Conference Session

WIP-ing Up Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Richard J. Aleong, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

faculty development.References[1] L. McAlpine and R. Harris, “Lessons learned: Faculty developer and engineer working as faculty development colleagues,” Int. J. Acad. Dev., vol. 4, no. 1, pp. 11–17, May 1999, doi: 10.1080/1360144990040103.[2] D. Little, D. A. Green, and C. Hoption, “A lasting impression: the influence of prior disciplines on educational developers’ research,” Int. J. Acad. Dev., pp. 1–15, Apr. 2018, doi: 10.1080/1360144X.2018.1458617.[3] A. Repko and R. Szostak, Interdisciplinary research: Process and theory. Thousands Oaks, CA: Sage, 2017.[4] J. B. Holbrook, “What is interdisciplinary communication? Reflections on the very idea of disciplinary integration,” Synthese, vol. 190, no. 11, pp. 1865–1879, Jul. 2013

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bruce Kovanen, University of Illinois at Urbana-Champaign; Ryan Ware, University of Illinois at Urbana-Champaign; Megan Mericle, University of Illinois at Urbana-Champaign; Nicole Turnipseed, University of Illinois at Urbana-Champaign; J. Patrick Coleman, University of Illinois at Urbana-Champaign; Celia Mathews Elliott, University of Illinois at Urbana-Champaign; John S. Popovics, University of Illinois at Urbana-Champaign; S. Lance Cooper, University of Illinois at Urbana-Champaign; John R. Gallagher, University of Illinois at Urbana-Champaign; Paul Prior, University of Illinois at Urbana-Champaign; Julie L. Zilles, University of Illinois at Urbana-Champaign

Tagged Divisions

Liberal Education/Engineering & Society

Communication Instruction in Engineering Schools: A Survey of Top-Ranked U.S. and Canadian Programs,” J. Bus. Tech. Commun., vol. 18, no. 4, pp. 452– 490, 2004.[3] N. T. Buswell, B. K. Jesiek, C. D. Troy, R. R. Essig, and J. Boyd, “Engineering instructors on writing: Perceptions, practices, and needs,” IEEE Trans. Prof. Commun., vol. 62, no. 1, pp. 55–74, Mar. 2019, doi: 10.1109/TPC.2019.2893392.[4] Yoritomo, J. et al., “Examining engineering writing instruction at a large research university through the lens of writing studies,” presented at the 2018 ASEE Annual Conference and Exposition, Salt Lake City, Utah, 2018, [Online]. Available: https://peer.asee.org/30467.[5] A. Pincas, Teaching English writing, Repr. London

Conference Session

NSF Grantees: First Year Programming (1)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lizzie Santiago, West Virginia University; Anika Coolbaugh Pirkey, West Virginia University

Tagged Topics

NSF Grantees Poster Session

problem [4].A number of rubrics have been developed to assess problem solving skills in students.Parematasari and colleagues implemented a 4 indicator problem solving rubric based on:Identification of the Problem, Planning a Solution, Implementing a Solution, and Evaluation [5].The rubric, which implemented a 1-4 scoring scale, was tested in a Physics class with senior highschool students. Another rubric implemented in Physics uses 44 sub-skills split in threecategories: knowledge, beliefs, expectations and motivations, and processes [6]. That rubric wasused to evaluate problem solving skills in students enrolled in courses College Algebra toIntroductory Calculus. Many other problem solving rubrics are available [7]. B. Assessment of Problem

Conference Session

ET Curriculum and Programs II

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John L. Irwin, Michigan Technological University; David Michael Labyak, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

AppendixA and B for examples of the format and content for the student project reports.Data Collection MethodsThe presumption is that skills for accurate analysis not only come with many years ofexperience, but that there are certain teaching methods that can help develop an FEAmindset for students. The common understanding that “junk in = junk out” has very muchproven to be accurate, but students need to understand what is “junk”. The theoreticalunderstanding of restricting a body from rigid body motion, and the type of elements touse for meshing are examples of concepts being assessed. The results from the studentself-reflection survey of the industry relevant requirements of this FEA course mayprovide formative feedback for continuous course

Conference Session

NSF Grantees: Learning Tools (Hands On)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eric Davishahl, Whatcom Community College; Lee W. Singleton, Whatcom Community College; Todd Haskell, Western Washington University

