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2022 ASEE St. Lawrence Section Annual Conference

Authors

Celia A. Evans PhD, Cornell University; Ryan Sauvé, Cornell University; Lisa Schneider-Bentley, Cornell University; Jena Michele Rozanski, Cornell University

Tagged Topics

Diversity

Observations, reflection, and goal setting, support development of evidence- supported pedagogy in engineering peer educators Celia Evans1, Lisa Schneider-Bentley1, Jena Rozanski2, Jordan Johnson2, and Ryan Sauve1 1 Engineering Learning Initiatives, Cornell University, 2College of Engineering Cornell UniversityAbstractIn higher education, the role of undergraduate educators is growing. Teaching teams in large coursesoften have a mix of graduate and undergraduate teaching assistants (TAs). We employ and trainundergraduate ‘Academic Excellence Workshop (AEW) Facilitators’ who, in pairs, lead weeklycollaborative learning sessions that parallel challenging core courses. In training sessions, we introduceand

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2022 ASEE St. Lawrence Section Annual Conference

Authors

Peter N. Knox, State University of New York at Binghamton; Sawsan Werfelli, Binghamton University; Amber Simpson, State University of New York at Binghamton

mind’. Within the field of engineering, creativity has beenidentified as a core component. As such, understanding what creative habits of mind may befostered through participation in out-of-school engineering experiences is important to garneringengagement and investment in the discipline. This study explored the emergence of children’screative habits of mind through participation in an out-of-school home-based engineeringprogram. Specifically, we sought to answer the research question: What creative habits of mindemerge through child reflections of their experience in an out-of-school engineering program?Data was derived from post-program interviews with children from 15 diverse families whoparticipated in the program. Transcripts were

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2022 ASEE St. Lawrence Section Annual Conference

Authors

Xiyuan Liu, Syracuse University

interactive learning and practical hands-onexperience. Recently, integration of flipped classrooms and gamification is designed and practiced inmany different engineering courses, which has been demonstrated with a significant increase in learninginterest, attitude, and student-instructor interaction[1]–[4]. The framework of such integration forperson-centered education in engineering courses could potentially enable students to acquire self-reflective competencies and self-motivated problem solving. For example, Kahoot!, a flexible andsimple tool that works on any devices, is being used widely at different levels of education system tocreate, play, and share games in the form of quizzes and homework[5]. Furthermore, new game features,like the Jumble

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2022 ASEE St. Lawrence Section Annual Conference

Authors

Doga Yucalan, Cornell University; Celia A. Evans PhD, Cornell University; Lisa Schneider-Bentley, Cornell University

student-centered techniques into their lectures is common in faculty, the additional timecommitment is a typical barrier. This work describes a pilot program called the “Interactive LearningCollaborative” that supports trained teaching assistants (TAs) in designing and implementing interactiveactivities and retrospective post-assessments in lectures, in partnership with faculty. The objectives of thepilot were to 1) provide engineering TAs opportunities to practice activity design and implementation, 2)improve students’ comprehension of the material through peer interaction and reflection in lectures, andin doing so, 3) demonstrate to faculty these pedagogies and their positive impact on student perception.In the fall of 2021, TAs met with a

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2022 ASEE St. Lawrence Section Annual Conference

Authors

Michael E. Kuhl, Rochester Institute of Technology (COE)

, Garbers et al. [8]conduct a simulation-based production system design study for Sanatela, a medical solutionscompany. A research team developed a new biomedical process for a product called Matrix, agauze-like, biological tissue made from a substance in human umbilical cords known as Wharton’sJelly. Matrix is a product with promising medical applications including the diagnosis andtreatment of cancers such as leukemia and the promotion of the growth of stem cells. Having theprototype of the process for producing the Matrix product in a lab, the company tasked our teamwith the design of an efficient full scale production system that would be ready to go uponimplementation.Upon reflection of the process that our team went through in the design of

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2022 ASEE St. Lawrence Section Annual Conference

