Collection

1998 Annual Conference

Authors

Eric J. Addeo

FutureD) Advanced Technologies Services and ApplicationsE) Standards Affecting Information NetworksF) Information Networking for Leading Edge Companies Section A-Overview of End User Systems1.0 Applications of Information TechnologyThe primary objective of this first module is to develop the student’s ability to assess the currentuse and flow of information within a business. This understanding is essential for evaluatingboth the implications of new technologies and the synthesis of new end-user applications.The strong dependencies between the use of information and the organizational structure in amodern business will be analyzed and assessed from a number of different perspectives. First thedynamics and

Collection

1997 Annual Conference

Authors

Yixin Shao; Laura Walhof; Joseph J. Biernacki

colleagues into theirresearch, much in the way that scientists do in academia and industry.Notes on AssessmentThe inquiry-based approach presented here can create some problems in assessment.Teachers will not be able to simply go down a list of responses from students and markoff correct and incorrect answers to canned questions. It will require more input fromteachers to review the students written and oral presentations looking for the elements ofscientific inquiry in the students work: ability to generate questions, design and conductscientific investigations, formulate models, analyze alternatives and communicate anddefend results. Several suggestions, paraphrased from MWM literature7, for assessmentfollow:Inquiry-based assessment: Seek to

Conference Session

First-Year Programs Division Technical Session 7: Retention & Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cristian Saavedra-Acuna, Universidad Andres Bello, Concepcion, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile; Danilo Alberto Gomez Correa, Universidad Andres Bello, Concepcion, Chile

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

entrepreneurship X17 Contact Level Assess the level of contact with various close groups Nominal X18 Career Name of the student's career Nominal X19 Extended Family Indicates the level of contact the student maintains with Nominal aunts, uncles, cousins, etc. X20 Friends Indicates the level of contact the student maintains with Nominal friends X21 Teachers Indicates the level of contact the student maintains with Nominal teachers X22 Partner Indicates the level of contact the student maintains with

Conference Session

Perspectives in Chemical Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Daniel B Oerther P.E., Missouri University of Science and Technology; Sarah Oerther

Tagged Divisions

Chemical Engineering Division (ChED)

., remembering, understanding, and applying). Inclass, the lecture-discussion format is open-ended, problem-based, and focused on mid-levelBlooms’ taxonomy (i.e., analyzing and evaluating). As part of modified mastery learning,students may complete optional assignments to earn academic credit that counts towards a gradeof “B” or “A”. These optional assessments are focused on high-level Bloom’s taxonomy (i.e.,creating). Enrollment in this course is optional to complete degree requirements for an existingmaster’s degree in environmental engineering, and the course is open to graduate students inCBE as well as graduate students from the University of Missouri System, including studentsfrom the Sinclair School of Nursing at Mizzou.Course content. As a

Conference Session

Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claudia Calle Müller, Florida International University; Mais Kayyali, Florida International University; Mohamed ElZomor P.E., Florida International University

Tagged Topics

Diversity

Tagged Divisions

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

collection, the study employed a purposivesampling approach. This method, known as judgmental sampling, entails selecting individualsfor the sample based on the researcher’s discretion regarding their perceived usefulness orrepresentativeness within the population. This study employed a mixed-methods sequentialexplanatory design to collect and analyze both quantitative and qualitative data from students.The administered survey included a demographic section followed by four questions. The firstquestion intended to identify whether students felt motivated to learn. The second question aimedto understand why students attended their academic institution. This question utilized the AMS,which consists of 28 comprehensive statements designed to assess

Conference Session

Diverse Pathways: Exploring Inclusive Practices and Outreach in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lexy Chiwete Arinze, Purdue University at West Lafayette; Jacqueline E McDermott, Purdue University at West Lafayette; Janet M Beagle

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

participants’ success once they matriculate into graduate school?The GradTrack Virtual mentoring program pairs 2 graduate student mentors with 4-7undergraduate students in mentoring circles with a focus on broadening participation inengineering [4]. In the 3 years of GradTrack’s existence, at least 6 seniors have been awarded theNSF GRFP and 65% of senior-level participants have matriculated into graduate programs. Aprevious assessment of the program showed that GradTrack prepares participating undergraduatestudents for the graduate application process while helping them build community [5]. Anoutstanding question is whether this increased community from GradTrack helps studentstransition to graduate school and succeed in their first semester and/or

