Conference Session

Edifying Engineering Education through Multidisciplinary Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Behnaam Aazhang, Rice University; Randal T. Abler, Georgia Institute of Technology; Jan P. Allebach, Purdue University, West Lafayette (College of Engineering); L. Franklin Bost, Virginia Commonwealth University; Joseph R. Cavallaro, Rice University; Edwin K. P. Chong Ph.D., Colorado State University; Edward J. Coyle, Georgia Institute of Technology; Jocelyn B. S. Cullers, Boise State University; Sonya M. Dennis, Morehouse College; Yingfei Dong, University of Hawai'i at Mānoa; Prasad N. Enjeti, Texas A&M University; Afroditi V. Filippas, Virginia Commonwealth University; Jeffrey E. Froyd, Texas A&M University; David Garmire, University of Hawai'i at Mānoa; Jay George; Brian E. Gilchrist, University of Michigan; Gail S. Hohner, University of Michigan; William L. Hughes, Boise State University; Amos Johnson, Morehouse College; Charles Kim, Howard University; Hale Kim, INHA University; Robert H. Klenke, Virginia Commonwealth University; Magdalini Z. Lagoudas, Texas A&M University; Donna C. Llewellyn, Boise State University; Yung-Hsiang Lu, Purdue University, West Lafayette (College of Engineering); Kevin James Lybarger, University of Washington; Stephen Marshall P.E., University of Strathclyde; Subra Muralidharan, University of California, Davis; Aaron T. Ohta, University of Hawai'i at Mānoa; Francisco Raul Ortega, Florida International University; Eve A. Riskin, University of Washington; David M. Rizzo; Candace Renee Ryder, Colorado State Univerisity; Wayne A. Shiroma, University of Hawai'i at Mānoa; Thomas J. Siller, Colorado State University; J. Sonnenberg-Klein, Georgia Institute of Technology; Seyed Masoud Sadjadi, Florida International University; Scott Munro Strachan, University of Strathclyde; Mohsen Taheri, Florida International University; Gary L. Woods, Rice University Department of Electrical & Computer Engineering; Carla B. Zoltowski, Purdue University, West Lafayette (College of Engineering); Brian C. Fabien, University of Washington; Phiilp Johnson, University of Hawaii at Manoa; Robert Collins, Univesrity of Strathclyde at Georgia Tech; Paul Murray

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

an Assistant Professor, Associate Professor, and Professor of Electrical and Computer Engineering at Rose-Hulman Institute of Technology. At Rose-Hulman, he co-created the Integrated, First-Year Curriculum in Science, Engineering and Mathematics, which was recognized in 1997 with a Hesburgh Award Certificate of Excellence. He served as Project Director a Na- tional Science Foundation (NSF) Engineering Education Coalition in which six institutions systematically renewed, assessed, and institutionalized innovative undergraduate engineering curricula. He has authored over 70 papers and offered over 30 workshops on faculty development, curricular change processes, cur- riculum redesign, and assessment. He has served

Collection

2022 ASEE Gulf Southwest Annual Conference

Authors

Ozoemena Chika Anyaegbu; Emmanuel Abiodun Dada, Prairie View A&M University

projects which I have supervised senior projects from 2012 topresent at PVAMU. I would like to develop new undergraduate and graduate courses in alternative andclean energy, process safety, engineering project management, innovation in oil and gas exploration andemergent technologies. I will demonstrate and show genuine interest to help my students in doing theirbest in their courses, encourage them to participate in class discussion and have open door policy on of-fice hours for my students and complement with virtual office hours using SKYPE and others. Use thecourse assessment results to improve my teaching skills and use of innovative technologies when avail-able with practical industrial examples to aid students in better understanding of the

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 13: Attitudes & Prespectives of Teachers

Collection

2023 ASEE Annual Conference & Exposition

Authors

Abeera P. Rehmat, Georgia Institute of Technology; Alexandra A. Towner, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Michael Helms, Georgia Institute of Technology; Dyanne Baptiste Porter, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology; Jeffrey H. Rosen, Georgia Institute of Technology; Marc Weissburg

