Collection

2023 Rocky Mountain Section Conference

Authors

Jessica Rush Leeker; Lyndsay Ruane; Hannah Sanders; Robertha Richardson

practice of innovation acrossinstitutional boundaries, would effectively prepare the next generation of innovators andengineers to address systemic and institutional racism and whiteness within STEM. One of theways we wanted to tackle this was by community engagement. Community engagement insome phases of engineering projects is known worldwide. However, community engagement inall phases, including the grant writing process, is minimal.This STEM-focused community-engaged project involves two institutions, including apredominately white institution (PWI) and Historically Black Colleges and Universities (HBCU).These institutions are working together for a common and beneficial goal of creating change ina community, a platform for collaboration and

Collection

2023 Rocky Mountain Section Conference

Authors

Randy Hurd; Dustin Grote

collectionand data post-processing that is less intuitive. Students are instructed to drop coins on a hardsurface (specifically a nickel, dime and quarter) one at a time while recording the resultingsound. Students must consider their environment when collecting these data to ensure they haveadequate measurement quality (e.g., avoiding background noise or working in a room withminimal echo). Students are asked to perform a fast Fourier transform on the resulting data filesto identify the first fundamental frequency or lowest strong tone generated by the ringing coin.This frequency is primarily a function of the coin diameter and material parameters.After calculating the first fundamental frequency of the three coins students are then asked to a

Collection

2023 Rocky Mountain Section Conference

Authors

Hongyan Liu

a number of engineering programs. © American Society for Engineering Education, 2023 Strategy for Integrating Design Codes in Structural Design LecturesAbstractStructural design classes are important contents of undergraduate civil engineering curriculumand are often required for students with a structural engineering focus. Because design codes areupdated regularly, it is important to teach students the knowledge to navigate and interpret avariety of design code documents, rather than focusing on specific design equations that maybecome outdated when they get into practice. While fundamental concept of design principlesshould still be a focus of design classes, several successful strategies to incorporate

Collection

2023 Rocky Mountain Section Conference

Authors

Alexis Capitano; John Cook; Kathryn Johnson

situation? So behavioral questions, Skills skills play a much larger role and this is not something that you are teaching us and in many aspects. Teaching whatever you’re teaching us as a result. They’re this can be difficult and is implying is not really important because companies often not a priority in a are not asking of us, about our understanding of the college setting, which can fundamental science.” (Alex) leave students without practice or experience in “… one of the new pieces of curriculum is we invite these areas. speakers from creative writing who teach students

Collection

2023 Rocky Mountain Section Conference

Authors

Cortney Holles; Cynthia James; Roel Snieder; Qin Zhu

Teaching with Heart in CommunityCortney HollesCortney Holles, Ed.D. is a teaching professor at Colorado School of Mines who teaches sciencecommunication, service learning, writing, and ethics. She researches faculty-student interaction and well-being in higher education and also writes poetry and memoir.Cynthia JamesRoel SniederQin Zhu © American Society for Engineering Education, 2023 Developing Teaching with Heart: An Early ReflectionAbstract: Teaching with Heart is a project to bring faculty development workshops to STEMprofessors in higher education, focused on bringing love and compassion into the collegeclassroom to the benefit of both faculty and students. Researchers from Colorado School of

Collection

2023 Rocky Mountain Section Conference

Authors

Angela Bielefeldt; Joan Tisdale; Katherine Ramos; Mike Soltys

confident in both their technical and non-technical skills (statistically higher confidence in 7 of 12 areas). This self-confidence is perhapslogical when one considers the pathway of these students: they were not admitted into the CoEbut chose to attend CU, confident that they would gain admittance through the ES program ifthey opted to do so; after a semester of college they continued to persist in their goals andenrolled in the FYD course.All students were similarly highly confident in their public speaking, writing (technical reports),and project management skills (avg 3.4, 3.1, and 3.1, respectively, across all groups) and lessconfident in their programming ability (Arduino, MATLAB, Python, etc.; avg. 2.3). Averagestudent confidence ratings