Tagged Topics

NSF Grantees Poster Session

subgroups.AcknowledgementsThis material is based upon work supported by the National Science Foundation under grantnumbers DUE #1834425 and DUE #1834417. Any opinions, findings, and conclusions orrecommendations expressed are those of the authors and do not necessarily reflect the views ofthe NSF.References[1] O. Ha and N. Fang, "Spatial Ability in Learning Engineering Mechanics: Critical Review," Journal of Professional Issues in Engineering Education and Practice, vol. 142, no. 2, p. 04015014, 2015.[2] J. G. Cromley, J. L. Booth, T. W. Wills, B. L. Chang, N. Tran, M. Madeja, T. F. Shipley and W. Zahner, "Relation of Spatial Skills to Calculus Proficiency: A Brief Report," Mathematical Thinking and Learning, vol. 19, no. 1, pp. 55-68, 2017.[3] S. A. Sorby

Conference Session

First-year Programs: Professional Development and Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Olukemi Akintewe, University of South Florida; Jonathan Elliot Gaines, University of South Florida; Anna Maria Bateman, University of South Florida; Lynn Chisholm, University of South Florida

Tagged Divisions

First-Year Programs

upon how much theassignment contributes to the course overall grade, students may elect not to re-submit work forimproved grades. A significant portion of the 14% of students with no submission (figure 3a)represents those who ended their participation in the course. Figure 3b reveals the total numberof badges earned per competency; it is noted that the two students who chose the CareerManagement competency did not complete the requirements to earn the badge. (a) (b) Figure 3: (a) Percentage of students who earned one of the NACE badges. (b) Distribution of badges earned by the 76% of students who completed the CRBP.Managing the program for a large class size poses challenges mainly in

Conference Session

NSF Grantees: Diversity 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Diane L. Peters, Kettering University; Elizabeth Gross, Sam Houston State University

Tagged Topics

Diversity, NSF Grantees Poster Session

professionals return to school for graduatedegrees?,” in Proceedings of the American Society for Engineering Education, June 2012, SanAntonio, TX[5] D. L. Peters and S. R. Daly, “Returning to graduate school: Expectations of success,values of the degree, and managing the costs,” Journal of Engineering Education, vol. 102, no.1, pp. 244 - 268, April 2013, doi:10.1002/jee.20012.[6] E. Mosyjowski, S. R. Daly, A. B. Baker, D. L. Peters, and S. Skerlos, “Engineeringpractitioners in PhD programs: Who are they and why do they return?,” in Proceedings of theAmerican Society for Engineering Education, June 2015, Seattle, WA.[7] E. Mosyjowski, S. R. Daly, D. L. Peters, S. Skerlos, and A. B. Baker, “The PhD advisingrelationship: Needs of returning and

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maryam Darbeheshti, University of Colorado Denver; William Schupbach, University of Colorado Denver; Ariel Cervantes Lafuente; Tom Altman, University of Colorado Denver; Katherine Goodman, University of Colorado Denver; Michael S. Jacobson, University of Colorado Denver; Shani O'Brien, University of Colorado Denver

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

5 4 4 4 3 3 3 2 2 2 2 0 0 0 0Figure 5. Code Frequency by Interview (A, B, C) and CodeDevelopment of Four Key Themes from InterviewsTheme I: RelationshipsThe codes for Social and Professor Connections make up this theme. Each of these codes relatesto the idea of spending intentional time connecting with others, whether peers, mentors orprofessors. This theme represents almost a quarter of positive impact of the ELC mentioned byinterviewees (24/98 total codes: 24

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amanda Christine Bordelon, Utah Valley University; Susan L. Thackeray , Utah Valley University; Sean S. Tolman, Utah Valley University; Jane M. Loftus, Utah Valley University

Tagged Divisions

First-Year Programs

,” J. Eng. Educ., vol. 100, no. 1, pp. 48–88, 2011.[2] M. Dyer, “STEAM without hot air: strategy for educating creative engineers,” Australas. J. Eng. Educ., vol. 24, no. 2, pp. 74–85, Jul. 2019.[3] L. M. Larson, K. M. Pesch, S. Surapaneni, V. S. Bonitz, T.-F. Wu, and J. D. Werbel, “Predicting Graduation: The Role of Mathematics/Science Self-Efficacy,” J. Career Assess., vol. 23, no. 3, pp. 399–409, Aug. 2014.[4] C. Carlson, G. Peterson, and D. Day, “Utilizing Portable Learning Technologies to Improve Student Engagement and Retention,” IEEE Trans. Educ., vol. 63, no. 1, pp. 32–38, 2020.[5] S. B. Robbins, K. Lauver, H. Le, D. Davis, R. Langley, and A. Carlstrom, “Do Psychosocial and Study Skill