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

background (e.g., education, teachingexperience, and expectations from this project) and 15 items on a 5-point Likert scale (1 =strongly disagree to 5 = strongly agree) concerning their beliefs about the EDP and itsimplementation in their course. An example of an item is: “To what extent do you agree with thefollowing statements relating to APPLICATION OF ENGINEERING DESIGN: Throughout myengineering courses, I provide instruction addressing these objectives and identify problems thatcould be solved through engineering design.”Teachers also completed a weekly enactment survey for each module (week) throughout the unitimplementation. The enactment surveys were designed to assess teacher fidelity regardingcurriculum implementation. Most of the survey

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 13: Attitudes & Prespectives of Teachers

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tyler S. Love, University of Maryland Eastern Shore; Andrew John Hughes, California State University, San Bernardino

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

includes 21 Likertscale items (1-5 scale) based on five computing constructs established from Hoegh and Moskal’s[33] research. The five constructs of the CAQ include: • Definition - measures one’s understanding of the definition of computing • Comfort – measures one’s comfort level with teaching computing concepts • Interest – measures one’s level of interest in teaching computing • Classroom applications - measures one’s attitude about integrating computing concepts in their courses • Career/Future Use - measures one’s attitude regarding the influence they believe computing will have on their students’ future academic and career choices.Leonard et al. [34] used this instrument to assess changes in the computing

Conference Session

Mechanical Engineering Division (MECH) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cristian D. Jacome; Ting Dong, University of Florida; Matthew J. Traum, University of Florida

Tagged Divisions

Mechanical Engineering Division (MECH)

direct results(e.g., course assessments) to corroborate student self-reported indirect evidence collected throughsurveys. So, discussion and conclusion drawn can only be categorized as preliminary. Nonetheless,this student produced a preponderance of positive student comments (67) about casting inCapstone that far outweighs negative comments (12). Plus, there was a general tendency forstudents from the group that did not perform casting to describe the technique and opportunity tolearn about it as favorably or even more favorably than the group that performed casting. This evidence, through circumstantial and anecdotal suggests that adding casting toCapstone is at least equally beneficial to student learning and enjoyment as adding a

Conference Session

First-Year Programs Division (FYP) - Technical Session 9: Identity & Belonging 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Patricia Wonch Hill, University of Nebraska - Lincoln; Lance C. Pérez, University of Nebraska - Lincoln; Sohrab Asgarpoor, University of Nebraska - Lincoln; David Jones, University of Nebraska - Lincoln; Zachary George Short, University of Nebraska-Lincoln; Jennifer N. Rutt, University of Nebraska - Lincoln

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

assessing theimpact of remote learning in the spring of 2020, students and faculty discussed difficulties withclassroom engagement via online platforms and fatigue associated with spending hours a dayattending online classes [12]. Particularly for students in engineering, a lack of hands-on learningduring this period was perceived to create an experience deficit that might reverberate in lateryears. Another qualitative study followed first-year engineering students over time to understandto what extent their perceptions and experiences about online learning changed [13]. This studyfound that many anxieties about online learning remained throughout the course of thequalitative study, and that students were particularly concerned about their ability

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 9: Practices of Mentorship & Liaisons

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kelli Paul, Indiana University-Bloomington; Karen Miel, University at Buffalo, The State University of New York; Adam Maltese, Indiana University-Bloomington; Merredith D Portsmore, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

Conference Session

Design in Engineering Education Division (DEED) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tyler Carter Kreipke, CSC, University of Notre Dame; Kerry Meyers, University of Notre Dame

Tagged Divisions

Design in Engineering Education Division (DEED)

-specific data from the survey were used to assess how student comfort with relevantfabrication methods changed throughout the semester. Effects of prior outside exposure to thesefabrication methods and gender were also explored. Results showed that student comfort levelwith each fabrication method generally increased throughout the semester in the 3 courses inresponse to different assignment types. The greatest increases in comfort were seen from projectsthat required students to engage with fabrication methods to which they had little previousexposure. In some cases, the comfort levels developed from shorter practical assignments werenot statistically different than those from multi-week projects. This study suggests that lecturesmay be a good

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13

Collection

2023 ASEE Annual Conference & Exposition

Authors

Janis P. Terpenny, National Science Foundation; Tracee Gilbert, System Innovation

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

reform is much more modest. The NationalScience Foundation has incentivized reform through a variety of programs with associatedfunding for research and the implementation of change [19], [20]. Yet, when considering thenumber of engineering programs nationwide, comprehensive change throughout institutions ofhigher education has been modest. Industry, government, professional organizations, andengineering education researchers who have taken on the task of assessing the current state andneeds of today’s engineering graduates are growing. Findings indicate that largely, recentgraduates are lacking skills needed to drive the economic transformation that is needed fornations to remain competitive [21]. Digital literacy and skill development is