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Vivian H Nguyen, City Colleges of Chicago ; Anthony Jesus Blanco, City Colleges of Chicago; Andrew Steppan, City Colleges of Chicago; Juan Munoz, City Colleges of Chicago ; Guadalupe Pina-Castillo, City Colleges of Chicago; Shlesha Patel, City Colleges of Chicago; Melvin Cabrera, City Colleges of Chicago; Tobias Wimmer; Doris J. Espiritu, City Colleges of Chicago

Tagged Divisions

Student Division (STDT)

also been shown to develop a student’s self-sufficientlearning ability in the classroom, as well as beyond that in the community and professionalsettings [9].We hypothesize that increasing community of practice through participation in studentextra/co-curricular activities could increase students’ sense of belonging and self-efficacy, whichwill consequently increase retention. The goal of this research is to find a connection betweenparticipation and academic achievements. The findings from our research can be utilized toestablish interventions to assist students' retention and overall academic success.II. METHODSA mix-method approach was used to assess the connection between student’s participation andoverall academic success. We conducted

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Eliot Nathaniel Wachtel, University of California, Santa Cruz; Qingyuan Cao, University of California, Santa Cruz; Matthew Kaltman, University of California, Santa Cruz; Khanh Tran, University of California, Santa Cruz; Miguel Robles Hernandez, University of California, Santa Cruz; Tela Favaloro, University of California, Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

, we have 21 years of experience working inseven project-based student clubs. This experience motivated us to become teachers and enrollin the one quarter Lead By Design class, where we worked in teams to develop (and practice)course content under the guidance of faculty. This class focused on developing and solidifying ourunderstanding of: - Active and experiential learning alongside classroom teaching methods - Non-violent communication and constructive assignment feedback - Iterative and Backwards Design as part of the engineering design cycle - Formative and Summative assessment strategiesNotably, the student-teachers were the ones dictating course content, including course learningoutcomes and teaching strategies. This

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dalya Ismael, Old Dominion University

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

through specific,strategically designed activities. 2.2 The Role of Micro-Moments in Cultivating EMOne such approach is the incorporation of "micro-moments" in lectures, are brief, interactiveexercises lasting anywhere from 2 to 30 minutes (Morin and Goldberg 2022). These micro-moments are pivotal in engaging students in entrepreneurial thinking, such as recognizingopportunities, assessing impacts (Blake Hylton et al. 2020), and applying economic reasoning(Wang 2017) within the scope of engineering challenges. For example, through the analysis ofcase studies, students explore engineering solutions that faltered due to insufficient marketunderstanding, emphasizing the importance of combining robust technical skills with anuanced grasp of

Conference Session

Improving Student Problem Solving and Performance

Collection

2024 ASEE Annual Conference & Exposition

Authors

Samantha Yanosko, University of Toledo; Grant Valentine, University of Toledo; Matthew W Liberatore, University of Toledo

Tagged Divisions

Chemical Engineering Division (ChED)

(Figure 6). Therefore,no significant differences between vocabulary and concept multiple choice questions wasobserved for two metrics, namely percent correct and attempt before correct.Applying the DP score metric found small differences between concept and vocabularyquestions. Specifically, 93% of vocabulary questions had a DP score of 0 with the rest scoring 1(6%) or 2 (1%). For concept questions, 89% of questions had a DP score of 0, 9% score of 1, and1% score of 2. Therefore, despite having only three choices for concept questions, the 10-11% ofquestion registering a DP score of 1 or 2 is measurably higher than vocabulary or in-chapterquestions, 7% and 1%, respectively. Overall, including attempts data to assess multiple choicequestions with

Conference Session

Design in Engineering Education Division (DEED) - Engineering Design and First-Year Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

MD B. Sarder, Bowling Green State University; Mohammad Mayyas, Bowling Green State University; Mohammed Abouheaf, Bowling Green State University; Gül E. Kremer, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

week theseteachers were engaged with research experiments supervised by the graduate students andmentored by three Co-PIs.4. Curriculum Development: The instructors participated in a comprehensive series of sixworkshops as part of the RET program. Given that a majority of the participants held master'sdegrees in education, the primary goal of these workshops was to refresh their knowledge ofselected curriculum design models and enhance their proficiency in evidence-based teachingtechniques. These workshops encompassed a wide range of educational topics, incorporatingtheories of blended learning, formative assessment strategies, active learning methods, and theeffective integration of technology into teaching practices. Teachers had the

Conference Session

Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Minju Lee, University of Connecticut; Davis Chacon-Hurtado, University of Connecticut; Shareen Hertel, University of Connecticut; Sophia Fenn, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