Authors

Shivaun D Archer, Cornell University

: 1) the written report which reflected the understanding of the concepts ofpressure, volumetric flow and resistance; 2) Successful running of the MATLAB® code; 3)calculation of resistance; and 4) Answers to HW questions related to these concepts.Specifically, in the Discussion section where students were asked to compare experiments totheory and to reflect on their initial prediction of flow in the channels after a blockage, 90% ofthe students did a good job explaining the difference between the experimental and theoreticalresults and why bead velocity changed as it did. Homework questions that asked students topredict velocity and pressure changes with model networks that varied parameters of inputpressure, volumetric flow and blockages

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2022 ASEE St. Lawrence Section Annual Conference

Authors

Farzana Rahman, Syracuse University; Elodie V. Billionniere, Miami Dade College; Sinchana Sulugodu Shashidhara, Syracuse University

Tagged Topics

Diversity

largest being women who were 36 years or older (See Fig. 4).Conference SatisfactionOverall, conference attendees were satisfied with the NSF RESET Conference. 95.03% of attendeesreported that they were somewhat or very satisfied with the conference. Of those, nearly 85% (84.847%)reported that they were very satisfied (See Fig. 5). Open-ended survey responses reflected this positiveassessment of the conference, and these responses are provided throughout the findings in the report. 1.24% 3.73% Very satisifed 11% Somewhat Satisfied

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2022 ASEE St. Lawrence Section Annual Conference

Authors

Kai Hua Zhuang, Brave49; Mojgan A Jadidi P.Eng., York University; Dimpho Radebe, University of Toronto; Evan Hu, Brave49

: Critical Reflective-Writing Practice. The Canadian Journal for the Scholarship of Teaching and Learning, 11(1), 1-20. 10.5206/cjsotl-rcacea.2020.1.10805 Barron, J. (2019). The Visual MBA: Two Years of Business School Packed Into One Priceless Book of Pure Awesomeness. Houghton Mifflin Harcourt. Brownell, S., & Tanner, K. (2012). Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and. . .Tensions with Professional Identity? CBE—Life Sciences Education, 11(4), 339-346. 10.1187/cbe.12-09-0163 Carney, R., & Levin, J. (2002). Pictorial Illustrations Still Improve Students' Learning from Text. Educational Psychology Review, 14, 5–26. 10.1023/A:1013176309260 Harari, Y. N. (2016

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2022 ASEE St. Lawrence Section Annual Conference

Authors

Esther Jose, University at Buffalo, The State University of New York; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Experiences of engineering women faculty in the era of affirmative actionThe purpose of this work in progress research paper is to explore the pervasiveness of thenarrative that women succeed easier in STEM/ Engineering careers because they are women.While extensive literature has documented that women still face significant discrimination inacademic spaces, the narratives of growing commitments to Diversity, Equity and Inclusion(DEI) efforts, and especially those related to affirmative action, by institutions often misleadpeople to believe that such efforts reflect in direct benefits that give an advantageous edge towomen and other minorities. This paper explores these dynamics by asking if women faculty andgraduate students, who

Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Syed Ali Kamal, University at Buffalo, The State University of New York; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Publishing Limited, 2012.[13] E. Blosser, “An examination of Black women’s experiences in undergraduate engineering on a primarily white campus: Considering institutional strategies for change,” J. Eng. Educ., vol. 109, no. 1, pp. 52–71, 2020.[14] S. Leath and T. Chavous, “Black women’s experiences of campus racial climate and stigma at predominantly white institutions: Insights from a comparative and within-group approach for STEM and non-STEM majors,” J. Negro Educ., vol. 87, no. 2, pp. 125–139, 2018.[15] L. C. Brown, B. M. Williams, and Q. S. Williams, “Melanin messages: Black college women’s experiences and reflections on navigating colorism.,” J. Divers. High. Educ., 2021.[16] V. Borum and E. Walker, “What makes the