Conference Session

Educational Research and Methods Division (ERM) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sowmya Panuganti, Purdue University; Justin Charles Major, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

individuals on a series of questions (Appendix B). A specific setdescribed questions related to social justice orientations. Students were then asked to identify towhat extent they agree with each statement (on an anchored scale from 1-7 where 1= stronglydisagree and 7= strongly agree) about each member of their traditional and chosen familiesaligned with these traits. This process was repeated for each member individually. We computedthe average score on each question across each student’s traditional and chosen families. We thenused Welch’s two-sample t-tests to identify differences between the two kinds of support groups.In that, each trait that we compare is an average score across the members of that respectivetraditional or chosen family. All

Conference Session

Engineering, Ethics, and Leadership

Collection

2024 ASEE Annual Conference & Exposition

Authors

James N. Magarian, Massachusetts Institute of Technology; John M. Feiler, Massachusetts Institute of Technology; Leo McGonagle, Massachusetts Institute of Technology; Eileen Milligan, Massachusetts Institute of Technology; Alexander Rokosz, Massachusetts Institute of Technology; Elizabeth Schanne, Massachusetts Institute of Technology; Reza S. Rahaman, Massachusetts Institute of Technology; Olivier Ladislas de Weck, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS), Engineering Leadership Development Division (LEAD)

minutes sharing observations and advice, helping tocontextualize the learning by connecting it to their world of practice. Finally, as the ELL periodends, each team’s second-year student team coach conversationally delivers feedback to the first-year team leader (scaffolded by a feedback form shown in Appendix A); that first-year team leaderthen has five days to submit a personal reflection on their ELL experience and feedback (via areflection prompt shown in Appendix B).Each ELL activity is self-contained (i.e., not part of an ongoing, semester-long challenge or project),with each primarily focused on one or two Capabilities [2]. The decision to situate the ELLlearning activities into this short-duration format represents a trade-off in

Conference Session

First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephanie Weeden-Wright; John M Hutson, Lipscomb University; Amy Nelson, Lipscomb University; Max David Collao, Lipscomb University; Jordan Wilson P.E., Lipscomb University; Monica Sartain, Lipscomb University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

mathconcepts.Electrical engineering PBLsElectrical Engineering PBLs included a series of lessons to provide a foundation of electricalconcepts, while connecting them to math concepts covered in the math intensive. 1. Current and Voltage a. Lecture: a short lecture was given on voltage, current, basic circuit elements and measurement tools like ohmmeters. b. Student exploration: students were tasked with using the ohmmeter to measure the resistance of various unknown resistors.2. Basic Circuits a. Lecture: a short lecture was given to introduce the building blocks of making circuits. The ECE professor discussed what makes a circuit (closed loops) and what it means for elements to be in series and

Conference Session

First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios

Collection

2024 ASEE Annual Conference & Exposition

Authors

Constanza Miranda, Johns Hopkins University; Mareham Essam Yacoub, Johns Hopkins University; Rachel Saperstein McClam, Johns Hopkins University

Tagged Divisions

First-Year Programs Division (FYP)

. B. Yancey, Reflection In The Writing Classroom. University Press of Colorado, 1998.[4] P. Groißböck, “E-portfolios in teacher education: ‘Teaching e-portfolios’ in mentoring processes or peer-learning in higher education,” 2012, doi: 10.1109/ICL.2012.6402153.[5] B. Eynon and L. M. Gambino, High-Impact ePortfolio Practice: A Catalyst for Student, Faculty, and Institutional Learning. Taylor & Francis, 2023.[6] H. C. Barrett and N. Garrett, “Online personal learning environments: Structuring electronic portfolios for lifelong and life-wide learning,” Horiz., vol. 17, no. 2, pp. 142– 152, 2009, doi: 10.1108/10748120910965511.[7] S. Rubín and M. Rümler, “E-PORTFOLIO: A METACOGNITIVE ACTIVITY TO

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Leo C. Ureel II, Michigan Technological University; Laura E Brown, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Jon Sticklen, Michigan Technological University; Laura Albrant, Michigan Technological University; Mary Benjamin, Michigan Technological University; Daniel Masker, Michigan Technological University; Pradnya Pendse; Joseph Roy Teahen, Michigan Technological University

