Conference Session

Supporting Transfer Pathways

Collection

2022 ASEE Zone IV Conference

Authors

Dwayne D Arola, University of Washington; Sandra B Maddox, University of Washington; Cara Margherio, University of Washington; Lilo Pozzo, University of Washington; Eleftheria Roumeli, University of Washington; Ismael Fajardo, City of Seattle, Department of Education and Early Learning

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Conference Submission

Paper ID #35762An S-STEM Scholarship Program Engaging Transfer Students in theMaterials Intensive Engineering Departments: Successes And UnexpectedChallengesProf. Dwayne D Arola, University of Washington Dr. Arola is an Associate Professor in the Department of Materials Science and Engineering at the Uni- versity of Washington. He has been committed to improving engineering education for over 20 years and is primarily focused on improving the success of transfer students.Sandra B Maddox, University of WashingtonDr. Cara Margherio, University of Washington Cara Margherio is the Assistant Director of the UW Center for Evaluation

Conference Session

Equity and Ethics in Engineering-II

Collection

2022 ASEE Zone IV Conference

Authors

Claire Yu Yan P.Eng., University of British Columbia, Okanagan

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Conference Submission

. The planned hands-on activities were either cancelled or replaced with videos when it ispossible. During April - June 2021, UBCO Engineering 11 was offered to the second cohort ofgrades 11/12 students from KSS primarily in the online mode. No UBCO lab visits were possible forthe second cohort due to COVID.Table 1: UBCO Engineering 11 course modules Labs or in-class Instruction Module Instructor(s) hands-on activities hours

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

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Conference Submission

. JannikEikenaar. Advice on research methodology and methods was provided by Prof. Sylvia Bartolic.The UBC Centre for Community Engaged Learning provided background on CEL and advice onsurvey questions.References[1] G. Fore et al., “An Introduction to the Integrated Community-Engaged Learning and Ethical Reflection Framework (I-CELER),” in 2018 ASEE Annual Conference & Exposition Proceedings, Salt Lake City, Utah, Jun. 2018, p. 29793. doi: 10.18260/1-2--29793.[2] G. D. Kuh, “High-Impact educational practices,” Peer Rev., vol. 10, no. 4, pp. 30–31, Sep. 2008.[3] K. A. Smith, S. D. Sheppard, D. W. Johnson, and R. T. Johnson, “Pedagogies of Engagement: Classroom-Based Practices,” J. Eng. Educ., vol. 94, no. 1, pp. 87–101, 2005, doi

Conference Session

Virtual Engineering

Collection

2022 ASEE Zone IV Conference

Authors

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

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Conference Submission

discipline. This analysis willassist the authors in critically reviewing the design of the VR lessons from the aspect of the fourdimensions to identify improvement strategies.AcknowledgementsThe authors would like to acknowledge Dr. Honghe Wang, Dr. Mandoye Ndoye, and Dr. ChitraNayak for developing and implementing the VR lessons in biology, electrical engineering, andphysics. This work was funded by NSF Grant # 1912047.References[1] [Online]. https://www.verdict.co.uk/history-virtual-reality-timeline/ [Accessed on Feb 2022].[2] [Online]. https://virtualspeech.com/blog/history-of-vr [Accessed on Feb 2022].[3] [Online]. https://www.viaccess-orca.com/hubfs/VR%20Timeline.pdf [Accessed on Feb2022].[4] H. Cherni, S. Nicolas, and N. Metayer. “Using

Conference Session

Supporting Transfer Pathways

Collection

2022 ASEE Zone IV Conference

Authors

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

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Conference Submission

... Figure 1. Image from Student 1’s response ...In the image above the red cord represents the sweep in the xy plane that allows us to form the plane with the z axis. It's important to make sure that the vector is found by moving "down" from the z axis rather than "up" from our projection in the xy plane.Student 2 made direct connections between the physical model and an abstract symbolicrepresentation of the relationships. Going back to the example vector, we can use the following equations above to get the unit vector. Figure 2. Image from Student 2’s response So why exactly is the unit vector so useful? One of the characteristics of a unit vector is that when you multiply it with a