Conference Session

Computers in Education Division Technical Session 9: Pedagogical Tools

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joshua L. Hertz, Northeastern University; Susan F. Freeman, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

students see it, a simple switch usually solves it. Allowing the students to select who they might want on the team, or who they do not want on the team can cause poor or even infeasible solutions, student a wants student b, b wants c, but c does not want a. Therefore, best use is to limit this, and create the rule that both must select each other for example. Unbeknownst to the students, the instructor can also match or unmatch students if they know them well enough, very helpful. The output shows where the student schedules overlap, which provides evidence that they can meet based on their input. Overall, the teams have been great.User feedback has helped make gruepr better and easier to use. This

Conference Session

Mechanical Engineering Technical Session: Labs & Projects - New Opportunities

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gloria Guohua Ma, Wentworth Institute of Technology; Siben Dasgupta, Wentworth Institute of Technology; Anthony William Duva, Wentworth Institute of Technology

Tagged Divisions

Mechanical Engineering

E: Estimated A: area in2 0.125 Modules of Elasticity psi 9295086 I: area moment Modules of Elasticity of inertia of area in4 1.63E-04 book value psi 10000000 M: mass lb 0.140 Percentage error 7.05%3.2 Forced vibrationThe objectives of this lab are four-folds. a) introduce experimental methods to explore forcedvibration under rotating unbalance; b) observe/measure the natural frequency of the beam withadded concentrated mass; c) observe the behavior of the cantilever beam under differentfrequency force applied; and d) observe

Conference Session

Capstone/ET Projects II - General

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wei Vian, Purdue University, West Lafayette; Nancy L. Denton P.E., Purdue University, West Lafayette

Tagged Divisions

Engineering Technology

. Strongly B. Agree C. Somewhat D. Disagree survey agree Agree Pre Post Pre Post Pre Post Pre Post The designed bridge is a 10% 10% 50% 30% 10% 0 30% 60% statically indeterminate beam. The force places on the 50% 50% 40% 50% 10% 0 0 0 beam in the lab is in the elastic region The designed bridge will 20% 20% 40% 50% 30% 30% 10% 0 not have any tendency to rotate during the test. The manufacturing 60% 20% 40% 80% 0 0 0 0 process may affect the tensile strength and stiffness of the material.There are also

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ryan Banow, University of Saskatchewan; Sean Maw P.Eng., University of Saskatchewan

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

Paper ID #29220Pilot Study Results from Using TrussVR c to Learn About Basic TrussesRyan Banow, University of Saskatchewan Ryan Banow is an Educational Development Specialist at the Gwenna Moss Centre for Teaching and Learning at the University of Saskatchewan. He is also a PhD student in the within the College of Educa- tion at the University of Saskatchewan. He has worked as an Educational Developer since 2012 and has taught as a Sessional Lecturer since 2014. He is currently the chair of the University of Saskatchewan’s Instructional Design Group. His educational background includes a BSc (Math), a BEd (Secondary Math

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa R. Volpatti, Massachusetts Institute of Technology; Alex Jordan Hanson, University of Texas at Austin; Jennifer M. Schall; Jesse N. Dunietz, Massachusetts Institute of Technology; Amanda X. Chen, Massachusetts Institute of Technology; Rohan Chitnis, Massachusetts Institute of Technology; Eric J. Alm; Alison F. Takemura, U.S. Department of Energy Joint Genome Institute; Diana M. Chien, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

or fellowship.For the purposes of program improvement, these findings suggest that training curriculum forComm Lab peer coaches might further incorporate strategies and exercises to help coacheswork with clients on organization/flow in particular.Figure 3: ​Clients and coaches usually agreed about the main takeaway from Comm Labappointments, and takeaways were most often high-level communication skills rather thanmechanics. ​a) ​Agreement in the content of client and coach survey responses about appointmenttakeaways: averaged scores for takeaway agreement from two reviewers (0 = completely differentideas, 1 = same general idea, 2 = exact match). ​b) ​Takeaways scored for mentions of the 7 skillcategories from our rubric (union of scores from

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline Rohde, Purdue University, West Lafayette; Jared France, Purdue University, West Lafayette; Brianna Benedict, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

