Conference Session

Women in Engineering Division (WIED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Debarati Basu, Embry-Riddle Aeronautical University; Lilianny Virguez, University of Florida; Michelle Soledad, Virginia Tech; Sreyoshi Bhaduri, ThatStatsGirl

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

Advisor to the leadership at Sisters in STEM. Sreyoshi frequently collaborates on several National Science Foundation projects in the engineering education realm, researching engineering career trajectories, student motivation, and learning. Sreyoshi has been recognized as a Fellow at the Academy for Teaching Excellence at Virginia Tech (VTGrATE) and a Fellow at the Global Perspectives Program (GPP) and was inducted to the Yale Bouchet Honor Society during her time at Virginia Tech. She has also been honored as an Engaged Ad- vocate in 2022 and an Emerging Leader in Technology (New ELiTE) in 2021 by the Society of Women Engineers. Views expressed in this paper are the author’s own, and do not necessarily reflect those

Collection

2001 Annual Conference

Authors

Patricia Secola; Bettie Smiley; Dale Baker; Mary Anderson-Rowland

related to gender equity.The educators were asked to complete a questionnaire prior to the workshop to assess theirunderstanding of gender issues in engineering, science, mathematics, and technology. The sameinstrument was administered after completing eight engineering labs. The paper will present acomparison of the summer 1999 and summer 2000 data to illustrate the need for gender equityprograms in the middle schools, high schools, and community colleges.I. IntroductionThe term gender equity refers to eliminating sex-role stereotyping and sex bias from theclassroom setting and instructional practices. It is used to signal efforts to broaden equalopportunities in an environment that empowers all students to follow through on their

Conference Session

Multidisciplinary Endeavors: Engineering, Art and Society

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joseph Churchill Tapia II, University of Kentucky; Danielle Nicole Dutton, University of Kentucky; Ronald Justin Vogler, University of Kentucky; Evan Yang, University of Kentucky; Sarah A. Wilson, University of Kentucky

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

Science and Biology. Outside of engineering education, he is involved with bioin- formatics research where he is developing systems for robust mapping of telomeres from next-generation sequencing data and is actively engaged in service projects within his campus community and abroad.Dr. Sarah A. Wilson, University of Kentucky Sarah Wilson is a lecturer in the Department of Chemical and Materials Engineering at the University of Kentucky. She completed her bachelor’s degree at Rowan University in New Jersey before attending graduate school for her PhD at the University of Massachusetts in Amherst, MA. Her research interests in- clude engineering communication, process safety, and undergraduate student mental health

Conference Session

Work-in-Progress Session: Emergent Methods for Engineering Education Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jiafu Niu, University of Cincinnati; David Reeping, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

, these methods can incorrectlygeneralize the findings based on the dominant group to the entire engineering student body.Pawley (2017) argues that studies in engineering education often make assertions about studentsbroadly when the participants are primarily white males. She explicitly articulates the necessityand urgency for the engineering education research community to reveal this default whitenessand maleness in their research. Further, Gillborn et al. (2018) have argued that statistics havebeen used to blur, cover, and even legitimize racism and inequity. They elaborate on this issue byshowing an example of a British government agency and three leading newspapers advancing anarrative of white students as race-victims by highlighting the

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Effective Teaching 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abigail Louise Beck, University of Illinois Urbana-Champaign; Eun Jeong Cha, University of Illinois Urbana-Champaign; Luc Paquette, University of Illinois Urbana-Champaign; Eric G Shaffer, University of Illinois Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

for Exploratory Equity Learning - Phase 2 Multiple StakeholdersAbstractCommunity resilience emphasizes the socioeconomic impact of structural failures post-disaster.This holistic view of structural risk has been driving studies for structural risk management.Since overall community resilience is achieved by the well-functioning of all communitycomponents, the concept of equity has gained attention in community resilience research. Key tocommunity resilience and equity education is the emphasis on multi-faceted impacts ofengineering decisions and systems thinking. However, the current structural engineeringcurriculum at the authors’ university offers students only minimal opportunities for learningabout the topics of

