student considers the possible variety of learningexperiences available within a multi-campus learning context. By framing benefits andchallenges early in the course, participants are provided motivation to approach the rest of themodules through a very practical lens.C.3. Module 2: Multi-campus instructional frameworkThis is an asynchronous module and is the last module

Conference Session

Innovation In Teaching - II

Collection

2022 ASEE Zone IV Conference

Authors

Harly Ramsey, University of Southern California; Yee Lan Elaine Wong

Tagged Topics

Conference Submission, Diversity

Venture, consisting of student-alumniinterviews and student reflections on those exchanges, which are edited and curated into shortthematic clips to be posted online. In essence, the interviews and curated videos are a narrativeproject—connecting the past, present, and future through storytelling and shared cultural (in thiscase engineering education) touch points. The paper presents two main findings from theinterviews and the students’ reflections. First, there is an increasing recognition that personalsubjectivities are intertwined with professional identities, whereas they were previously regardedas more distinct and segregated from each other. Second, there is a shift in understanding thenature of professional identities from a structured

Conference Session

Supporting Transfer Pathways

Collection

2022 ASEE Zone IV Conference

Authors

Kathryn Mary Rupe, Western Washington University; Eric Davishahl, Whatcom Community College

Tagged Topics

Conference Submission

vectoractivities required students to create videotaped or written reflections with annotated picturesusing the models to explain their thinking around key concepts. Students made connectionsbetween abstract symbolic representations and their physical models to explain concepts such asa general 3D unit vector, the difference between spherical coordinate angles and coordinatedirection angles, and the meaning of decomposing a vector into components perpendicular andparallel to a line.The video and written data analyzed to inform the design of think-aloud exercises in one-on-onesemi-structured interviews between researchers and students that are currently in progress. Thispaper presents initial work analyzing and discussing themes that emerged from the

Conference Session

Equity and Ethics in Engineering-II

Collection

2022 ASEE Zone IV Conference

Authors

James Gordon Walker, Seattle Pacific University, College of Arts and Sciences, Engineering Department; Gina Howe P.E., Seattle Pacific University; Melani Plett, Seattle Pacific University

Tagged Topics

Conference Submission, Diversity

, and bothteam and individual reflection on team performance. The instructors emphasize the value ofdiversity, such as the need for each student’s voice to be sought, heard, and respected. Theprofessional skills developed in the course include project management, both formal andinformal presentations to varied audiences, formal documentation, budgeting, business cases, andconsideration of ethical issues related to their specific project.By emphasizing not just the project itself and the technical skills, but also focusing onprofessional skills in interdisciplinary, diverse teams, the course structure touches on aspects ofeach of the ABET 1-7 student outcomes.While it is a struggle to keep the workload manageable, employers and alumni frequently

Conference Session

Engineering and Society

Collection

2022 ASEE Zone IV Conference

Authors

Rebekah Oulton P.E., California Polytechnic State University, San Luis Obispo; Amro El Badawy, California Polytechnic State University, San Luis Obispo

Tagged Topics

Conference Submission

in Civil and Environmental Engineering. As a result, theCE/ENVE faculty collaborated with the student leaders to integrate social and environmentaljustice into the CE/ENVE program educational objectives (PEOs). PEOs reflect the goals thatprogram graduates will achieve within a few years of graduation, reflect the mission of theDepartment, and provide guidance for specific student learning outcomes in the classrooms. Assuch, they are the principle tool for guiding lasting and significant modifications to thecurriculum. As part of the student-initiated PEOs revitalization, additional educationalobjectives were incorporated, including: resilient, sustainable, and safe design; systems-thinking;and, inclusive communications. This paper discusses

Conference Session

Case Studies

Collection

2022 ASEE Zone IV Conference

Authors

Jonathan Verrett P.Eng., University of British Columbia, Vancouver; Siba Saleh, University of British Columbia, Vancouver

Tagged Topics

Conference Submission

(CEL) can be defined as a type of experiential learning wherestudents collaborate with members of the broader community in support of learning goals.Service learning can also be considered a type of CEL. One stakeholder framework for CELprojects in a university setting is that they serve three main stakeholders with these being thecommunity, students and the university. CEL should provide value to the community partners byproviding a benefit to their organization which can take a variety of forms. CEL should providestudents an opportunity to apply the skills they are developing to a meaningful project. In termsof the university curriculum, CEL should provide opportunities for engagement and reflection onlearning outcomes. The reflection piece