Conference Session

Student Success and Interactions

Collection

2022 ASEE Zone IV Conference

Authors

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

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Conference Submission

disambiguation framework consists of fouriterative stages to create a “best-guess” of a completely resolved network data set and provides ageneral structure for future algorithmic methods. Results of this work will better enableresearchers to study larger, more holistic educational networks. BackgroundStudents benefit from social interactions in a variety of ways. For example, Kalaian et al.’s [5]meta-analysis identified that across 18 studies, formal small group settings enhance student’sabilities to succeed academically—especially among first-year engineering students (d = 0.84).Studying students’ online social media interactions, Su and Huang [6] found that students whofrequently use social media for academic

Conference Session

Innovation In Teaching - II

Collection

2022 ASEE Zone IV Conference

Authors

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

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Conference Submission, Diversity

, "Measuring Professional Skills Misalignment Based on Early-Career Engineers' Perceptions of Engineering Expertise,” European Journal of Engineering Education, vol. 47, (1), pp. 117-143, 2022. Available: https://www.proquest.com/scholarly-journals/measuring-professional-skills-misalignment-based/docview/2 642906046/se-2?accountid=14749. DOI: http://dx.doi.org/10.1080/03043797.2021.1967883.[3] Y. Xia, S. Cutler, and D. McFadden, “Collaborative Project-based Learning Approach to the Enculturation of Senior Engineering Students into the Professional Engineering Practice of Teamwork,” Paper presented at 2020 ASEE Annual Conference, Virtual Online, 2020. 10.18260/1-2--34299[4] C. Habibi, m. alaei and A

Conference Session

Case Studies

Collection

2022 ASEE Zone IV Conference

Authors

Yuri R. Rodrigues, Seattle Pacific University

Tagged Topics

Conference Submission, Diversity

-thematic in the design and decision-making process [14]. Moreover, the proposed holisticengineering design education prevailing over the restricted use of key technical macro-thematicfactors, allow for the design of equitable and inclusive solutions through the consideration of thediverse influences associated with the project. This is an especially critical feature given that keytechnical macro-thematic factors used for traditional engineering design may be developed basedon specific group(s) of our society. Therefore, not accounting for the uniqueness and diversity thatlocal-thematic may impose, and even demand, from the respective solution, e.g., Smart Gridprojects for a high- and low- income regions significantly differ on its design features

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

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Conference Submission, Diversity

. Evans, F. Jentsch, and J. Keebler, “Constructs of Spatial Ability and Their Influence onPerformance with Unmanned Systems,” Hum. Factors Issues Combat Identif., Jan. 2010.[3] A. Ramful, T. Lowrie, and T. Logan, “Measurement of Spatial Ability: Construction and Validation of theSpatial Reasoning Instrument for Middle School Students,” J. Psychoeduc. Assess., vol. 35, no. 7, pp. 709–727, Oct.2017, doi: 10.1177/0734282916659207.[4] J. Buckley, N. Seery, and D. Canty, “Investigating the use of spatial reasoning strategies in geometricproblem solving,” Int. J. Technol. Des. Educ., vol. 29, no. 2, pp. 341–362, Mar. 2019, doi: 10.1007/s10798-018-9446-3.[5] N. S. Newcombe, “Picture This: Increasing Math and Science Learning by Improving

Conference Session

Innovation In Teaching - I

Collection

2022 ASEE Zone IV Conference

Authors

Heather Marriott, Embry-Riddle Aeronautical University - Prescott

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Conference Submission

2014.[2] “Why Colleges Suck at Making Programmers”, codeup.com Commentary, https://codeup.com/why-colleges- suck-at-making-programmers/, August 14, 2018.[3] Nigaglioni I., “Pokémon Go: An Unexpected Inspiration for Next Generation Learning Environments”, Childhood Education, 93:4, 333-336, DOI: 10.1080/00094056.2017.1343588 https://doi.org/10.1080/00094056.2017.1343588[4] Hu X, Goh Y., Lin Z, “Educational impact of an Augmented Reality (AR) application for teaching structural systems to non-engineering students”, Advanced Engineering Informatics, 50, 2021[5] Iqbal M, “Pokémon Go Revenue and Usage Statistics (2021)”, https://www.businessofapps.com/data/pokemon-go-statistics/, May 6 2021[6] Ho S