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Autar Kaw, University of South Florida; Renee M. Clark, University of Pittsburgh; Eleonora Emma Delgado, University of South Florida; Nicholas Abate, University of South Florida

Tagged Topics

Diversity, NSF Grantees Poster Session

assess the impact of the adaptive lessons on cognitive outcomes, identical two-hour-long finalexaminations were given for the two teaching modalities –flipped instruction with adaptivelearning and flipped instruction without adaptive learning. The final examination consisted oftwo parts − 14 multiple-choice questions and 4 free-response questions. Both parts wereweighted equally. There was no statistically-significant difference in the students’ averageperformance across the two treatments (p=0.547), but the higher mean was achieved by studentsin the flipped classroom with adaptive learning (d=0.12). Students’ pre-requisite-course GPAwas used as a control variable in comparing the means using an analysis of covariance(ANCOVA).To determine if

Conference Session

Multidisciplinary Capstone Design Projects

Collection

2009 Annual Conference & Exposition

Authors

Mark Redekopp, University of Southern California; Cauligi Raghavendra, University of Southern California; Allan Weber, University of Southern California; Gisele Ragusa, University of Southern California; Therese Wilbur, University of Southern California

Tagged Divisions

Multidisciplinary Engineering

interdisciplinary experiment were excellent. Mostteams succeed in implementing a prototype that meets a vast majority of the projectspecifications and expectations while a few still exhibit some bugs and occasionally a few haveproblems based on earlier design choices that were unrealistic or added too many features toolate in the game. Even this “feature creep” provides a valuable education to both engineeringand marketing students. Instructors also found that the greater latitude given to theinterdisciplinary teams to come up with innovative designs greatly increases the effort andpersonal time that was invested. Students felt a “pride of ownership” that was much morepronounced than in previous semesters.4. AssessmentIn an effort to measure the impact of

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tamara J Moore, Purdue University, West Lafayette (College of Engineering); Kristina Maruyama Tank, Iowa State University; Aran W Glancy, Purdue University, West Lafayette (College of Engineering); Elizabeth Gajdzik, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

NSF Grantees Poster Session

, skills, and Processes (ETool) and tools engineers use in their work.Issues, Solutions, and Impacts To solve complex and multidisciplinary problems, students need to be able to understand the impact of (ISI) their solutions on current issues and vice versa. Ethics (Ethics) Students should consider ethical situations inherent in the practice of engineering. In K-12 engineering education, it is important to develop students’ abilities to participate as a contributing Teamwork (Team) team member. Communication Related to Communication is the ability of a student to effectively take in information and to relay

Conference Session

MATH - Works in Progress for Mathematics Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Poornima Jayasinghe, University of Calgary; Placida Amali Dassanayake, University of Calgary; Andre Oliveira, University of Calgary; Anthony Starr Kroll, University of Calgary; Irushi Jayathunga, University of Calgary

Tagged Divisions

Mathematics Division (MATH)

for Sustainable Systems Engineering) as the setting for its first implementation. SUSE 307,offered to second-year Sustainable Systems Engineering students at the University of Calgary,Canada, is an ideal starting point due to its focus on key mathematical techniques andcomputational tools essential for solving real-world engineering problems. It provides anopportunity to engage students at a critical stage of their education, where they can beginapplying theoretical concepts to more complex, practical challenges. Furthermore, the relativelysmall class size enables more individualized attention, simplifies feedback collection, and allowsfor close monitoring of the new pedagogical approach's effectiveness, making it an ideal settingfor testing

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heidi M. Sherick, University of Michigan

