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2024 South East Section Meeting

Authors

Elizabeth Zanin Flanagan, Clemson University; Kassidy Y. Maron, Clemson University; Angelina Cotto, Clemson University; Isha Vishal Raj, Clemson University; Ben S. Fields, Clemson University; Elijah Austin Wilbanks, Clemson University; Karen A High, Clemson University

people in this group, this CI is their first real experience with taking partin research, specifically qualitative research. Over the fall 2023 semester, the team has beencoding written student reflections using a priori coding [4] and we meet in a hybrid format. Theteam has processed over 100 pages of student reflection data on a curriculum intervention inengineering and improved their intercoder reliability continually over the past semester. Thegroup began to think about how they have grown as qualitative researchers and reflected on thefollowing questions to answer what has helped them grow as qualitative researchers. 1. What was it like to work on your first educational research project? Reflect on your classroom and out-of-class

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2024 South East Section Meeting

Authors

Sylmarie Davila-Montero, The Citadel

(covering objectives, required tools, and instructions), gradingrubrics, and students’ scores. Reflective insights from students highlight not only the successfulcreation of functional Morse code machines but also a profound appreciation for the practicalapplications of Computational Thinking and programming in the realm of Electrical Engineering.Classroom Activities Leading to ProjectIn the second part of the class, students were introduced to Python and various developmentenvironments, including Spyder from Anaconda 3, as well as the Python editor and simulator forthe BBC Micro:Bit. Following the completion of each class module or topic, students wereassigned brief programming exercises. These exercises required the use of Spyder to

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2024 South East Section Meeting

Authors

Natalia Cardelino, Mercer University; Laura E Moody, Mercer University

Tagged Topics

Diversity

reflection [3].The service provided can take many forms. It may include a community project, communityeducation, or the administration of a community survey to understand what problems need to beaddressed [4]. The academic connection refers to the learning aspect students gain throughcoursework and hands-on experiences, and is oftentimes, multidisciplinary. The reciprocalpartnership between the university and the community partner must be beneficial for both. Onechallenge of service learning versus traditional capstone projects is that a meaningful, ongoingrelationship with the community must be maintained [4]. In addition, many projects cannot becompleted in a single course and need the buy-in from the local community to ensure their long-term

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2024 South East Section Meeting

Authors

Amy Borello Gruss, Kennesaw State University ; Nicholas Anthony Clegorne

Tagged Topics

Diversity

decades, research is still in its infancy within the discipline of engineering educationwith only one research team studying VTS on engineering students. In 2017, Campbell and hiscollaborators introduced VTS to upper-level engineering students in hopes of creating morereflective engineers [14]. A comparison of essay responses before and after the VTS experienceshowed that students were indeed more reflective afterward, though the essay prompt was relatedto the art they previously viewed rather than engineering concepts [14]. They expanded upontheir work with graduate engineering students using instrumentations for insight, contextualcompetence, reflective skepticism, and interdisciplinary skills [15] and using reflective prompts[16] [17] [18

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2024 South East Section Meeting

Authors

Raghu Pucha, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology

Tagged Topics

Diversity

activities in freshman engineering design course. Pre-activity surveys and post-activity reflection instruments are currently being developed and willbe presented for the assessment of students’ appreciation for diversity, improved intrinsicmotivation and quality of performance.KeywordsDiverse Teams, Engineering Design, Culture-inspired design activities, intrinsic motivationFreshman students’ well-beingThe first year of college constitutes a time of substantial transition for incoming students. As aresult, a great deal of attention has been paid to improving college students' first-yearexperience(Bowman 2010). Research on the well-being of diverse college students has focusedlargely on adjustment processes that are specific to the college

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2024 South East Section Meeting

Authors

Sreekanth Gopi, Kennesaw State University; Nasrin Dehbozorgi, Kennesaw State University; Md Abdullah Al Hafiz Khan, Kennesaw State University

academic skillssuch as concentration and time management [24]. Similarly, O’Donnchadha (2018) reported that mindfulness-basedinterventions not only alleviated stress in caregivers but also enhanced their ability to disengage from distressingthoughts and be more mindfully aware [25]. These practices, when integrated with the reflective observation ofpast problems can release the pressure of unresolved issues, providing mental clarity and a structured approach toproblem-solving [26]. This enhances cognitive reappraisal (re-considering the perspective) which can help studentsmanage stress and bring clarity on challenges and priorities. Visualisation: Visualization meditation has emerged as a potent tool for reducing stress and enhancing