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Desen Sevi Ozkan, Tufts University; Cynthia Hampton, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

enrolled in the culture of environmental impactassessments. Environmental impact that attends to disparate impact of underserved communitieshistorically has not been included in environmental impact work. In 1993, the ClintonAdministration did incorporate risk assessment in US regulatory processes, which then was takenup by the EPA in an environmental justice initiative. In the EPA’s definition of environmentaljustice, they stated “that no one group of people, including racial, ethnic or socioeconomicgroups, should bear a disproportionate share of the negative environmental consequences”(Clinton Administration, 1993). Further, Executive Order 12898 under the ClintonAdministration was assigned as “Federal Actions To Address Environmental Justice

Conference Session

ASCE Liasion Committee Presents: All Things ASCE

Collection

2023 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering Division (CIVIL)

Paper ID #36735Future World Vision Integrated into a First-Year Civil Engineering CourseDr. Angela R. Bielefeldt, University of Colorado, Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, En- vironmental, and Architectural Engineering (CEAE) and Director of the Integrated Design Engineering program. She has previously served as the Associate Chair for Undergraduate Education in the CEAE Department, as well as the ABET assessment coordinator. Professor Bielefeldt was also the faculty di- rector of the Sustainable By Design Residential Academic Program, a living-learning

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anne M. McAlister, The State University of New York, Buffalo; Sarah Catherine Lilly, California State University, Channel Islands

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

byengineering work. The third criteria, acknowledging political agency/mobilizing power, refers toan engineer acknowledging the political agency of themselves and of the communities that theyserve in order to organize and rally resources. The final three criteria come directly from thedefinition of social justice. Increasing opportunities and resources refers to assessing increasedopportunities and resources that are needed in partnership with members of the community beingserved. Similarly, reducing imposed risks and harms refers to assessing risk and harms and howthey are distributed and tolerated in partnership with the community. The final criteria,enhancing human capabilities, highlights the overall goal of E4SJ, towards which all the

Conference Session

Graduate Studies Division (GSD) Technical Session 7: Developing Graduate Students' Competencies and Identities

Collection

2023 ASEE Annual Conference & Exposition

Authors

Margaret E.B. Webb, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University

Tagged Divisions

Graduate Studies Division (GSD)

NA NA 10The participants for this study are masters and doctoral STEM students in the IR program.Students in Cohort 3 have completed only one year in the program, while those in Cohort 3 arenear completion, providing a diverse set of perspectives. The IR program has funded 37 doctoralstudents overall and graduated 7 as of the Fall of 2022. To date, 68 interviews have beencollected for program assessment and 59 include consent for research; those who consented forthis specific study have had their perspectives on influences on their development asinterdisciplinary scholars tracked over time (48 interviews from Table 1).As is typical of inductive qualitative research, the semi-structured interviews called

Conference Session

Graduate Student and Postdoctoral Fellow Perspectives on Advancing Women and Gender Equity in Engineering - for the Next 130 Years

Collection

2023 ASEE Annual Conference & Exposition

Authors

Baishakhi Bose, Lawrence Berkeley National Laboratory; Haleh Barmaki Brotherton, Clemson University; Theo Hopper, University of Michigan; Pamela Martínez Oquendo, University of Nebraska-Lincoln; Lily M. Wang P.E., University of Nebraska-Lincoln; Margaret E.B. Webb, Virginia Tech; Hannah Wilkinson, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

Paper ID #38482Panel: Graduate Student and Postdoctoral Fellow Perspectives onAdvancing Women and Gender Equity in Engineering - for the Next 130YearsDr. Baishakhi Bose, Lawrence Berkeley National Laboratory Baishakhi Bose is currently a Postdoctoral Scholar at Lawrence Berkeley National Lab (LBNL). Her cur- rent research focus is on life cycle assessment of novel polymers, building materials and plastic recycling processes. She obtained her PhD. in Materials Engineering from Purdue University in 2021. Since 2014, she has taught courses in Civil, Materials and First Year Engineering to undergraduates, and mentored

Conference Session

Women in Engineering Division (WIED) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alison Leigh Banka, University of Georgia; Agnes Germaine d'Entremont, P.E., University of British Columbia, Vancouver; Katherine A. Lyon