Tagged Topics

NSF Grantees Poster Session

, and A. N. Marshall, “Tips for creating a block language with blockly,” in 2017 IEEE Blocks and Beyond Workshop (B&B), pp. 21–24, 2017.[16] M. Resnick, J. Maloney, A. Monroy-Hern´andez, N. Rusk, E. Eastmond, K. Brennan, A. Millner, E. Rosenbaum, J. Silver, B. Silverman, et al., “Scratch: programming for all,” Communications of the ACM, vol. 52, no. 11, pp. 60–67, 2009.[17] S. Tisue and U. Wilensky, “Netlogo: A simple environment for modeling complexity,” in International confer- ence on complex systems, vol. 21, pp. 16–21, Citeseer, 2004.[18] F. Klassner and S. D. Anderson, “Lego mindstorms: Not just for k-12 anymore,” IEEE robotics & automation magazine, vol. 10, no. 2, pp. 12–18, 2003.[19] A. Al-Shaaby, H

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Melissa Joan Caserto, University at Buffalo, The State University of New York; Jessica E S Swenson, University at Buffalo, The State University of New York; Aaron W. Johnson, University of Michigan

Tagged Topics

NSF Grantees Poster Session

solving these types of problems.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.2313240. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] W. C. Newstetter and M. D. Svinicki, “Learning Theories for Engineering Education Practice,” in Cambridge Handbook of Engineering Education Research, 1st ed., A. Johri and B. M. Olds, Eds., Cambridge University Press, 2014, pp. 29–46. doi: 10.1017/CBO9781139013451.005.[2] R. Stevens, K. O’Connor, L. Garrison, A. Jocuns, and D. M. Amos, “Becoming an Engineer: Toward a Three Dimensional View of

Conference Session

Student Self-assessment in Mechanics Courses

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amie Baisley, University of Florida; Chiranjeevi Singh Marutla, University of Florida

Tagged Divisions

Mechanics Division (MECHS)

assessed each week. This allows the students to showmastery on the pieces needed to solve statics problems for different problems on different daysthroughout the entire course [16]. The mastery objectives and a description of their requirementsare shown in Table 1. Table 1. Mastery Objective for Statics including an abbreviated version of the requirements. Objective Student requirements for the objective List the constraints of the problem and any assumptions used to A) Modeling model the system List how force and moment equilibrium will be used to solve for B) Solution strategy the

Conference Session

Experiential Learning in ET Programs I

Collection

2024 ASEE Annual Conference & Exposition

Authors

Khosro Shirvani, State University of New York, Farmingdale; Marjaneh Issapour, State University of New York, Farmingdale; Zachary Ross Licht, State University of New York, Farmingdale

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology Division (ETD)

be utilized inapplications of a broader range of topics.References[1] R. McGreal, and D. Olcott. “A strategic reset: micro-credentials for Higher Education Leaders”. Smart Learning Environments, vol. 9, no. 1. Feb. 2002. https://doi.org/10.1186/s40561-022-00190-1[2] L. Wheelahan & G. Moodie. “Analysing micro-credentials in Higher Education: A Bernsteinian analysis”. Journal of Curriculum Studies, vol. 53. no. 2. pp. 212–228. https://doi.org/10.1080/00220272.2021.1887358[3] S. Varadarajan, J. H.L. Koh, and B. K. Daniel. “A systematic review of the opportunities and challenges of micro-credentials for multiple stakeholder: learners, employers, higher education institutions and government. International

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Manish Roy, University of Connecticut; Christa L. Taylor, University of Connecticut; Maria Chrysochoou, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

without ADHD [16].Course design can significantly impact neurodivergent learners. Roy et al. [17] provided thefollowing recommendations with respect to course design: a. The learning objectives of the course can be clearly specified in the syllabus. b. A range of low-stakes assignments can be administered throughout the semester to ensure a steady workload with low stress points. The assignments should align with the learning objectives. c. Students can be given some flexibility to make choices about the assessment mode based on their own understanding of their strengths and challenges (e.g., an oral presentation versus a written report, a project versus a written exam, etc.). d. Multiple active learning tools

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Angela Minichiello, Utah State University; Talha Naqash, Utah State University; Zain ul Abideen, Utah State University

Tagged Topics

NSF Grantees Poster Session

understanding oftheir task's purpose, structure, and components (e.g., [17]), their SRA strategies enabledthem to effectively navigate the problem-solving task and achieve a high level of accuracy(e.g., [18]).B. Faulty adaptive learningIn faulty adaptive learning, individuals with low MKT but high monitoring and evaluating(M/E) strategies, but the ineffective deployment of M/E strategies leads to problem-solvingfailure. Both scenarios highlight the intricate dynamics between MKT and M/E strategies indetermining problem-solving outcomes. Before the student dives into solving the question,the student shows they have a poor awareness of and understanding of their task purpose,task structure, and task component. For example, the student says, “I’ll