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2024 South East Section Meeting

Authors

Evelyn Abagayle Boyd, Clemson University and Colorado School of Mines ; David E Vaughn, Clemson University; Jeffery M Plumblee II, JMP2 LLC; Bridget Trogden, American University

Tagged Topics

Diversity

form of the industry experience so the reason why I joined is kind of similar to what the reason why I did Co-OP. I wanted an experience that would teach me something that I probably wasn't going to get from classes and would be more team based as well.” -JohnJohn was not alone in his reflection that he wanted to participate in a humanitarian engineeringproject but did not have the terminology before participating in CEDC. Clemson University doesnot currently offer a humanitarian engineering major, so CEDC allows students to be introducedto and explore humanitarian engineering within their various curricular structures. In addition toreal world connections, Sam and Rachel heard about specific projects within CEDC and

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2024 South East Section Meeting

Authors

Adeel Khalid, Kennesaw State University

recommendations for increasing the quality of teaching. The results of the survey arediscussed.Literature ReviewHigher education, just like any other organization, requires leaders. The most suitable leaders inhigher education tend to be the academics that come up the ranks. Most of these leaders havebackgrounds in research and teaching. Betof [1] argues that leaders as teachers help stimulatelearning and development, strengthens the organizational structure and communications,promotes positive changes, and reduces costs by leveraging top talent. Bowan [2] asserts thatleadership is a key element in meeting the needs of the engineering profession in an era ofheightened global competition. Urbanski et al [3] present the reflections on teachers as

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2024 South East Section Meeting

Authors

Autar Kaw, University of South Florida; Renee M Clark, University of Pittsburgh

. The questions rangedfrom making a meme to describing a difficult or intuitive concept. Despite the opportunity forextra credit and the unique prompts, the participation rate was only 59% of the possiblesubmissions, and no clear trend was observed between the participation of high- or low-performing students.KeywordsFlipped classroom, active learning, metacognition, reflection.1 IntroductionReflection [1-3] is crucial for fostering metacognition, supporting effective learning, academicsuccess, and lifelong learning beyond college. It is not only about absorbing information but alsoabout actively thinking about one's thinking. By engaging in metacognitive practices, studentscan set learning goals, evaluate their understanding of course material

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2024 South East Section Meeting

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Gafar Abbas Elamin P.E., The Citadel; Nathan John Washuta P.E., The Citadel; James Righter, The Citadel; Kevin Skenes, The Citadel

students who workedacross a variety of disciplines and collected efficient and systematic data from posters. Theyreported that the students’ feedback provided informed reflective instructional practice toenhance the capstone project teaching and assessment process.The Course Grading SchemeAt the Citadel, the senior capstone project takes the form of a two-semester course sequence. Thefirst phase is offered during the Fall semester and the second during the Spring semester. Eachcourse is graded separately and contributes three credit hours to the fulfillment of the mechanicalengineering degree. During the first phase of the project students identify, define, select conceptdesign, perform engineering analysis, prototype, finalize their detailed

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2024 South East Section Meeting

Authors

Hoda Ghassab, Tennessee Technological University; Priyanka Mahajan, Tennessee Technological University; Pedro E. Arce, Tennessee Technological University; Andrea Arce-Trigatti, Tallahassee Community College

by the kinematics of fluid flow that works as the “microscopic” levelof the application to the learning topic (please see Figure 1). More details about the learningprocess and how it works are presented in the sections below.A Dual Level Learning Approach through a Practitioner’s LensResearch FrameworkThis work adopts a practitioner research methodology that reflects a praxis-based approach thatidentifies challenges in the classroom and leverages effective practices to enhance studentlearning.1 Manfra and colleagues1 indicate that, “Practitioner research is grounded in notions ofreflective inquiry and experiential education…(and) reflection-in-action” (p. 6). Specifically, thiswork is inspired by practitioner reflections and observations of

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2024 South East Section Meeting

Authors

Ruba Alamad, Kennesaw State University; Garima Banerjee, Kennesaw State University

group projects that require students to apply their abilities in a hands-on manner. The discussion questions and case studies in the course encourage collaboration, experimentation, and creativity and encourage students to solve real-world problems in simulated environments. • The course instructor has a clear plan to offer constructive feedback (Gagne’s Event #7) during discussions and project milestones and after students have submitted assignments. This emphasizes the importance of self-assessment and encourages reflective thinking in students about the concepts they have learned during the course. The course design incorporates online resources and encourages students to seek guidance from the