Conference Session

Equity and Ethics in Engineering-II

Collection

2022 ASEE Zone IV Conference

Authors

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

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Conference Submission, Diversity

or otherwise, feel safe toshare their experiences and are welcome to take part in leadership activities.AcknowledgementsThe authors would like to acknowledge that this work takes place on the traditional, ancestraland unceded lands of the Musqueam people. Financial support was provided by the UBC Work-Learn International Undergraduate Research Award program and the Bauder Professorship forExperiential Learning and Leadership. Administrative support was provided by the Departmentof Chemical and Biological Engineering. Advice on data collection and analysis was provided byKyla Morris. Oversight and advice was provided by Prof. Jannik Eikenaar. Advice on researchmethodology and methods was provided by Prof. Sylvia Bartolic.References[1] S. R

Conference Session

Case Studies

Collection

2022 ASEE Zone IV Conference

Authors

Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Aimee Tai Chiem, California Polytechnic State University, San Luis Obispo; Christianna Bethel

Tagged Topics

Conference Submission

proposal to move on. In line86, Speaker 1 begins the utterance by acknowledging a previous statement, hence the Affirmationcode, and continues to guide the group by reviewing ideas that they have generated thus far. Line87 then offers a new idea, so we coded this line as Ideation. Then, in line 88, Speaker 2 attemptsto provide some direction to the group, yielding another Facilitation code. Further, Speaker 1’scomment offers Support for Speaker 2’s idea and so this utterance was double coded to capturethe dual function of the particular speech act. Such kinds of facilitation can be helpful to keepgroup conversation moving and productive during periods of inactivity. Discussion, Implications, and Future WorkThe codebook

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

: A research-based guide to break down popular stereotypes about science and scientists, 2017, pp. 1–18.[2] A. L. Zydney, J. S. Bennett, A. Shahid, and K. W. Bauer, “Impact of Undergraduate Research,” J. Eng. Educ., vol. 91(2), no. April, pp. 151–157, 2002.[3] D. F. Carter, H. K. Ro, B. Alcott, and L. R. Lattuca, Co-Curricular Connections: The Role of Undergraduate Research Experiences in Promoting Engineering Students’ Communication, Teamwork, and Leadership Skills, vol. 57, no. 3. Springer Netherlands, 2016.[4] M. K. Eagan, S. Hurtado, M. J. Chang, G. A. Garcia, F. A. Herrera, and J. C. Garibay, Making a Difference in Science Education: The Impact of Undergraduate Research Programs, vol. 50, no. 4

Conference Session

Hands On Experience

Collection

2022 ASEE Zone IV Conference

Authors

Ulan Dakeev, Sam Houston State University; Reg Recayi Pecen, Sam Houston State University; Faruk Yildiz, Sam Houston State University; Iftekhar Ibne Basith, Sam Houston State University; Suleiman M Obeidat, Texas A&M University; Lain Edward Sowell, Sam Houston State University

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Conference Submission

course.Related WorkCommonly used desktop computer tethered VR head mount [7], which makes it unpractical for mobileoperation unless the student uses it behind their computer desks. Additionally, tethered VR equipmentsuch as Oculus Rift S and HTC Vive are significantly more expensive compared to Oculus Quest.Moreover, Abtahi et al [8] discussed that the head mounted display, compared to desktop VR providesusers higher sense of spatial presence and immersion.Virtual reality interfaces provide intuitive immersive experiences for mapping a user’s motion actionsand observations, hence develop muscle memory. Additionally, non-expert users of robotic arms aremore efficient [9] with VR interface compared to the keyboards that are typically provided with