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

that equipsengineering students with core concepts and methodological tools necessary to analyze the roleof engineering in society, using a Human Rights framework. This paper explores learningoutcomes in an existing course within this curriculum (i.e., “Engineering for Human Rights”)by analyzing original exit survey data from enrolled students. Our survey instrument integratedNew Ecological Paradigm (NEP) statements to assess variation in perceptions of the usefulnessof the course content as it relates to sustainability. The findings of this study have implicationsand suggestions for designing interdisciplinary curricula that integrate engineering,sustainability, and human rights in engineering education.Keywords – Human Rights framework

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michelle Marincel Payne, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology; Ben Jelen, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

vulnerable, it is of utmost importance to develop and nurture a culture of trust andcomradery to protect the participants, and for sustainability of the project. We organized alistening party with a bonus live story from an enthused participant. In addition, we providedStory@Rose swag to students who participated, because we believe that this practice buildscommunity and honors the participants.MethodsWe hypothesized that we could support students’ sense of belonging and identity as scientistsand engineers by providing storytelling opportunities. To test our hypothesis, we put a process inplace for developing a student story-driven podcast. We assessed how recording stories impactedstudents’ views of their identities and their feedback on the

Conference Session

Joint Session: Experimentation and Laboratory-Oriented Studies Division and Chemical Division

Collection

2024 ASEE Annual Conference & Exposition

Authors

Caroline Cvetkovic, University of Illinois Urbana-Champaign; Keilin Jahnke, University of Illinois Urbana-Champaign; Sarah Elizabeth Lindley, University of Illinois Urbana-Champaign; Bethan Owen, University of Illinois Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies Division (DELOS)

projectwith new learning objectives was incorporated into both courses. Through expert lectures and arobust project, students were introduced to technology commercialization and the entrepreneurialmindset, skills that aid in the development of career-ready and innovative engineers. Studentsapplied these concepts through a laboratory-based design project by participating in a productpitch competition to justify the value of their design to a panel of experts in the field whoexemplified potential investors. To measure outcomes, we assessed students’ self-reportedexpertise in various components of these disciplines through surveys administered at multiplepoints throughout the modules and gathered anonymous feedback through end-of-semestercourse

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lorena S. Grundy, Tufts University; Milo Koretsky, Tufts University

Tagged Divisions

Educational Research and Methods Division (ERM)

interviews included topics such asprofessional history, including career backgrounds; details of the classes they teach, including size,format, structure, and support; course design considerations; assessment practices; goals andchallenges for students; professional development experiences, especially around teaching andlearning; and impressions of faculty incentive structures, especially tenure and promotion, whereapplicable. Student interviews included topics such as motivation for choosing the major; studentlearning goals, including both skills and perspectives; student beliefs about their instructors’ goalsand priorities; experiences with assessment; and alignment between instruction and learning goals.The interviewer asked follow-up questions

Conference Session

Student Division Technical Session 4: Project-based Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

James Chengda Lu, BASIS Shavano; Vincent Liu, Brandeis High School; Justin Jin; Parker Olkowski; Yu-Fang Jin, The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

been further extended to include trainingsessions in three summer camps for 2nd - 8th graders and two extracurricular clubsfor 6th-8th graders in regular school semesters.The framework has been assessed using data collected from more than 1,900learning-practice-service hours, in which students solved varied real worldengineering problems and tested their robots at competitions, presented theirlearning outcomes in judge rooms and conferences, and conducted a range ofservice projects involving local, national, and international partners. The collecteddata encompasses team achievements in robotic competitions over three years,individual student accomplishments, and the effects of services delivered via theLPS framework. The assessment of the LPS

Conference Session

Faculty Development Division (FDD) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Phuong Truong, University of California, San Diego; Truong Nguyen, University of California, San Diego; James Friend, University of California, San Diego; Alex M. Phan, University of California, San Diego

Tagged Divisions

Faculty Development Division (FDD)

) translation to practice; (T4) translationto community. These stages are anchored in established educational theories, such as theexperiential learning framework and Bloom's taxonomy, providing a grounded approach tounderstanding and implementing TEE. We illustrate the utility of this definition with examplesfrom our engineering program, showing how it can guide the assessment and enhancement ofcourse offerings to better equip students with the practical skills and knowledge they need.Furthermore, we discuss how engineering programs and their leaders can use our TEEframework to align their curricula with the demands of emerging technologies and markettrends, ensuring that graduates are prepared for the future of the industry. This paper aims