-1333468). Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.References[1] S. R. Brunhaver, R. F. Korte, S. R. Barley, S. D. Sheppard, R. Freeman, and H. Salzman.“Bridging the gaps between engineering education and practice.” In US Engineering in a GlobalEconomy, University of Chicago Press, 2018, pp. 129-163.[2] S. K. Gilmartin, S. R. Brunhaver, H. L. Chen, and S. D. Sheppard, “Career plans ofundergraduate engineering students: Characteristics and contexts.” In US Engineering in a GlobalEconomy, University of Chicago Press, 2018, pp. 49-85.[3] B. A. Masi, A. E. Hosoi, and S. A. Go, “Re-engineering engineering

Conference Session

Beyond the Capstone: Integrating Authentic Experiences that Promote Learning and Excitement

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brad Wambeke P.E., United States Military Academy

Tagged Divisions

Civil Engineering

. Table 1: Rubric to assess student outcomes Civil Engineering A+ / A A- / B+ / B B- / B / C+ C / C- D/F Student Outcome 94-100 93-84 83-77 77-70 69-0DESIGN (SO1): Identify, Problem clearly Problem clearly Problem identified with Problem identified with Failed to identify problemformulate, and solve identified with no identified with some some assistance. significant assistance. effectively.complex engineering assistance. assistance.problems by applying

Conference Session

Pre-college Engineering Education Division Technical Session 14

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

James R. McCusker, Wentworth Institute of Technology; Alex Spiro Burch; Jasmine Maya Andrade, Wentworth Institute of Technology

Tagged Divisions

Pre-College Engineering Education

G.-J. Hwang, “A collaborative game-based learning approach to improvingstudents’ learning performance in science courses,” vol. 63, pp. 43–51, Apr. 2013, doi:10.1016/j.compedu.2012.11.019.[3] D. B. Jordaan, "Board Games in the Computer Science Class to Improve Students’ Knowledgeof the Python Programming Language," 2018 International Conference on Intelligent andInnovative Computing Applications (ICONIC), Plaine Magnien, 2018, pp. 1-5.[4] Swacha, Jakub. “An Architecture of a Gamified Learning Management System.” Lecture Notesin Computer Science New Horizons in Web Based Learning, 2014, doi:10.1007/978-3-319-13296-9_22.[5] V. Gupta, M. James, J. McLurkin, M. Smith, and J. Robinson, “Raising a Generation ofInventors,” How Play Fosters

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caroline Bolton, Bucknell University; Elif Miskioğlu , Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

.26610[2] Godwin, A. (2016, June). The Development of a Measure of Engineering Identity. 2016 ASEE Annual Conference & Exposition Proceedings. 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. https://doi.org/10.18260/p.26122[3] Dickinson, Leslie. "Autonomy and motivation a literature review." System 23.2 (1995): 165- 174.[4] Seifert, T. (2004). Understanding student motivation. Educational Research, 46(2), 137–149. https://doi.org/10.1080/0013188042000222421[5] Bolton, C., University, B., Martin, D. K. M., University, E.-R. A., Miskioglu, D. E., & University, B. (n.d.). Work in Progress: Using the Critical Incident Technique to Illuminate the Relationship between Engineering Identity and Academic

Conference Session

New Directions for ET

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

jai p agrawal, Purdue University Northwest; Omer Farook, Purdue University Northwest

Tagged Divisions

Engineering Technology

0 𝑣𝑣 𝐶𝐶 1 𝑖𝑖𝐿𝐿0 𝑑𝑑𝑑𝑑 𝐶𝐶 𝐶𝐶In the generic form, 𝑋𝑋̇ = 𝐴𝐴 𝑋𝑋 + 𝐵𝐵 (2)Where X is a vector of objects under the state class, Ẋ is the vector of derivatives of state objects, matrix A describesthe circuit network and B is the excitation vector involving the sources and the initial conditions of the statevariables.The solution of state variables is obtained in the Laplace domain from, 𝑋𝑋(𝑠𝑠) = (𝑠𝑠𝑠𝑠 − 𝐴𝐴)−1 𝐵𝐵+ x0

Conference Session

Mechanical Engineering Technical Session: Fluid Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Julie Mendez, Indiana University-Purdue University Columbus; Jessica Lofton, University of Evansville

Tagged Divisions

Mechanical Engineering

approaches for incorporating concept maps. One student at UEresponded “not applicable” to several prompts, which is not shown in the charts.Two prompts requested information about previous student experience with concept maps. Theresponses, shown in Figure 3, indicate that students at both universities had some familiarity withconcept maps prior to the course but generally had not used concept maps as a study tool forengineering courses. (a) (b) Figure 3: Prior experience with concept mapsThe responses in Figure 4 indicate student participation in developing and modifying personalconcept maps for the course. The prompt language varied slightly based on