Conference Session

Innovation In Teaching - II

Collection

2022 ASEE Zone IV Conference

Authors

Elizabeth Fife, University of Southern California

Tagged Topics

Conference Submission, Diversity

vehicles of expression thathave supported the rise of employee activism (Yamada, 1998). Forums and community groupshave been set up in many companies to provide employees with the opportunity to speak theirmind on issues of importance. Google has historically been known for a culture of openness andtransparency which has been identified as a generating source for the rise of employee activismwithin the company. Google’s slightly longer history with protest has offered inspiration toemployees at other companies, and in fact Google walkout organizers have offered theirknowledge to leaders in other companies.BibliographyAlexander, J., Jarratt, S. & Welch, N. (Eds.). (2018). Unruly Rhetorics: Protest, Persuasion, and Publics.Pittsburgh, Pa

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

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Conference Submission

Paper ID #35891Integrating Social and Environmental Justice into the ProgramEducational Objectives of [Institution]’s Civil and EnvironmentalEngineering DepartmentDr. Rebekah Oulton P.E., California Polytechnic State University, San Luis Obispo Rebekah Oulton is an Associate Professor at California Polytechnic University, San Luis Obispo, in the Department of Civil and Environmental Engineering. She started in Fall of 2013 after completing her PhD in Environmental Engineering at the University of Iowa. She teaches both water resources engineer- ing and environmental engineering, emphasizing water sustainability via wastewater

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

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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

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

? Videoconferencing: a literature review,” Technology, Pedagogy and Education, vol. 19, no. 3, pp. 295–314, Oct. 2010, doi: 10.1080/1475939X.2010.513761.[2] M. Hastie, I.-C. Hung, N.-S. Chen, and Kinshuk, “A blended synchronous learning model for educational international collaboration,” Innovations in Education and Teaching International, vol. 47, no. 1, pp. 9–24, Feb. 2010, doi: 10.1080/14703290903525812.[3] A. Divanoglou, K. Chance-Larsen, J. Fleming, and M. Wolfe, “Physiotherapy student perspectives on synchronous dual-campus learning and teaching,” AJET, vol. 34, no. 3, Jul. 2018, doi: 10.14742/ajet.3460.[4] A. Anderson and E. Date-Huxtable, “ICT-assisted multi-campus teaching: Principles and practice to impact

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

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Conference Submission

? Science, Technology, & Human Values, 39(1), 42-72.DePaolo, C. A., & Wilkinson, K. (2014). Get your head into the clouds: Using word clouds for analyzing qualitative assessment data. TechTrends, 58, 38-44.Freyne, S., Abulencia, J. P., & Draper, P. (2010). First year engineering students' perceptions of contemporary ethical issues. 2010 Annual Conference & Exposition of the American Society for Engineering Education. Louisville, KY.Fuentes, D. S., Warnick, G. M., Jesiek, B. K., & Davies, R. (2016). A longitudinal study of social and ethical responsibility among undergraduate engineering students: Preliminary results. 2016 Annual Conference & Exposition of the American Society for

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

EducationalResearch, Spring 1997. Vol. 67, No. 1, pp. 88-140.[4] L. Copes. “The Perry Development Scheme: A Metaphor for Learning and TeachingMathematics,” For the Learning of Mathematics, 3(1), 38–44, 1982.http://www.jstor.org/stable/40247761[5] C. C. Burnham. “The Perry scheme and the teaching of writing,” Rhetoric Review, 4:2, 152-158, 1986. DOI: 10.1080/07350198609359117[6] M. J. Pavelich & W. S. Moore. “Measuring the effect of experiential education using thePerry model,” Journal of Engineering Education, 85(4): 287-292, 1996.[7] B. Palmer, R. M. Marra, and T. Litzinger. “A Longitudinal and Cross Sectional Study OfEngineering Student Intellectual Development As Measured By The Perry Model,” AnnualConference, Seattle, Washington. 10.18260/1-2-7264

Conference Session

Virtual Engineering

Collection

2022 ASEE Zone IV Conference

Authors

Mory Ghomshei; Farzan Ghaffari P.Eng P.Eng., British Columbia Institute of Technology; William Oching