Conference Session

Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ingrid Scheel, Oregon State University; Rachael E Cate, Oregon State University; Natasha Mallette, Oregon State University; Ean H Ng, Oregon State University; Stella Collier, Oregon State University; Christina Bianca Southwick, Oregon State University; Carly Hudson

Tagged Topics

Diversity

Tagged Divisions

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

inengineering classrooms today that may be utilized broadly to improve engineering education [5].Purpose: In this paper the authors use a linguistic and cultural lens based on Crick’s Model ofDeep Engagement [6] to assess the articulation of engineering applications and courseworkpotential impacts on society, learning objectives, and measurable faculty commitment toequitable classroom practices. The authors believe the use of these strategies can assist in theimprovement of engineering education and practice and lay a foundation for creating learningspaces that promote belonging. In this paper, the authors identify these strategies and examinehow inclusive and equitable content delivery may impact student perception of technical coursesand their

Conference Session

Educational Research and Methods Division (ERM) Technical Session 23

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods Division (ERM)

revolves around understanding Cognitive Engagement Analysis, Assessing Methods in Engineering Education, and Facial Expressions (emotions) in the Learning process. He is a member of various technical committees, serving as a reviewer for esteemed journals and international conferences including ASEE and IEEE Transaction on Education. His commitment to advancing education, paired with his extensive academic and professional experiences, positions him as a promising researcher in engineering education.Dr. Oenardi Lawanto, Utah State University Dr. Oenardi Lawanto is a professor in the Department of Engineering Education at Utah State University, USA. He received his B.S.E.E. from Iowa State University, his M.S.E.E. from

Conference Session

Technical Sessions 2

Collection

2024 Fall ASEE Mid-Atlantic Section Conference

Authors

Orla LoPiccolo M. Arch, Pdip (CM), Architect, Farmingdale State College, State University of New York

Tagged Topics

Professional Papers

SUNY Discovers (research, entrepreneurship, field study, experiences abroad, and creative work) [6]• SUNY Applied Learning Plan [6]• Campus Applied Learning Plans: Applied Learning Plans parts II to VII for each system campus [6]• Applied Learning Guidance to Campuses (includes an action timeline) [6]• SUNY Board of Trustees Resolution on Experiential and Applied Learning [6]• Criteria for Campus-Approved Applied Learning Activities: The activity is structured, intentional, and authentic; requires preparation, orientation, and training; must include monitored and continuous improvement; requires structured reflection and acknowledgment; must be assessed and evaluated [6]• Service-Learning in SUNY: Current Status and

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 4: Engaging Authentic Engineering Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Azizi Penn, Purdue University; Rachel E. Higbee, Purdue University at West Lafayette (PPI); Hillary E. Merzdorf, Texas A&M University; Siddika Selcen Guzey, Purdue University at West Lafayette (COE); Morgan M Hynes, Purdue University at West Lafayette (COE); Kerrie A Douglas, Purdue University at West Lafayette (COE); Tamara J Moore, Purdue University at West Lafayette (COE)

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

University. She has earned a BS in Civil Engineering from LeTourneau University and MS in Environmental Engineering from Purdue. Rachel’s current research focuses on fair assessments and evaluation in engineering, but she also has experience in photochemistry, water quality, PFAS remediation, and disinfection. In her free time, Rachel enjoys kayaking, hiking, and walking her dogs, Leo and Molly.Hillary E. Merzdorf, Campbell University College of EngineeringSiddika Selcen Guzey, Campbell University Dr. Guzey is an assistant professor of science education at Purdue University. Her research and teaching focus on integrated STEM Education.Dr. Morgan M Hynes, Campbell University Dr. Morgan Hynes is an Assistant Professor

Collection

2024 ASEE Midwest Section Conference

Authors

Kaycie Lane; Jason Hawkins

for Project #1.Course ImplementationCIVE 202 was taught for the first time in Spring 2024. In Omaha, class consisted of one section withthirteen students and in Lincoln, class consisted of a combined lecture and two lab sections with a total of28 students. Each location had one graduate teaching assistant who primarily assisted with debuggingerrors and helping answer questions during working time in the lab sections. The course spanned a 16-week semester, with three weeks allocated for each project and no final exam or assessment beyond thelast project.To review implementation progress, both instructors met weekly to discuss how the previous week wasreceived by students and to prepare and plan for subsequent week activities. Because the UNL

Conference Session

Mechanical Engineering Division (MECH) Technical Session 4: Professional Preparation