Conference Session

First-Year Programs Division WIPS 3: Courses and Curricula

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew Paul Summerfield, Wentworth Institute of Technology; Will Cashel-Cordo; Hadi Kazemiroodsari, Wentworth Institute of Technology

Tagged Divisions

First-Year Programs Division (FYP)

course evaluations for all courses consist primarily of multiple choice, “stronglyagree/disagree” style questions. To supplement the standard course evaluations, the instructors forENGR 1203 also included free-response questions to assess students’ feelings about the structureand content of the class and whether the course goals had been achieved. A total of 44 studentswere enrolled between two sections of the course and a total of 29 of these students responded tothe survey. However, not all student respondents answered all free-response questions. The full listof free-response questions and student responses is included in Appendix B. Some responses tothree questions in particular provide useful insight.Q1: Do you feel like this class gave you

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amber Simpson, State University of New York at Binghamton; Adam Maltese, Indiana University, Bloomington; Kelli Paul, Indiana University, Bloomington; Lauren Penney, Indiana University, Bloomington

Tagged Topics

NSF Grantees Poster Session

development cycle within theirorganization (i.e., September or October). The interviews lasted approximately 45 minutes andwere conducted via Zoom. Example questions included: (a) How would you describe your rolewithin the PD cycle? How is this role similar to and/or different from what you would consideryour “typical” role with your educators prior to this study?; (b) What have you noticed in termsof the PD cycle for the informal educators you worked with?; and (c) In terms of the PD cycle,what did you imagine doing the same? What do you imagine doing differently? Why?A second data source was final presentations given by each partnering site. These occurred inOctober and served as a final reflection on each organization’s experience. Each partnering

Conference Session

Civil Engineering Division (CIVIL) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joel Lanning, University of California, Irvine

Tagged Divisions

Civil Engineering Division (CIVIL)

needed to reflect on the solution and reduces thedecision friction of finding another similar problem to use for practicing. (a) Problem Statement, Problem Objective, and Game Plan (b) Step 1 and its Sub step buttons displayed Figure 1 Introduction to example solution walkthrough, [1] and [2] (Images courtesy of McGraw Hill)(a) Step 1 expanded showing two “Show me” buttons that hide the portions of the answer. (b) Step 1 and the first “Show me” button expanded. Figure 2 Expanded portions of the walkthrough solution. [1] and [2] (Images courtesy of McGraw Hill) (c) Sub step 2 expanded, revealing contextual explanation and coaching on next

Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, University of Georgia; Daniel Bayah, University of Georgia; Nathan Mentzer, Purdue University ; Scott R Bartholomew, Brigham Young University; Scott Thorne, Purdue University ; Wonki Lee, Purdue University

Tagged Divisions

Educational Research and Methods Division (ERM)

, (b) confident envisioning, and (c) diversityand collaborative perspectives resonate with central tenets of design and correspond to factorsidentified in other research using derivatives of the questionnaire.Confirmatory Factor AnalysisOnce the model was conceptualized, we applied CFA and inspected fit indices to see thesuitability of the model with new data. We used a robust maximum likelihood estimation with amean adjusted test statistic (the “MLM” estimator), to address concerns of any non-normalitydue to the Likert-type responses or potential outliers [26]. This produces an adjusted chi-squareestimate called the Satorra-Bentler chi-square, as well as robust estimates for fit indices [27]. Arange of fit indices are provided for CFA models

Conference Session

Educational Research and Methods Division (ERM) Technical Session 24

Collection

2024 ASEE Annual Conference & Exposition

Authors

Edwin Marte Zorrilla, University of Florida; Idalis Villanueva Alarcón, University of Florida; Darcie Christensen, Minnesota State University, Mankato; Jenefer Husman, University of Oregon; Matthew Charles Graham

Tagged Divisions

Educational Research and Methods Division (ERM)

(2), and freshmen (2). In termsof gender distribution, there were 18 female students and 33 male students in the sample. Figure3(a) illustrates the distribution of participants by gender and academic year, while Figure 3(b)illustrates that most of both male and female students were sophomores.Figure 3.Student Demographics: Year in College Frequency Distribution (a) Frequency of College Year by Gender (b)Frequency by College Year. (a) (b)Note. (a) Student Demographics for Year by Self-identified Gender and (b) Student Demographics for overallfrequencies for Year in College. Regarding the age distribution (see Figure 4), male-identifying students in this