Conference Session

Poster Session

Collection

2022 ASEE Zone IV Conference

Authors

Mirna Mattjik, Colorado School of Mines; Megan Sanders, Colorado School of Mines; Amy Hermundstad Nave, Colorado School of Mines; Wieke Gur, ICQ Global Asia; Muhammad Husni Mubarak Lubis, Pertamina University

Tagged Topics

Conference Submission

engineers and applied scientists, targeting transformative learning. Interests include but not limited to: student-centered teaching and learning, pedagogy in design, honors pedagogy and scholarship, diversity and inclusion in higher education, ethics in engineering education and reflective practices. In the classroom, Mirna strives to encourage students’ intrinsic motivation to learn through modeling authenticity in teaching and learning. Recent scholarships: Nickoloff Scholar in Entrepreneurship and Innovation, Daniels Fund Scholar in Engineering Ethics Recent accolade: University Innovation Fellows (UIF) Mines Faculty ChampionDr. Megan Sanders, Colorado School of Mines Megan Sanders is the Senior Assessment

Conference Session

Hands On Experience

Collection

2022 ASEE Zone IV Conference

Authors

Troy Cristobal, California Polytechnic State University, San Luis Obispo; Eileen W. Rossman, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo

Tagged Topics

Conference Submission

survey asking them to reflect upon the experience. Some of the survey promptsincluded: ● How would you rank the effectiveness of this activity in learning dynamics? ● The difficulty of this activity was: ● Was this activity interesting and motivating? ● Did this activity improve your ability to visualize other rigid body kinematics questions?Students answered the prompts with a scale of options such as strongly disagree to stronglyagree.Results The following Figures 2-5 show the spread of student responses to the survey’s prompts.Figure 2 shows that, out of 53 respondents, all but 7 students either agreed or strongly agreedthat the activity was effective in learning dynamics.Figure 2. Student survey responses to the prompt

Conference Session

Equity and Ethics in Engineering-I

Collection

2022 ASEE Zone IV Conference

Authors

Qin Zhu, Colorado School of Mines; Andrea Gammon, Delft University of Technology; Rockwell Franklin Clancy III, Virginia Polytechnic Institute and State University; Anna Angeli, Colorado School of Mines; Scott Streiner, University of Pittsburgh; Ryan Thorpe

Tagged Topics

Conference Submission

develop moral reasoning andintuition longitudinally across three cultures/countries: the United States, Netherlands, andChina. We hope that findings in this paper can be useful for engineering educators to reflect onand design subsequent ethics education programs that are more responsive to students’backgrounds and needs when they start their first year in engineering programs. 1 IntroductionMost engineering programs in the United States and other Western countries, such as Australia,have created first-year engineering programs dedicated to teaching fundamental engineeringcompetencies and cultivating a

Conference Session

Engineering and Society

Collection

2022 ASEE Zone IV Conference

Authors

Jonathan Verrett P.Eng., University of British Columbia, Vancouver; Siba Saleh, University of British Columbia, Vancouver; Tasnia Naim Anika, University of British Columbia, Vancouver

Tagged Topics

Conference Submission

completedanother individual survey and self-reflection exercise (post survey). Student data on deliveriescollected from the project was then passed on to a co-curricular student group, Engineers for aSustainable World, for further analysis to create an estimate for campus GHG emissions fromfood delivery services.The main data collection method used to assess the impact of the CEL project was a pre and postsurvey. Questions for the survey were adapted from a standard survey from the CCEL. Copies ofsurvey questions can be found in Appendix A. An initial bank of eight Likert scale questions was 2 ASEE Zone IV Conference 2022used for students to self-assess their

Conference Session

Student Success and Interactions

Collection

2022 ASEE Zone IV Conference

Authors

Adam Steven Weaver, Utah State University; Jack Elliott, Utah State University

Tagged Topics

Conference Submission

disambiguated? Methods To resolve the open-response network data by disambiguating each participants’response(s), we developed our disambiguation strategies concurrent with data collection of alarge scale (1000+ node), loosely bounded educational network. After completing this concurrentnetwork resolution, we delineated our disambiguation strategy. By qualitatively reflecting on ourentire disambiguation process and then improving the framework, we developed a refined andcomplete disambiguation procedure for future studies.Data Collection During the Spring 2021 semester, we conducted a network study to understand theformation and effects of undergraduate peer interactions and outcomes. In