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

– 2412, Dec. 2020, doi: 10.1080/03075079.2019.1612352.[2] J. M. Sullivan, “Affirmative Action Bans: Assessing Impacts in a Cross-State Affirmative Action Bans: Assessing Impacts in a Cross-State Context,” Undergrad. Honor. Capstone Proj., vol. 446, 2018, Accessed: Feb. 10, 2023. [Online]. Available: https://digitalcommons.usu.edu/honors.[3] M. Goodwin, “The Death of Affirmative Action? ,” Wis. L. Rev., vol. 715, Jun. 2013, Accessed: Feb. 10, 2023. [Online]. Available: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2284958.[4] “Students for Fair Admissions, Inc. v. President and Fellows of Harvard College,” Docket No. 20-1199, 2022. https://www.supremecourt.gov/docket/docketfiles/html/public/20- 1199

Conference Session

Materials Division (MATS) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shayna Earle, McMaster University ; Liza-Anastasia DiCecco, McMaster University; Dakota M Binkley, McMaster University; Muhammad Arshad, McMaster University ; Andrew Lucentini, McMaster University ; Gerald Tembrevilla, McMaster University, Mount Saint Vincent University; Bosco Yu PhD, P.Eng, McMaster University, University of Victoria

Tagged Divisions

Materials Division (MATS)

, games are one way that we suggest for making learning moreengaging and fun to support learning outcomes.AcknowledgementsFirst and foremost, the authors would like the learners of the ENG 1P13 course for theirparticipation in the survey assessment and enthusiasm in participating in our gamified teachingmeasures. We would also like to graciously thank the Experiential Learning Office, Faculty ofEngineering and MacPherson Institute at McMaster University for their support of this researchendeavor, notably financial support through the Priority Areas for Learning and Teaching Research(PALAT) Grant and Student Partners Program (SPP

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 6: Engineering in the Home

Collection

2023 ASEE Annual Conference & Exposition

Authors

Peter N. Knox, University of Vermont; Amber Simpson, State University of New York at Binghamton; Adam V. Maltese, Indiana University-Bloomington

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

determination, bothpositively or negatively, dependent upon the support or resources made available [27], [28].Sheridan and colleagues [29] found that with appropriate support and guidance or scaffoldingthat allows an individual to work through moments of failure or difficulty, frustration canenhance motivation or spur new, creative thinking that contribute to overall learning.Previous scholarship also notes that learning processes and growth can take place through orbecause of frustration or failures [30], [31]. This development through adversity often requireslearners to assess and analyze the root cause of the frustration and perceived failure, as well asidentify solutions or methods for dealing with these emotional responses as they arise [30].When

Conference Session

Student Experiences and Development – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Zhiyi Liu, University at Buffalo; Andrew Olewnik, University at Buffalo, The State University of New York

Tagged Divisions

Educational Research and Methods Division (ERM)

: https://doi.org/10.20343/teachlearninqu.7.1.7 [Accessed Jan. 17, 2023].[17] K. L. Elias, “Employer Perceptions of Co-Curricular Engagement and the Co-Curricular Record in the Hiring Process.” Ph.D. dissertation, University of Toronto., Ontario, CA, 2014.[18] C. J. Finelli, M. A. Holsapple, E. Ra, R. M. Bielby, B. A. Burt, D. D. Carpenter, T.S., Harding and J. A. Sutkus, “An assessment of engineering students’ curricular and co‐ curricular experiences and their ethical development,” J. Eng. Educ., vol. 101, no. 3, pp. 469-494, 2012. [Online]. Available: https://doi.org/10.1002/j.2168-9830.2012.tb00058.x [Accessed Jan. 17, 2023].[19] G. D. Kuh, T. M. Cruce, R. Shoup, J. Kinzie, and R. M. Gonyea

Conference Session

Teaching Mechanics: Modes and Methods

Collection

2023 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez

Tagged Divisions

Mechanics Division (MECHS)

also took care to invite ideas for alternative solutionpathways. But this dynamic tended to allow students who were less willing or able to keep up tosilently watch or disengage (indeed, grade distributions were typically bi-modal, dividing thestudents who ‘kept up’ from those who did not). Early evidence of effectiveness, based onsummative results from the Concept Assessment Test for Statics (CATS), were modest(Papadopoulos & Santiago-Román, 2010).As I continued to use the CATS, I began integrating concept-based instruction, and was delightedto engage the Concept Warehouse. A primary motivation was to have a large bank of questionsthat could be discussed freely in class without risking the integrity of the Inventory as anassessment