Tagged Topics

Faculty Development Constituency Committee

last one hour. The majority of faculty members preferredto meet in their offices; however, the coach offered to meet in alternate locations and somefaculty chose to meet in the Faculty Commons or in the Coach’s office. The frequency of thesessions depended on the individual faculty member. One participant wanted to meet everyother week (most frequent) and another participant only met with the coach 3 times over theentire academic year. On average, the frequency of the meetings were approximately once permonth or about three sessions in the semester. When contracting with the faculty in the firstcohort, engagements were made through December (only one semester at a time). Since then,the minimum engagement is six months, with the opportunity for

Conference Session

Faculty Development Medley

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tareq Daher, University of Nebraska-Lincoln; Jody Koenig Kellas, University of Nebraska-Lincoln; Wayne A. Babchuk, Department of Educational Psychology, University of Nebraska-Lincoln; Lance C. Perez, University of Nebraska, Lincoln

Tagged Divisions

Faculty Development Constituent Committee

, teaching applied anthropology, Kalahari San land and resource rights, research to practice links in minority health care, and student and instructor perceptions of the impact of social media on student success. With a broad and diverse background in both education and the social sciences, he strives to bring a holistic and interdisciplinary approach to all aspects of teaching, research, and service.Dr. Lance C. Perez, University of Nebraska, Lincoln Dr. Lance C. P´erez received his B.S. in Electrical Engineering from the University of Virginia, and his M.S. and Ph.D. in Electrical Engineering from the University of Notre Dame. He is currently the Omar H. Heins Professor of Electrical and Computer Engineering at the

Conference Session

NGSS & Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Trauth, University of Delaware; Jenni Buckley, University of Delaware; Debra J. Coffey, University of Delaware

Tagged Divisions

Pre-College Engineering Education

, Y3) “Engineers follow a slightly different “Engineering practices go along with the following procedure and produce a product.” science practices: ask questions and define problems, (18ANBA, pre-survey, Y3) develop models, plan and carry out investigations, analyze data, use math, design solutions, engage in “They are similar in that they both use the arguments from evidence, and communicate scientific method of hypothesis, testing and information. As the students work through the EDP results.” (22ANWIL, pre-survey, Y3) they are using the science practices. Depending on the

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dustyn Roberts, University of Pennsylvania; William Schlatterer, University of Pennsylvania; Seon Woo Lee, University of Pennsylvania; Jonathan Singleton, University of Pennsylvania; Byron Lee, University of Pennsylvania; Michelle Jillian Johnson, University of Pennsylvania; Robert W Carpick, University of Pennsylvania

Tagged Topics

Diversity

Tagged Divisions

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

issues into the existing curriculum, rather than create an add-on for students.Courses taken for the Option all must be taken for a grade (not pass/fail) and in the followingthree areas: 1. Impact of Technology (1 course): These types of courses help students focus on how technology impacts marginalized communities. Examples of such courses are courses entitled “Race, Science, and Justice” and “Rehabilitation and Robotics.” These courses allow engineers to assess the needs of society and its marginalized communities and develop strategies to ensure that future technology solutions consider them. 2. Community Impact (1 course): These courses help students to develop and apply their knowledge of the interaction between

Conference Session

Teaching Mechanical Systems: What's New

Collection

2010 Annual Conference & Exposition

Authors

Camilla Saviz, University of the Pacific; Said Shakerin, University of the Pacific

Tagged Divisions

Mechanical Engineering

. Possibly the oldest and most frequently documented “fluids toy” is the Cartesiandiver, a floating object or eye dropper placed in a bottle of water – the object can be moved up ordown by exerting or releasing a force on the bottle. The bottle itself may be deformable, or aflexible diaphragm may be placed across the top of the bottle. This toy demonstrates theconcepts of hydrostatic pressure, buoyancy, and compressibility of air. While students willlikely have some first-hand experience with buoyancy in a swimming pool, most have notconsidered the effect of an increase in hydrostatic pressure and its impact on a compressiblefluid. This toy can be used as part of a class on either of these topics. Use of the Cartesian diverwas documented as early as