Conference Session

Innovation In Teaching - II

Collection

2022 ASEE Zone IV Conference

Authors

Amin Malek, California State University, Bakersfield; Robert Hernandez

Tagged Topics

Conference Submission, Diversity

different factors that affect the students’ motivationdepending on the year of their studies which reflects their thinking maturity as they spend moretime in the university. Based on the reported results we think the following five points willincrease the motivation and student satisfaction especially for year three and four students. 1- Toassign subjects to those lecturers who are doing research in the same area (based on Q21); 2- Toencourage lecturer’s to discuss their research in the class and coursework (based on Q21); 3- Touse teaching techniques that increase the interaction between the lecturer and the students (basedon Q20 and Q3); 4- To introduce examples that make the subject more interesting (based onQ10) and 5- To ask the students for

Conference Session

Case Studies

Collection

2022 ASEE Zone IV Conference

Authors

Yuri R. Rodrigues, Seattle Pacific University

Tagged Topics

Conference Submission, Diversity

systems:Philosophical reflections, Springer.[15] Ribeiro P., Verkerk M. J., and Salles R. S. (2022). “Toward a Holistic Normative Design”,Interdisciplinary and Social Nature of Engineering Practices, Studies in Applied Philosophy,Epistemology and Rational Ethics, Springer Nature.

Conference Session

Innovation In Teaching - I

Collection

2022 ASEE Zone IV Conference

Authors

Daniel E Kane, Utah State University; Theresa Green, Utah State University - Engineering Education; Natalie L Shaheen, Illinois State University; Wade H Goodridge, Utah State University

Tagged Topics

Conference Submission, Diversity

were used without beingverbalized, the interview protocol was designed to solicit what each participant’s main strategieswere. Utilizing the live think-aloud protocol enabled the research team to obtain the closestpossible record of what strategies were being used. Results of this study should be viewed withcaution due to the limited amount of data obtained.AcknowledgementsThis material is based upon work supported by the U.S. National Science Foundation underGrant No. 1712887. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] D. F. Lohman, “Spatial Ability and G.” 1993.[2] T. Fincannon, A

Conference Session

Innovation In Teaching - II

Collection

2022 ASEE Zone IV Conference

Authors

Elizabeth Fife, University of Southern California

Tagged Topics

Conference Submission, Diversity

activists,” a group who organized toprotest what they considered to be their company’s lack of serious involvement in addressingclimate change, given Amazon’s economic power and global reach. Students at the master’s andundergraduate level have engaged with this case and written reflective papers to identify ethicaldilemmas and pathways to change within current global structures as well as professionaldocuments providing industry with recommendations. This current paper argues the multiplebenefits of bringing social justice issues of relevance to engineering students in a technicalwriting course.IntroductionEmployee activism in high-tech companies includes mid and upper-level management andengineers who have spoken out on a variety of issues both

Conference Session

Student Success and Interactions

Collection

2022 ASEE Zone IV Conference

Authors

M. Javed Khan, Tuskegee University; Chadia A. Aji, Tuskegee University

Tagged Topics

Conference Submission

as determined by the teacher must be learned.The next level in this epistemological development is that there are problems which are solvableand there are others for which solutions may not be known yet. The category of relativismincludes our understanding that a proposed solution must be supported by reason and iscontextual. Commitment within relativism indicates the result of considering knowledge fromvarious sources tempered with personal experience and reflection. Perry’s model was followedby several other models such as that of Belenky et al. [2] which specifically looked at howfemales develop epistemologically. A review of the various epistemological models is given byHofer and Pintrich [3].The intellectual mental models based on

Conference Session

Student Success and Interactions

Collection

2022 ASEE Zone IV Conference

Authors

Michael Sekatchev, University of British Columbia; John Graeme Dockrill, University of British Columbia, Vancouver; Agnes Germaine d'Entremont P.Eng., University of British Columbia, Vancouver

Tagged Topics

Conference Submission, Diversity

also felt they know enough to make problems, which may reflect their havingcompleted the course(s) in the topics they were working on. Shakurnia et al. found learningbenefits for students who created 60 multiple choice questions covering different topics over thelength of the term, which is closer to the experience of the OER students than the coursestudents. OER students overall reported that their understanding of mechanics increasedfollowing their work term.Course students seemed to stick with topics they were comfortable with (e.g. Work-Energy), andwere not required to revise and correct their problems. The students who completed the problemcreation activity and the post-survey did not indicate substantial gains in confidence in the