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2024 South East Section Meeting

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Morgan Green, Mississippi State University

provided table file). Operating conditions that do not meet the system requirements should be highlighted red. • Evaluating Solutions Against Requirements – for each solution, evaluate the solution against the requirements. Discuss the strengths and weaknesses of the solution. If the solution does not meet one or more of the requirements, discuss approaches to correcting the issue (which should be reflected in the subsequent solution). At minimum, you must have three iterations. There is always a way to improve your design. • Making Trade-offs – Discuss any trade-offs made throughout the design iteration process. Discuss any other changes that were made throughout the design iteration process and

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2024 South East Section Meeting

Authors

Tim Ransom, Clemson University; Randi Sims, Clemson University; Jessica Allison Manning, Clemson University

Tagged Topics

Diversity

member’s pre-existing social capital. The cultivation of these relationships in L&L is also reflected inthe culture of the space, as described by participant 5 . ”[L&L] is kind of a very open, inclusive culture. It’s very similar to the ESED culture. [...] Everyone seems to like, get along. They’re happy to see one another and talk.” - Participant 5Participant 5 describes the culture of L&L as inclusive and open. Their statement shows how social capital is facilitated throughL&L, as it promotes an environment where individuals feel welcomed while they join together to discuss education research.L&L provides a semi-formal space to develop graduate student relationships. The semi-formal register of the space is intendedto

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2024 South East Section Meeting

Authors

Sarah K. Bauer, Mercer University; Adaline M. Buerck, Mercer University; Hannah Nabi; Bremen Vance, Mercer University

Tagged Topics

Diversity

learning in the classroom with real-world experiences in thecommunity. Studying abroad provides students with opportunities to learn how to navigatedifferent cultures, work with diverse peers, and gain new perspectives and global awareness. TheMercer on Mission (MOM) program at Mercer University in Macon, GA bridges service-learning with short-term, faculty-led study abroad opportunities to provide transformativeexperiences for students through academic instruction, cultural immersion, applied research,meaningful service, and personal reflection. In this study, the MOM program was evaluated forits impact on student participants. Program evaluation included a holistic assessment of theprogram. Research goals included evaluation of effectiveness in

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2024 South East Section Meeting

Authors

Mohammad Abdul Ahad, Georgia Southern University; Thomas Murphy, Georgia Southern University; Rami Jubrail Haddad, Georgia Southern University

a complementary access point and reinforcing the commitment to providecomprehensive educational resources.Course WebsiteIn the realm of open educational resources (OER), the accessibility and relevance ofmaterials are crucial. To address this, a dedicated website (https://sites.google.com/georgiasouthern.edu/digitaldesign) was developed using Google Sites,serving as a central hub for disseminating the OER materials related to the Digital Designcourse both to students and the broader OER community. This website is actively managedand regularly updated by the development team, ensuring that the content remains current,reflecting the latest advancements in software and hardware. Additionally, it allows fordynamic adaptation to align with the

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2024 South East Section Meeting

Authors

Rahul Sharan Renu, Francis Marion University; Paul Zwiers, Francis Marion University

Tagged Topics

Diversity

belongs to racially minoritized groups, and40% of the student body are first-generation college students (defined as students whose parentshave not earned a degree from a four-year institution). FMU primarily serves the Pee Dee regionof South Carolina, in which all but one county meets or exceeds the national averageunemployment rate. FMU is classified as a Title III institution by the United States Departmentof Education, reflecting its predominantly low-income student body.Engineering at FMUOver the past ten years, FMU has introduced two Bachelor of Science (BS) degrees related toengineering. In 2013, a BS in Industrial Engineering (IE) was introduced, and this was followedby a BS in Mechanical Engineering (ME) in 2019. These degrees are

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2024 South East Section Meeting

Authors

Adam Kaplan, Kennesaw State University; Jayhyun Kwon, Kennesaw State University

Tagged Topics

Diversity

as a deterrent. To enhance participation, efforts should be madeto make office hours more accessible and less intimidating and clearly communicate that help isavailable for all students [1].Another study [2] investigated student barriers to attending office hours in STEM classes. Themost common reason cited was students not having questions or feeling a full understanding ofthe course content, possibly reflecting overestimation of their own abilities. Many notedstructural barriers, such as conflicting schedules with other classes or activities. This emphasizesthe importance of flexible scheduling to accommodate diverse student timetables. Anotherprominent barrier was the perception of intimidation, fear, or a social stigma associated