Conference Session

MECH - Technical Session 3: Advancements in Teaching Mechanical Engineering

Collection

2024 ASEE Annual Conference & Exposition

Authors

Arif Sirinterlikci Ph.D., CMfgE, Robert Morris University; Ronald Saus, Robert Morris University

Tagged Divisions

Mechanical Engineering Division (MECH)

learners. These means, presented in the following sequence, were: 1. Study of theory of machines including kinematics and dynamics 2. Observation of working mechanisms and computer animations 3. Reverse engineering of mechanisms found in animated toys 4. Assembly and successful operation of commercially available automata kits (Figures 3 a and b) 5. An open-ended design project where a group of students had to design and build automata (Figures 4 a, b, and c). During the course, students learned the theory governing mechanisms and their uses in the real-world. The students followed a practical path to learn about joint, element, and mechanism types as well as functions of joints and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Connie Syharat, University of Connecticut; Alexandra Hain, University of Connecticut; Arash Esmaili Zaghi P.E., University of Connecticut

Tagged Topics

NSF Grantees Poster Session

. M. Syharat, "Reframing neurodiversity in engineeringeducation," in Frontiers in Education, 2022, pp. 995865.[2] M. Chrysochoou, A. E. Zaghi, C. M. Syharat, S. Motaref, S. Jang, A. Bagtzoglou and C. A.Wakeman, "Redesigning engineering education for neurodiversity: New standards for inclusivecourses," in 2021 ASEE Virtual Annual Conference Content Access, 2021, .[3] A. Hain, A. E. Zaghi and C. L. Taylor, "Board 164: Promoting neurodiversity in engineeringthrough undergraduate research opportunities for students with ADHD," in 2018 ASEE AnnualConference & Exposition, 2018, .[4] M. R. Morris, A. Begel and B. Wiedermann, "Understanding the challenges faced byneurodiverse software engineering employees: Towards a more inclusive and

Conference Session

Industrial Engineering Division (IND) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Janice Mejía, Northwestern University; Katherine Scharfenberg, Northwestern University; Jill Hardin Wilson, Northwestern University

Tagged Divisions

Industrial Engineering Division (IND)

problem communication with a team tasked with a technicalproject to predict energy loss due to icing events for a client (“Client B”) in the renewable energyindustry. The team developed a sophisticated solution, but in the midterm report IE instructorsstruggled to assess its applicability and rationale because it was unclear why the team’s modelseemed to only take wind speed into account, and not temperature or dew point. [Midterm submission] Our client, [Client B], analyzes weather-related risks for investors at new or existing solar or wind farms (terrains with many solar panels/turbines). The company is currently unable to quantify the isolated effect of icing events on energy loss. A tool to do so would greatly improve

Conference Session

Wellness, Readiness, and Thriving

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julianna Gesun, Embry-Riddle Aeronautical University; Rachel Eve Gail Swan, Embry-Riddle Aeronautical University; Bryan Watson, Embry-Riddle Aeronautical University

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

Paper ID #42551An Ecosystem Analysis of Engineering Thriving with Emergent Properties atthe Micro, Meso, and Macro LevelsDr. Julianna Gesun, Embry-Riddle Aeronautical University Julianna Gesun, Ph.D., is currently a postdoctoral research scholar at Embry-Riddle Aeronautical University. Her research broadly focuses on understanding and supporting the process by which engineering programs facilitate the environments for students to develop optimal functioning in undergraduate engineering programs. Her research interests intersect the fields of positive psychology, engineering education, and human development to understand

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew K Swenty P.E., Virginia Military Institute; Benjamin Z. Dymond, Northern Arizona University; Kacie Caple D'Alessandro, Virginia Military Institute; Joshua T. Hewes P.E., Northern Arizona University; Robin Tuchscherer, Northern Arizona University; Rebekah Martin, Virginia Military Institute; Charles D Newhouse P.E., Virginia Military Institute

Tagged Divisions

Civil Engineering Division (CIVIL)

time on a future assessment.These research methods were implemented in six different civil engineering classes at twouniversities, as shown in Table 1. In all cases, data were only collected from students who agreedto let their data be used, based on the Institution Review Board (IRB) agreement. Every class hadat least 90% participation. There were 200 unique individuals who participated.Table 1—Classes in which the perception surveys and start-up quiz questions were implemented. University Program year in Course Class (A or B) which the class is taught enrollment Dynamics A 3 33