Tagged Topics

Conference Submission

campus.ReferencesAmerican Society for Engineering Education. (2020). COVID-19 & Engineering Education: Aninterim report on the community response to the pandemic and racial justice. Washington, DC.The American Society for Engineering Education (ASEE). Published a report in 2000 to helpassess the impact of the COVID-19 crisis on the engineering education community. Based on aqualitative survey that ASEE conducted on faculty members, administrators and studentsHosseini, C.S. and Koohi-Fayegh, S., and C.A. Hosseini. Proceedings 2021 CanadianEngineering Education Association (CEEA-ACEG21) Conference CEEA-ACEG21; Paper 158

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

. Steinlicht and B.G. Garry, “Capstone project challenges: How industry sponsored projects offer new learning experiences,” in Proceedings of the ASEE Annual Conference and Exposition, June 15-18, 2014, Indianapolis, IN.[4] B. Allison, S. Ludwick, and W. Birmingham, “A mechatronics capstone project with an interdisciplinary team and an industrial partner,” in Proceedings of the ASEE Annual Conference and Exposition, San Antonio, TX, June 10-13, 2012.[5] P.K. Sheridan, G. Evans, and D. Reeve, “A proposed framework for teaching team-effectiveness in

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

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Conference Submission

UBC Centre forCommunity Engaged Learning (CCEL). CCEL and the UBC Social Ecological EconomicDevelopment Studies (SEEDS) Sustainability Program also provided significant support indeveloping the project. CCEL provided advice on survey questions. Administrative support wasprovided by the Department of Chemical and Biological Engineering.References[1] W. Oakes et al., “Service-learning in engineering,” in 32nd Annual Frontiers in Education, Nov. 2002, vol. 2, pp. F3A-F3A. doi: 10.1109/FIE.2002.1158178.[2] M. A. Eppler, M. Ironsmith, S. H. Dingle, and M. A. Errickson, “Benefits of Service- Learning for Freshmen College Students and Elementary School Children,” J. Scholarsh. Teach. Learn., vol. 11, no. 4, pp. 102–115, Dec. 2011.[3] M. L

Conference Session

Supporting Transfer Pathways

Collection

2022 ASEE Zone IV Conference

Authors

Radha Aravamudhan, San Jose State University; Maria Chierichetti, San Jose State University

Tagged Topics

Conference Submission, Diversity

understand these factors better and propose solutions to address any existing gaps. Asimilar study conducted for all engineering transfer students would also be helpful to determinegaps if any at college level and allow for collaboration of ideas and resources to best support theneeds of underserved minority engineering transfer students.References[1] N. L. Smith, J. R. Grohs, and E. M. Van Aken, “Comparison of transfer shock and graduation rates across engineering transfer student populations,” J. Eng. Educ., Vol. 111, No. 1, pp. 65–81, Jan. 2022.[2] A. Miguel and S. Abraham, “Creating an Environment for Transfer Student Success,” ASEE Annu. Conf. Expo. Conf. Proc., Vol. 2017-June, Jun. 2017.[3] B. Sansing-Helton, G. Coover

Conference Session

Student Success and Interactions

Collection

2022 ASEE Zone IV Conference

Authors

Shahab Boumi, University of Central Florida; Adan Ernesto Vela

Tagged Topics

Conference Submission

. Career goals and retention-related factors among college freshmen. Journal of Career Development, 32(1):16–30, 2005. [6] Leila Zahedi, Stephanie J. Lunn, Samira Pouyanfar, Monique S. Ross, and Matthew W. Ohland. Leveraging machine-learning techniques to analyze computing persistence in undergraduate programs. In 2020 ASEE Virtual Annual Conference Content Access, number 10.18260/1-2–34921, Virtual On line, June 2020. ASEE Conferences. https://peer.asee.org/34921. [7] Ilias O Pappas, Michail N Giannakos, and Letizia Jaccheri. Investigating factors influencing students’ intention to dropout computer science studies. In Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education