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2024 South East Section Meeting

Authors

John Aaron Louis Grimes, Mississippi State University; Amy K Barton, Mississippi State University

be less likely to rely too heavily on generative AI to completetheir assignments if instructors teach them how to use it effectively and appropriately instead ofbroadly prohibiting its use. This paper presents the results of a survey on students’ perceptions ofand experience with Generative AI/ChatGPT. Identical surveys were administered to students intwo different sections of the same junior-level writing course for engineering majors. In onesection, students were given prior instruction in the focused, ethical use of ChatGPT with aspecial emphasis on Generative AI’s professional impact. These students were then asked topractice prompt engineering using the CLEAR framework described by Lo [1]: Concise, Logical,Explicit, Adaptive, Reflective

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2024 South East Section Meeting

Authors

Andy Pardue, Tennessee Technological University; Sally J. Pardue, Tennessee Technological University

, and the journal entries are part of the course grade. The time tracking hasproven to be a rich source of data and insight into team performance. The data analytics allowtracking of individual efforts on the team (Figure 2). The data in the figure shows that 2 of theteam members seem to be doing most of the effort and that one team member is not contributing.The time entries have to be justified in the corresponding journal entry. The time data andjournaling have allowed the course grade to reflect more individual effort versus being driven bythe team results.Figure 2. Example Student Hours AnalysisProject DataThe initial purpose of the MS Teams site was to capture all project data in one location. This hasworked well but does require that the

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2024 South East Section Meeting

Authors

Kenneth Stafford Sands II, Auburn University; Min Jae Suh, Sam Houston State University

classcancellations), hybrid, and even face-to-face class instruction. Therefore, the purpose of thispaper is to provide insight into the authors' approach to creating interactive online courseware byusing Articulate Storyline 360® for the enhancement of online course engagement. Storyline360® is aimed at providing tools that have a primary goal of making interactive activities ratherthan one-way presentations. It has a plethora of design tools and activities such as embeddedquizzes, surveys, and other interactive features. The authors found a variety of benefits ofStoryline 360® such as a user interface reflective of other slideshow products, the ability to setup quizzes, activities, and certificates of completion within the course, the text-to

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2024 South East Section Meeting

Authors

David Calamas, Georgia Southern University

FeedbackStudent feedback on the open-ended questions was centered around four coherent themes:consistency and standardization, anonymity and bias reduction, clarity and transparency, andefficiency and turnaround time. The responses reflected a consensus among students on theperceived fairness of grading using Gradescope compared to traditional manual methods.Students appreciated the uniformity in grading standards, emphasizing that everyone was subjectto the same criteria, eliminating potential biases. The anonymity of the grading process washighlighted as a key factor contributing to fairness, ensuring equal treatment for all without theinfluence of personal factors.The efficiency of Gradescope was acknowledged, with students expressing satisfaction

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2024 South East Section Meeting

Authors

Salman Siddiqui, Georgia Southern University; Rami Jubrail Haddad, Georgia Southern University

through the semester. Thisadjustment allowed hardware applications to be woven into each weekly lab session, movingaway from a previous sole focus on hardware. Such a change provided students with moretime to engage with the sensors and electronic components of the kit, gradually building theirskills to handle increasingly complex projects.Furthermore, the course was enhanced to include both an oral presentation and a writtenreport on the projects, adding depth to the learning experience. Reflecting these changes, thegrading structure was revised to better align with this enriched, hands-on educationalapproach, as highlighted in Table II. Table II- Course Assessment Components and Grade Allocation Assessment

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2024 South East Section Meeting

Authors

Mazen I. Hussein, Tennessee Technological University

Tagged Topics

Diversity

experience.The survey questions were divided into three categories: characteristics, satisfaction, andpreferences. In the characteristics section, students identified their preferred learning style andMBTI personality type after completing an online ILS Inventory and a simplified online MBTIassessment. The ILS Inventory, designed by Richard M. Felder and Linda K. Silverman,evaluates preferences across four dimensions: active/reflective, sensing/intuitive, visual/verbal,and sequential/global, offering insights into learning styles. Additionally, learning styles arecommonly discussed using the VARK model (Visual, Auditory, Reading/Writing, Kinesthetic).Students also indicated their predominant learning mode: visual, auditory, or tactile.The MBTI created

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2024 South East Section Meeting