Conference Session

NSF Grantees: Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Allison Godwin, Purdue University at West Lafayette (COE); Brianna Benedict McIntyre, Purdue University at West Lafayette; Jacqueline Ann Rohde, Purdue University at West Lafayette (COE); Dina Verdin, Arizona State University, Polytechnic campus; Aaron Robert Hamilton Thielmeyer, Purdue University at West Lafayette; Herman Ronald Clements III, Purdue University at West Lafayette (COE); Zhihui (Sherry) Chen

Tagged Topics

Diversity, NSF Grantees Poster Session

narrative constructions,we also compiled a conceptually clustered matrix that tracks patterns in participants’ developingnarratives over time, which allows the researchers to make contrasts and comparisons among thestudents within the themes [22]. This matrix includes students’ personal information (i.e., groupmembership, major, and life changes), identity-building experiences, specifically aligned to theidentity trajectory strands, agency, belonging, and unique elements or connections amongparticipants. This paper describes the methods used to construct the restoryed case summaries ofeach participant, featuring two participants: one participant in group A who persisted inengineering and one participant in group B who decided to pursue a different

Conference Session

Women in Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chris Gewirtz, Virginia Tech; Francesca Giardine, Smith College; Robin Ott, Virginia Polytechnic Institute and State University; Anne Kary

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

​, vol. 95, no.1, pp. 25-37, 2006.[2] W. Faulkner, “Nuts and Bolts and People: Gender-troubled engineering identities,” ​Social Studies of Science​, vol. 37, no.3, pp. 331-356, 2007. https://doi.org/10.1177/0306312706072175[3] E. Cech, (2014). “Engineers and Engineeresses? Self-conceptions and the Development of Gendered Professional Identities,” ​Sociological Perspectives​, vol. 58, no. 1, pp. 56–77, 2014.[4] A. Johri, & B. Olds, “Situated Engineering Learning : Bridging Engineering Education Research,” ​Journal of Engineering Education,​ vol. 100, no. 1, pp. 151–185, 2011.[5] J. Lave and E. Wenger, “Situated Learning,” 1991.[6] E. ​Wenger, “Communities of practice: Learning as a social system,” ​Systems thinker,​ vol. 9

Conference Session

NSF Grantees: Student Learning 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Denise Wilson, University of Washington

Tagged Topics

NSF Grantees Poster Session

disengagement) and teaching quality [10], teacher’s use ofstudent-centered teaching techniques [8], teacher availability [10], and overall course support [9].In this study where faculty and TAs were studied as individual participants in the teachingprocess, the emergence of TA support as a distinct predictor of engagement is noteworthy andspeaks to the unique importance of what TAs do to facilitate student engagement andachievement. Table 6: Hierarchical Regression Models for Attention Model 1 Model 2 Model 3 Predictor Variable B (SE) p B (SE) p B (SE) p

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hindolo Michael Kamanda, University of Georgia; Davis George Anderson Wilson, University of Georgia; Joachim Walther, University of Georgia; Nicola W. Sochacka, University of Georgia; Stephen Secules, Florida International University; James L. Huff, Harding University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #29105Expectations in engineering programs – between social construction andinternalized experienceMr. Hindolo Michael Kamanda, University of Georgia Undergraduate researcher at the University of GeorgiaMr. Davis George Anderson Wilson, University of Georgia Undergraduate researcher at the University of GeorgiaDr. Joachim Walther, University of Georgia Dr. Joachim Walther is a Professor of engineering education research at the University of Georgia and the Founding Director of the Engineering Education Transformations Institute (EETI) in the College of Engineering. The Engineering Education Transformations

Conference Session

NSF Grantees: K-12 Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Constance M. Syharat, University of Connecticut; Alexandra Hain, University of Connecticut; Arash E. Zaghi, University of Connecticut

Tagged Topics

Diversity, NSF Grantees Poster Session

through the implementation of a two-week summer engineering programmodeled after the REU. Much like the REU program, the participants stayed on campus for thelength of the program. However, due to the age of the participants, the length of the high schoolprogram was significantly shorter than the undergraduate program. The program also included amentorship component, roundtable discussions about common experiences related to ADHD,and creative problem-solving activities in the context of structural, material, and electricalengineering activities. Samples of activities including optimizing the design of composites forstrength and cost, and a spaghetti bridge competition. (a) (b

Conference Session

Instrumentation Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maged Mikhail, Purdue University Northwest; Sandeep Bharti, Purdue University ; Ali Alavizadeh, Purdue University Northwest