Conference Session

Educational Research and Methods Division (ERM) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maimuna Begum Kali, Florida International University; 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

Tagged Divisions

Educational Research and Methods Division (ERM)

is positively associated with log odds ofseeking help from informal sources, b = 0.86 (SE = 0.92), (p < 0.01). However, a negativerelationship exists between considering religion to be important with the log odds of seekinghelp, b = -0.64 (SE = 0.29), (p < 0.05). The model also shows that gender (female) positivelypredicts the log odds of seeking help, b= 0.94, (SE = 0.27), (p < 0.01), suggesting that womenare more likely to seek help from informal sources compared to men. The relationship of SESand age were found to be statistically insignificant. Table 2: Distribution of Mental Health Diagnosis (MHC) across Gender and Religiosity Variables Total % With MHC % WithoutMHC % Gender Male

Conference Session

DSA Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yiming Zhang, The University of Arizona; Gregory L. Heileman, The University of Arizona; Ahmad Slim, The University of Arizona; Husain Al Yusuf, The University of Arizona

Tagged Topics

Data Science & Analytics Constituent Committee (DSA)

Requirement Set Course Set ρ1j ρkj Requirement 1 Requirement m (a) (b)Figure 2: The two types of structures used to construct a requirements tree. (a) A course set re-quirement consists of a collection of course/minimum grade pairs {ρ1j , . . . , ρjk }, as well as thenumber of credit hours taken from the courses in {ρ1j , . . . , ρjk } that must be successfully com-pleted (i.e., earn at least the minimum grade) in order to satisfy the requirement. (b) A requirementset consists of a set of requirements, i.e., course sets or other requirements sets, along with aspecification of how many of them must be satisfied

Conference Session

Graduate Studies Division (GSD) Technical Session 7: Graduate Student Experiences

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rafael De Leon, The Ohio State University; Ann D. Christy P.E., The Ohio State University; Rosalyn Stoa, Colorado State University; Alexa Jayne, Colorado State University; Bailey Underill, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

-baseline- demographic_pdf[3] T. M. Evans, L. Bira, J. B. Gastelum, L. T. Weiss, and N. L. Vanderford, “Evidence for a mental health crisis in graduate education,” Nat. Biotechnol., vol. 36, no. 3, Art. no. 3, Mar. 2018, doi: 10.1038/nbt.4089.[4] C. G. P. Berdanier, C. Whitehair, A. Kirn, and D. Satterfield, “Analysis of social media forums to elicit narratives of graduate engineering student attrition,” J. Eng. Educ., vol. 109, no. 1, pp. 125–147, Jan. 2020, doi: 10.1002/jee.20299.[5] E. Zerbe, G. M. Sallai, K. Shanachilubwa, and C. G. P. Berdanier, “Engineering graduate students’ critical events as catalysts of attrition,” J. Eng. Educ., vol. 111, no. 4, pp. 868–888, 2022, doi: 10.1002/jee.20481.[6] D. A. Gilbert, “The

Conference Session

Educational Research and Methods Division (ERM) Technical Session 21

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jack Elliott, Iron Range Engineering, Minnesota State University, Mankato; Angela Minichiello, Utah State University

Tagged Divisions

Educational Research and Methods Division (ERM)

current understanding of student networks to a moreholistic level by a) sampling student networks several times throughout individual semesters, b)sampling student networks for the first two years of students’ undergraduate careers, c) askingparticipants to identify peers they studied and/or socialized with inside the academic context, andd) asking participants to identify peers they studied and/or socialized with outside the academiccontext. Key results demonstrate how student networks extend beyond the bounds of singleclassrooms in enrollment and time, how students form and evaluate their peer relationships, andhow interactions within and/or outside the academic context relate to positive and/or negativestudent outcomes.Apart from the

Conference Session

Virtues in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sergio Guillen Grillo, University of Virginia; Bryn Elizabeth Seabrook, University of Virginia

Tagged Divisions

Engineering Ethics Division (ETHICS)

through the exercise of the GVVImplementation Plan. We also make two additional specific contributions: (a) We introduce amore detailed stepwise framework for ethical action under GVV thought experiment scenarios,and (b) we situate the different action steps within ranges of interpersonal and organizationalinteraction. © American Society for Engineering Education, 2024 11 2024 ASEE Annual ConferenceOur framework for action highlights potential steps for learners to consider when movingthrough the GVV implementation plan, expanding the level of guidance provided by the model.While the GVV

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Quintana (Quincy) Clark, Oregon State University; Chidinma Grace Okoye; Theodore Ja