Authors

Marino Nader, University of Central Florida; Qiushi Fu, University of Central Florida

involved in this study, was given in class once a week in blendedM-mode by a different instructor than the one who originally designed it, with minor changes.Three attempts, with randomized questions were given for each of the three tests performedremotely using LockDown Browser, Proctor Hub and Respondus monitor to maintain testingintegrity. All attempts were performed digitally within a week using CANVAS LearningManagement System (LMS), each attempt was instantly graded, and the results were immediatelyreleased for the students to seek help, where needed.An increase in students’ success improved with a minimum of 56% between the first and the thirdattempts. However, the overall success average students’ success is 143%. This reflects

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2024 South East Section Meeting

Authors

Larisa Olesova, University of Florida; Mihai Boicu, George Mason University; Harry J Foxwell, George Mason University; Ioulia Rytikova, George Mason University

them with the skillsessential for success in the rapidly changing landscape of STEM jobs.Inquiry-based learning has recently received additional attention when the metacognitiveapproach has been implemented into the design of online, hybrid, and face-to-face learning tosupport the dynamics of reflective thinking and a shared inquiry process [8]. Metacognition is arequired cognitive ability to achieve deep and meaningful learning that can be viewed both fromindividual and shared perspectives. Moreover, when metacognition is facilitated within theCommunity of Inquiry (CoI) and, specifically, through the principles of the Practical InquiryModel (PIM), it can help regulate cognitive presence of self and others [9]. Understanding howmetacognition

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2024 South East Section Meeting

Authors

ISAAC DAMILARE DUNMOYE, University of Georgia; VINCENT OLUWASETO FAKIYESI, University of Georgia; Wayne Johnson, University of Georgia; Dominik May, University of Georgia

. The course also provides students with an opportunity to demonstrate anunderstanding of the role of public policy and intellectual property in the development and implementation ofengineered systems. During the course lectures, emphasis is placed on developing students’ critical reflection andsocial engagement as contemporary engineers. The students’ grade in the course was calculated based on classparticipation (attendance, reflections, and scribe reports), written assessments (mid-term and final examinations) andprojects. The course instructor (third author) taught two sections of the course in the Spring 2023 semester. However,due to time constraints, only the study sheets of one section were analyzed for this study. We analyzed the

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2024 South East Section Meeting

Authors

Larisa Olesova, University of Florida; Ayesha Sadaf, University of North Carolina at Charlotte; Ioulia Rytikova, George Mason University; Mihai Boicu, George Mason University; Harry J Foxwell, George Mason University

Instructional Design. Inthese courses, students engaged in authentic design activities via participation in a collaborativecommunity of inquiry to solve instructional design case problems. Learning experiencesinvolved the analysis and synthesis of, and reflection on, instructional design case studies.Students participated in weekly discussions and proposed/developed relevant solutions to theissues presented in a case. Course activities and assignments were designed to help studentsdevelop the knowledge, strategies, and attitudes needed to become effective instructionaldesigners.Data Collection and AnalysisData was collected by using the online survey at the end of the semester through Qualtrics.Students' perceptions of metacognition were measured using

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2024 South East Section Meeting

Authors

Eva Theresa Singleton, The Citadel Military College

Tagged Topics

Diversity

demonstrated most to the least, numbering them 1-mostdemonstrated to the 12-least demonstrated. Part two of the assignment requires students to createan improvement plan to improve the three least ranked project management principles from partone. A template will be provided. Part three of the assignment requires students to provide aminimum 5 paragraph reflection of their behavior during the group project comparing theirbehaviors to what they learned from the project management principles module. A template willbe provided.The goal of this homework assignment is for students to become aware of their behaviors andunderstand how their behaviors can positively or negatively affect project outcomes. Thishomework assignment is a learning activity will

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2024 South East Section Meeting

Authors

Ramana Pidaparti, University of Georgia; Zonila Robinson

this lesson allowedstudents to engage in completing hands-on activities and further enhanced their learning and un-derstanding of social studies concepts.AcknowledgementsThis research was supported by the National Science Foundation’s Innovative Technology Experiences for Studentsand Teachers (ITEST) program under award numbers DRL–1949384 and DRL–1949493. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect theviews of the National Science Foundation.References1 Enz, T. 2019b. Artificial Intelligence at Home and on the Go: 4D an Augmented Reading Experience. The World of Artificial Intelligence 4D Series. Capstone. ISBN 9781543554748.2 Enz, T. 2019a