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Grace Wickerson, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

oppressive systems [57].To realize design for justice in engineering medical technologies requires methods thatunderstand health in its complexity as an interplay between material resources, healthyenvironments, communal support, self-actualizing opportunities, and clinical care delivery.Answering Costanza-Chock’s call to action in Design Justice for critical analysis in every designdomain [2], this work outlines the following five principles needed to actualize liberation inhealthcare technologies that should be embedded in engineering education: 1) Understand thesystem shaping inequity; 2) Realize your positioning and power; 3) Establish relationships withthose closest to the problem to investigate root causes and assess risks and harms; 4) Seek

Conference Session

Community Engagement Division Technical Session 4- COVID and Virtual Learning

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessie Marshall Zarazaga, Southern Methodist University; Janille Smith-Colin, Southern Methodist University; Cindy Hua

affects communities, community-basedPBL process has increased learning value. While engineering students understand the importancetheir work serves for communities, they are often poorly prepared to engage with a communityor to work collaboratively within specific social and spatial contexts. The site-connected, open-ended, and self-directed experiences of PBL provide an opportunity to introduce creativity,social responsibility, and social justice into the classroom context [9]–[11]. However, forfaculty, PBL can difficult to implement, manage, and assess. A challenging structure to fit withinthe strictures of the engineering curriculum [12], [13], moreover, the open-ended thinking PBLsets out to support is often in conflict with the solution

Conference Session

Research Frameworks for Identity and Equity: Equity, Culture & Social Justice in Education Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alicia Washington, Duke University

degrees and 39% of all degrees awarded towomen). Data for people who are disabled, LGBTQ+, and from lower socioeconomicbackgrounds is not adequately collected to properly assess representation [12].These statistics (and lack thereof) highlight technologies and academic/professionalenvironments are primarily developed by white and Asian, cisgender, heterosexual, able-bodied,middle-to-upper-class men [2], making them biased/harmful for those who do not hold theseidentities. Despite this, approaches to broaden participation in computing have primarilycentered students/graduates from non-dominant identities, while ignoring (racially, for example)the 69% of all graduates (and 78% of all women) identifying as white and Asian who are oftenresponsible

Conference Session

PCEE Session 13: Equity in P-12 Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Lilly, University of Virginia; Anne McAlister, University of Virginia; Jennifer Chiu, University of Virginia

mathematics and science to create a newunderstanding of variables in computational modeling) in enacting this project (e.g., Lilly,McAlister, et al., 2021). In this study, we consider the classroom contexts in which teachers areenacting the engineering project and propose that teachers’ beliefs about students in differentclassroom contexts may influence their enactment of the engineering project. Thus, teachers maysuggest additional supports to feel comfortable enacting the project across general and inclusiveclassroom contexts.In this study, it is not our goal to evaluate teachers’ beliefs or assess the success of the enactmentof the project. Rather, the purpose of this qualitative study is to focus on teachers’ reportedbeliefs about their enactment

Conference Session

Technological and Engineering Literacy - Philosophy of Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; John Heywood, Trinity College Dublin

in common models of learning.A Critique of Outcomes-Based EducationThe above offers several possible critiques of outcomes-based education. In the spirit ofHabermas’ discourse ethics, the point is not to assert outcomes are bad per se, but rather torecognize that the limitations of a system that has become extremely prevalent in education areoften ignored. For example, when ABET adopted outcomes-based evaluation with EC-2000 thefocus become on continual quality improvement. This framework was well understood byengineers and thus readily accessible to engineering educators. In this case the quality that isbeing improved in the ABET process are the defined student learning outcomes that eachprogram is responsible for assessing and evaluating

Conference Session

LEES 7: Experiments in Experiential and Project-Based Learning

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nandini Sharma, University of Texas at Austin; Jeffrey William Treem, University of Texas at Austin; Megan Kenny Feister, California State University Channel Islands

recognized as critical in engineering pedagogy (ABET, 2020), and have been asubject of study by engineering education researchers for years. How people collaborate dependsin part upon how they assess one another’s knowledge, skills, and potential contributions to theirproject. Communication scholars have developed a framework for understanding howindividuals in highly knowledge-intensive settings, like engineering and design, signal, claim,and invoke expertise as they collaborate across disciplinary, demographic, organizational, and amyriad of other boundaries (Treem, 2012). This line of research recognizes expertise not as aninherent trait, or tied to credentials, formal roles, or other traditional “signals,” but rather as acommunicative