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

; Woods, B. (2018). Mentorship, mindset and learning strategies: An integrativeapproach to increasing underrepresented minority student retention in a STEMundergraduate program. Journal of STEM Education, 19(3).https://doi.org/10.19173/irrodl.v5i2.189[6] Johnson, E. B. (2002). Contextual teaching and learning: What it is and why it's here to stay.Thousand Oaks, California: Corwin Press.[7] Schunk, D. H., & Zimmerman, B. J. (2012). Motivation and self-regulated learning:Theory, research, and applications. New York, NY: Taylor and Francis.[8] Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich.Educational Psychologist, 40(2), 85-94. https://doi.org/10.1207/s15326985ep4002_3[9] Lynch, R., & Dembo, M

Conference Session

ELOS Technical Session 3 - Diversity

Collection

2024 ASEE Annual Conference & Exposition

Authors

Orlando D. Hulse, San Francisco State University; Kunal Avdesh Verma, San Francisco State University; Kevin Diaz Chim, San Francisco State University; Hyeon Soo Jung, San Francisco State University; David Quintero, San Francisco State University

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

provide amore accurate assessment of the platform's usefulness.References[1] R. M. Reck and R. S. Sreenivas, "Developing a New Affordable DC Motor Laboratory Kit for an Existing Undergraduate Controls Course," in American Control Conference, Chicago, 2015.[2] S. Wang, F. Zhang, Q. Tang, X. Zhang and R. Zhao, "A Take-Home Motor Control Teaching Experiment Platform for Control Engineering-Related Courses," IEEE Transactions On Education, vol. 65, no. 2, pp. 115-123, 2022.[3] L. Zhou, J. Yoon, A. Andrien, M. I. Nejad, B. T. Allison and D. L. Trumper, "FlexLab and LevLab: A Portable Control and Mechatronics Educational System," IEEE/ASME Transactions On Mechatronics, vol. 25, no. 1, pp. 305-315, 2020.[4] D. Shetty, J. Kondo, C

Conference Session

Engineering Leadership Development Division (LEAD) Technical Session: Innovative Approaches to Teaching & Developing Engineering Leadership

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert Benjamin Simon, Georgia Institute of Technology; James Field; Lauren Stewart, Georgia Institute of Technology

Tagged Divisions

Engineering Leadership Development Division (LEAD)

closed-ended than normal. We will likely expand on this question in later weeks. In Friday's Team Creativity session, we talked about the importance of a team developing a superordinate identity, or a shared team identity that's above individual identities. Your team was asked to generate a company name and slogan or logo. For this week's entry, simply respond with your company name, and complete the statement below using the provided choices. Creativity is _____________ aspect of leadership. A - an essential B - an important C - just like any other D - barely an E - not at all an8. In last week's entry, you were asked to complete the sentence "Creativity is ___________ part of leadership,' using one of the choices

Conference Session

DSA Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Smitesh Bakrania, Rowan University

Tagged Topics

Data Science & Analytics Constituent Committee (DSA)

of learning emerged with a more granular look into (a) TimeDependent domain with week-by-week evolution of learning analytics or (b) Content Dependentdomain by studying how students interacted with video lecture content type. A decision wasmade to generalize the outcomes of learning analytics rather than focus on individual students.The aim here was to capture broad narratives about the two courses that can eventually helpinstructors when designing learning experiences for a broad audience. Thus the students fromeach course were grouped into quartiles based on their final course performance. The lowerquartile consists of students in the 25% percentile, the upper quartile consists of students in the25% percentile, and the middle quartile with

Conference Session

WIP: Classroom Innovations

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sakul Ratanalert, Columbia University; Franklin Hsu, The Johns Hopkins University; Nagma Zerin, The Johns Hopkins University

Tagged Divisions

Chemical Engineering Division (ChED)

throughout the demonstration)produced desired product D (yellow), and the other where C formed undesired byproduct B(blue) (Figure 1). The demonstration allows users to manipulate up to five variables: the molarflow rate of reactant C, the single-pass fractional conversion of C, the fractional selectivity, theseparator temperature, and the recycle ratio.The block flow diagram labels streams and units. The purge Stream 6 (brown) and the recycleStream 7 (green) arrows grow and shrink in size to visualize the recycle ratio, e.g. with a lowrecycle ratio, Stream 6’s arrow would be large and Stream 7’s arrow would be small. Below theblock flow diagram are visual representations of the system variables that can be manipulated.Single-pass fractional