Conference Session

Track: Collegiate - Technical Session 6

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Julian Viera Jr., University of Texas, El Paso; Elsa Q. Villa, University of Texas, El Paso; Christina Convertino; Erika Mein, University of Texas, El Paso; Sarah Hug, University of Colorado, Boulder

Tagged Topics

Collegiate, Diversity

encourage Learner cannot do metacognition [20, 21]. Thus, the intervention under study focused on the development of learning communities through the practice of cooperative learning. This serves to promote social interaction and authentic engagement, which in turn fosters student learning. Figure 1. Learning zones  Studies have found that learning communities andcooperative learning support academic success [21, 22], especially

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Paul G. Ranky

asupportive and complementary on-the-job environment, where management, businessprocesses and supporting tools all permit the learner to apply new knowledge and skillsimmediately upon return to work.Case in Point: Measuring Business ImpactA large investment and insurance company wanted to develop a program that would result in“High Performing Teams.” It was essential that any further training would demonstrate areturn on investment and tangible evidence of a positive impact back in the workplace.The client’s use of a systematic approach to measure the job impact of learning programsprovided the statistical evidence needed to show the management team that the students whohad undertaken learning not only learned new skills, but they could also quantify

Conference Session

High School Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Amy Prevost, University of Wisconsin, Madison; Mitchell Nathan, University of Wisconsin, Madison; Benjamin Stein, University of Wisconsin; Allen Phelps, University of Wisconsin, Madison

Tagged Divisions

K-12 & Pre-College Engineering

ability to adapt and participate in change, makereasonable decisions in unfamiliar situations, appreciate other perspectives, collaborate asteam members and be able to engage in self-directed learning and meta-cognition. Mostimportantly, problem based learning also has a positive impact on “knowledge and skillacquisition and transfer” 13.Thus, we emphasize the need for instructors to use the intended curriculum in a way thatexplicitly connects mathematics to the engineering curriculum and allows students toexplore examples and sample situations though problem centered instruction. In paststudies, we have reviewed the intended curriculum of the Project Lead the Way™foundations courses, including Principles of Engineering™ 14. In this study, our

Conference Session

Faculty Development Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Madeline Polmear, University of Florida; Denise Simmons, University of Florida

workforce.Socialization into academia is a continuous process that is catalyzed during graduate school [5].As a result, there is recent focus on STEM graduate education [1], [6], and this work hasemphasized that the ideal STEM graduate education would provide opportunities to explorediverse career paths, develop broad competencies, and communicate clearly with faculty.However, current challenges in graduate education have called into question the degree to whichdoctoral programs prepare students beyond technical research skills [6]. Students are thusstarting jobs after graduation without the necessary competencies and a clear understanding ofwhat is expected of them in their new faculty roles.For this study, we employed a collaborative autoethnographic approach

Conference Session

Pre-college Engineering Education Division Technical Session 16

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine Leigh Boice, Georgia Institute of Technology; Christopher J. Cappelli, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Jasmine N. Patel, Georgia Institute of Technology; Roxanne A. Moore, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Accelerator accomplish these objectives through activities designed tosupport the development of invention skills, creativity, and collaboration. For example, in oneactivity students learn to empathize with others while thinking about the impact of theirinventions. Towards this end, students are given a worksheet with an inventor (themselves) in themiddle and a series of concentric circles expanding out around the inventor. In the circle closestto the inventor, the students write down problems that affect only themselves. As the circlegrows, students work collaboratively to identify problems that affect their families, communities,country, and world. This activity prompts students to be mindful of issues that may affectmultiple people and empathize

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

John Duffy, University of Massachusetts, Lowell; Carol Barry, University Massachusetts Lowell; Linda Barrington, University of Massachusetts, Lowell; Manuel Heredia, University of Massachusetts, Lowell