Conference Session

Thinking Outside the STEM Box: Equity, Culture & Social Justice in Education Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Roxanne Moore, Georgia Institute of Technology; Chalece Delacoudray, Georgia Institute of Technology; Sunni Newton, Georgia Institute of Technology; Justina Jackson; Meltem Alemdar, Georgia Institute of Technology; Stephen Garrett, Georgia Institute of Technology; Hilah Barbot, Amazon Web Services; Jason Freeman; Joycelyn Wilson, Georgia Institute of Technology; Sabrina Grossman

77 4.55 0.60 people realize. I am excited to create music through coding. 77 4.18 0.81 Response scale ranges from 1 = “Strongly Disagree” to 5 = “Strongly Agree”Student Attitudes & Values: Coursework & Career IntentionsGiven the focus of the program on promoting future course enrollment and career path pursuit inthe areas of CS and music technology, a series of items assessing students’ standing on thesevariables was included in the survey.On average, students provided neutral feedback, with mean responses falling between the“Neutral” and “Agree” response options (between 3.0 and 4.0 on the response scale), on itemsrelated to their interest in future

Conference Session

PCEE Session 3: Robotics and Design Competitions

Collection

2022 ASEE Annual Conference & Exposition

Authors

J Carroll, Saint Louis University; Kyle Mitchell, Saint Louis University

bridge and test it beforehandand then rebuild their bridge for the competition (i.e. learn from failure). It would be verydifficult to ask students to predict their peak loads based on calculations given the highlyindeterminate designs. The third potential enhancement is to conduct formal assessment focusedon the students’ interest, understanding, and attitudes about STEM careers. One possible surveyto use is the Student Attitudes toward STEM (S-STEM) survey [28].Acknowledgements The authors would like to thank Ms. Amy Preis, Ms. Sue Ratz, Ms. Rachel Rimmerman,and Mr. Darren Green for their assistance in organizing and hosting the competition for the pastseveral years. The authors would also like to thank the countless engineering

Conference Session

First-Year Programs Division Technical Session 12: Work-in-Progress Postcard Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacques Richard, Texas A&M University; Janie Moore, Texas A&M University

. Nature Communications, 10(4470), 2019. doi: 10.1038/s41467-019-12154-0.[10] Bin Zhou, Yan Li, Rebecca Halpin, Erin Hine, David J. Spiro, and David E. Wentworth. PB2 residue 158 is a pathogenic determinant of pandemic H1N1 and H5 influenza a viruses in mice. Journal of Virology, 85(1): 357–365, January 2011. doi: 10.1128/JVI.01694-10.[11] Sushil K. Chaturvedi, Jaewan Yoon, Rick McKenzie, Petros J. Katsioloudis, Hector M. Garcia, and Shuo Ren. Implementation and assessment of virtual reality experiment in the undergraduate thermo-fluids laboratory. In Proceedings of the 119th American Society for Engineering Education (ASEE) Annual Conference and Exposition, number AC 2012-3412, San Antonio, TX, USA, June 2012.[12] Jeremy F

Conference Session

Mechanical Engineering: Online Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrea Gregg, Pennsylvania State University; Jacqueline O'Connor, Pennsylvania State University

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 3: Best of ELOS

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hans Mayer, California Polytechnic State University, San Luis Obispo; Andres Elzaurdia; Christian Clephan, California Polytechnic State University, San Luis Obispo; Arturo Flores

consistent with the predicted exponents of 1/2 on both area and mass as given in Equation (3).Each data set from Figure 9(a) collapses to nearly a single point, with negligible variation, in Figure9(b). A power-law curve fit through the data of Figure 9(b) yields 𝑓𝑀1/2 ∝ 𝐴0.48 (the curve fitappearing linear on a log-log plot confirms the power-law nature of the data). This exponent isessentially the value of 0.5 predicted by theory.What remains is to introduce the simple analytical model for 𝑓 (in Hz units), mentioned earlier,for the heaving motion of a buoy. The purpose of providing this model for this project is todemonstrate that the data students have collected can be used to assess the validity of a theoreticalmodel (something else that