Tagged Divisions

Instrumentation

software is to create a virtual model of the work cell. This involves creating or obtaining 3D CAD models of the equipment, workpieces, enclosure, tools, and other resources and fixtures that will be in the work cell; and importing them into our Visual Components software. There may be extra steps to simulate resources and processes, depending on the Visual Components software being used. Accuracy of the models and process-related information used is critical to generating a reliable simulation of the process and error-free offline program for the robots. b) Tool Path Generation: Tool path generation involves extracting robot positions from 3D CAD data with a specific tool center point – the point

Conference Session

Student Learning Assessment Methods

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa Jo Elliott, Pennsylvania State University, Erie; Faisal Aqlan, Pennsylvania State University, Erie; Richard Zhao, Pennsylvania State University, Erie; Morgan Scott Janney, Pennsylvania State University, Erie

Tagged Divisions

Manufacturing

thecosts of the parts, (4) Quality Engineer: the quality engineer develops a system to ensure theproducts are designed and produced to meet customer requirements. The quality engineer will testand inspect the final products to determine if the customer requirements are met. Figure 1. Main steps for the car toy assembly process Table 1. Sample customer requirements Vehicle Requirements Functional Requirements (a) vehicle weight between 20 and 40 grams (a) driver must be able to get in and out of the (b) material cost ≤ $10 vehicle and see where he is going while traveling (c) number of individual components ≤ 2 (b

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brent K. Jesiek, Purdue University, West Lafayette; Aditya Johri, George Mason University; Cory Brozina, Youngstown State University; Russell Korte, George Washington University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

the National Science Foundation under GrantNos. 1938744, 1939105, and 1939272. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation..References[1] Stevens, R., Johri, A., & O’Connor, K. (2014). Professional engineering work. In A. Johri & B. Olds (Eds). The Cambridge Handbook of Engineering Education Research (pp. 119- 139). New York, NY: Cambridge University Press.[2] National Academy of Engineering (2005). Educating the Engineer of 2020: Adapting Engineering Education to the New Century. Washington, DC: National Academies Press.[3] Stevens, R., O’Connor, K., & Garrison. L. (2005

Conference Session

Computers in Education Division Technical Session 5: Online Teaching and Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maria-Isabel Carnasciali, University of New Haven; Nadiye O. Erdil, University of New Haven; Ronald S. Harichandran, University of New Haven; Jean Nocito-Gobel, University of New Haven; Cheryl Q. Li, University of New Haven

Tagged Divisions

Computers in Education

, M-I., Nocito-Gobel, J., and Li, Q. (2018), Developing an entrepreneurial mindset in engineering students using integrated e- learning modules. Advances in Engineering Education, 7(1). 8. Harichandran, R. S., & Erdil, N. O., & Carnasciali, M., & Li, C. Q., & Nocito-Gobel, J., & Rana, A. (2019, June), EML Indices to Assess Student Learning through Integrated e- Learning Modules. Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32704 9. Redmond, P. (2011). From face-to-face teaching to online teaching: Pedagogical transitions. In G. Williams, P. Statham, N. Brown & B. Cleland (Eds.), Changing Demands, Changing Directions

Conference Session

Computers in Education Division Technical Session 1: Topics Related to Engineering - Part 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Enrique Alvarez Vazquez, North Dakota State University; Manoel Cortes-Mendez, Georgia Institute of Technology; Ryan Striker P.E., North Dakota State University; Lauren Singelmann, North Dakota State University; Mary Pearson, North Dakota State University; Ellen M. Swartz, North Dakota State University

Tagged Divisions

Computers in Education

-impact academicdeliverables is a way to feed the fire of their own creativity.References[1] E. Swartz, R. Striker, M. Pearson, L. Singelmann, and E. Alvarez Vazquez, “Innovation Based Learning on a Massive Scale,” in 2019 IEEE Learning With MOOCS (LWMOOCS), 2019.[2] J. W. Thomas, “A review of research on project-based learning,” 2000.[3] W. B. Gudykunst, Bridging differences: Effective intergroup communication. Sage, 2004.[4] R. Striker, M. Pearson, E. Swartz, L. Singelmann, and E. A. Vazquez, “21st Century Syllabus: Aggregating Electronic Resources for Innovation-Based Learning,” in 2019 IEEE Learning With MOOCS (LWMOOCS), 2019, pp. 75–78, doi: 10.1109/LWMOOCS47620.2019.8939640.[5] E. Alvarez Vazquez