Tagged Divisions

Educational Research and Methods

allotted foreach topic. Nevertheless, instead of adding more elective courses (just so that service-learningprojects can be implemented), or instead of adding more courses to satisfy ABET requirements,it was found that S-L projects could be incorporated into existing core courses. For example,having community partners on S-L projects essentially guarantees that students will work onmultidisciplinary teams, and that with the correct structure of S-L projects, the students willexamine the impacts of engineering solutions in a societal context, both of which are ABETrequirements. In the end, the idea is that S-L projects can replace traditional analytical exercisesin courses and that, consequently, the overall workload will typically not increase for

Conference Session

Design in Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ferris Pfeiffer, University of Missouri; Johannes Strobel, University of Missouri; Suzanne Burgoyne, University of Missouri

Tagged Divisions

Design in Engineering Education

gain skills in the specific field of research directly under theguidance of a more experienced researcher. In the last two decades, this model has beenimproved upon dramatically [5-9], leading to many university-wide programs designed to helpany student wishing for research experience to gain a broad understanding of the researchprocess and how to perform specific tasks within that process without needing a one-on-oneapproach to guidance. These programs include seminars, workshops, and in-classroom learningexperiences focused on research skills that underlie all fields, such as performing literaturesearches, using citation software, communicating scientific results through written and oralformats, participating in mandatory safety trainings

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Philipp, University of Tennessee at Chattanooga; Olfa Nasraoui, University of Louisville; Jason Immekus, University of Louisville; Jody Zhong, University of Louisville

Tagged Topics

Diversity, NSF Grantees Poster Session

towards how their own students might feel at times.RET participants described having to engage problem solving skills and figure things out on theirown, which in turn led to them wanting to provide that same experience for their own students(ISTE Standard #6: Teacher as Facilitator). Some participants spoke of incorporating more real-life data to challenge their students to apply their learning to real life problems and challenges.Other individual participants reported feeling more qualified to meet their schools’ teachingstandards and that the RET experience influenced the overall curriculum and approach to howtheir school teaches physics and engineering.IntroductionThis paper describes an RET Site offering an authentic research experience and

Conference Session

ME Curriculum and Assessment

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christopher E. Larsen, University of Missouri; Rose M. Marra Ph.D, University of Missouri, Columbia; Nai-En Tang; David H. Jonassen, University of Missouri, Columbia; Robert Andrew Winholtz

Tagged Divisions

Mechanical Engineering

case study, the term learning is a student activity that may includeexplorative strategies, scheduling, or reflection. In contrast, the term instruction is a purposefulfunction of the educator to communicate with learners that often includes scaffolds such asprompting, modeling and phasing task assignments.Literature Review Page 24.1220.2 There is enduring, convincing evidence of knowledge transformation throughcollaboration. When compared to individual learning, collaborative learning has been shown tobeneficially impact learner achievement, self-efficacy, and relationships among learners4. In areview of 168 studies contrasting

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

Tagged Divisions

Educational Research and Methods

, and professional skills in diverse inengineering environments. This paper describes the University of Southern California, Viterbi School ofEngineering’s response to this important National Academy of Engineering challenge. Thispaper will describe both curricular research and metrics associated with global preparedness forworking in diverse engineering contexts. In this study, engineering students receivedinterdisciplinary globally focused training via their coursework and laboratory experiences andwere assessed as to their preparedness to work in global workforces and research environments.A global preparedness index was developed and administered to assess the impact of theseeducational and research experience with a summative focus

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Marie Coppola, University of Washington; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

course for incoming students with radicallydivergent backgrounds. In both cases, the emphasis on ungrading permitted a focus on thestudent learning trajectory over a commitment to everyone achieving specific goals.A second motivation was a sense that ungrading might be particularly appropriate to the subjectmatter of the course. In instance A2, the focus was on inclusive design and in instance E1, thefocus was on different paradigms for doing research. An emphasis on ungrading meant thatstudents could engage in healthy debate should the occasion arise, without having to worry aboutthe effect of debating an unpopular position on their grade.A third motivation was simply phrased as "getting out of the way of learning" and relatedly"having students

Conference Session

Minorities in Engineering Division(MIND) Technical Session 16

Collection

2025 ASEE Annual Conference & Exposition

Authors

Skyler J Kern, University of Alaska Anchorage; Michele Yatchmeneff, University of Alaska Anchorage; Linda P Lazzell, University of Alaska Anchorage; Matt Calhoun, University of Alaska Anchorage

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

Home Away From HomeAbstractThe Alaska Native Science and Engineering Program (ANSEP) at the University of Alaska (UA)is a program aimed at increasing the representation of Indigenous People in science, technology,engineering, and mathematics (STEM). The program started with one university student and nowprovides a longitudinal pipeline for engaging and retaining thousands of Native Students inSTEM from kindergarten through to the doctorate (K-PhD). University Success, the collegecomponent of the ANSEP pipeline, provides scaffolding and support to advance Alaska Nativeand rural students' success through a dedicated building and community space, scholarships,weekly team-building meetings, mandatory study groups, and paid internships with

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tiffanie R. Smith, University of Florida; Juan E. Gilbert, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

culturally relevant, full body gesturaleducational technology, entitled Makin’ Math Move. Research shows that culturally relevantmaterial is impactful on minority students and also that movement, when coupled with learning,has cognitive benefits. Makin’ Math Move focuses on improving the pre-Algebraic foundation toensure Algebra I success and also aims to improve student motivation in the mathematicsclassroom. This interdisciplinary work combines various research areas including culturallyrelevant pedagogy, essential algebraic content, natural user interfaces and gamification.In this paper, literature related to the two biggest components of the development of this system,culturally relevant pedagogy and gestural based learning, will be discussed in

Conference Session

Educational Research and Methods Division (ERM) Technical Session 19

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hudson James Harris, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Divisions

Educational Research and Methods Division (ERM)

technologicaladvancements. Generative AI, with its unparalleled capabilities for creating new content, problem-solving, and driving innovation, offers untapped potential for educational reform. Its applicationin engineering education could fundamentally alter how students engage with complex concepts,fostering environments that are more interactive, personalized, and conducive to deeper learning[8-10].However, the path to integrating generative AI into engineering curricula is fraught withchallenges. Ethical considerations, the quality and bias of AI-generated content, and thepreparedness of both educators and students to engage with this new paradigm are critical issuesthat must be addressed. This study, by focusing on the multifaceted aspects of generative AI’s

Conference Session

Graduate Studies Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shannon Barker, University of Virginia; Amy Clobes, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

. Data from the 2019-2020admissions cycle (for applicants matriculating in the Fall of 2020) are also included here forreview; however, there were several external and internal factors at play during this period,including the elimination of GRE requirements in two PhD programs, and of course, the widely-felt effects of the COVID-19 pandemic on potential applicants’ choices to pursue a PhD. Thiseffect is especially impactful for international students, which typically make up about 70% ofoverall applicant numbers, as well as for women and domestic minority applicants whoexperienced an outsized impact from the pandemic.For each cycle, the numbers of PhD applicants, admitted PhD applicants, and matriculating PhDstudents were assessed, along with

Conference Session

Computers in Education 2 - Programming 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stephany Coffman-Wolph, Ohio Northern University

instill this concept into our students?Especially introductory programming students who are often resistant to trying new things ordebugging independently. Most introductory programming instructors watch students write linesand lines of code without compiling the code or arrive at the instructor’s office needing helpbecause “it is almost working except this one compile error,” which once fixed unearths manylogical errors.Enter the rubber duck prize! To add fun to the introduction of the debugging concept, thestudents are sent on a scavenger hunt around the building where the class is held. Locationsincluded on the path: the computer lab, the department office, the help desk location, and thedean’s office – thus familiarizing first-year students