Collection

2023 ASEE Annual Conference & Exposition

Authors

Greg Kremer, Ohio University; Timothy Cyders; Cody Petitt; Kouree Chesser, Ohio University

Tagged Divisions

Mechanical Engineering Division (MECH)

the Pro-ABC model. Pro-op students interact with instructors forperspective sharing and calibration in ways that support student ownership of their developmentand their ability to self-evaluate. Pro-op instructors serve primarily as mentors while helpingstudents build and demonstrate professional competencies. Student-designed professionalportfolios (Pro-folios) serve to build their sense of belonging as an engineer and benefit them bymaking it easier to demonstrate, assess, recognize, and build on their Pro-ABCs in future workand enable better performance in competitive job and promotion interviews.For context, our mid-size ME department is situated in Athens Ohio, a rural area with limitedlocal industry. We have historically attracted and

Conference Session

MECH - Technical Session 4: Innovation in Engineering Education Methods

Collection

2024 ASEE Annual Conference & Exposition

Authors

Diane L Peters P.E., Kettering University

Tagged Divisions

Mechanical Engineering Division (MECH)

to focustheir study time on the most important things, i.e., learning how to appropriately use theequations, data, and constants. These equation sheets are made up by the professor at times, atother times students have the option to make up their own, and some instructors use a hybridapproach where they supply some information but allow students to make up their own equationsheets as well.Equation sheets appear as a topic, in passing, in many different papers, although they may not bethe primary focus of those papers, and in fact may be mentioned very briefly (e.g., [1], [2], [3],[4], [5], [6], [7], [8], [9], [10], [11], [12]). One work mentioned them as not being allowed on aspecific assessment [13], and a few mentioned specific lengths or

Conference Session

Community Engagement and Humanitarian Engineering: Creating Inclusive Engineers

Collection

2024 ASEE Annual Conference & Exposition

Authors

Adithya Jayakumar, The Ohio State University; Patrick John Sours, The Ohio State University; Kristen Conroy, The Ohio State University; Kadri Akinola Akanni Parris, The Ohio State University

Tagged Divisions

Community Engagement Division (COMMENG)

for the critical multiyear HCD approach. Followingthis, a brief overview of the different community-based learning courses at OSU is included.Next, a comprehensive reflection on the journey undertaken by the authors is discussed. Itoutlines the strategies employed, the successful interventions, challenges faced, and thesubsequent modifications made to the HCD model. The authors aim to provide insights into whatworked and what didn't during the evolution of engineering service learning at OSU. In theoutcomes section, the authors make the case for using the Intercultural Development Inventory(IDI) as a tool to assess impact on student intercultural competence and provides data from oneof the courses.Challenges with the traditional service

Conference Session

Bart's Big Plan: Engaging High Schoolers in Engineering Adventures ... Ay Caramba!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julie M. Smith, CSEdResearch.org; Monica McGill, Institute for Advanced Engineering

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

MethodologyThe K-12 Computing Education Research Resource Center vets and then curates relevant articlesfrom over a dozen venues (see Table 1) that publish computing education research, includingdedicated journals and conference proceedings; there is also a mechanism for submissions to theresource center by authors. The inclusion criteria require that articles (1) describe or assess acomputing activity, (2) focus on K-12 students and/or their instructors, and (3) focus on anactivity whose goal is teaching a computing or computational thinking concept. Title ACM International Computing Education Research (ICER) ACM Innovation and Technology in Computer Science Education (ITiCSE) ACM SIGCSE Technical Symposium on Computer Science Education

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Instructional Technology 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kaiyuan Wang, University of Illinois Urbana-Champaign; Yuxiang Zhao, University of Illinois at Urbana-Champaign; Ishfaq Aziz, University of Illinois Urbana-Champaign; Mohamad Alipour, University of Illinois Urbana-Champaign

Tagged Divisions

Civil Engineering Division (CIVIL)

deformation. To achieve this goal, our design requires the user to movetheir hands at a speed inversely proportional to the member stiffness, stopping deformation ifthis constraint is violated. To assess the effectiveness of these techniques, we introduce threegame scenes within our study with beams under tension, compression, bending, and torsion.Preliminary results from an early pilot user study show the promise of the proposed platformin inducing a sense of stiffness. The proposed application provides a promising pathway forimmersive experiential learning of engineering concepts that would otherwise requireexpensive laboratory experiments.IntroductionStructural mechanics involves studying members' force and displacement distribution underdifferent

Conference Session

Mathematics Division (MATH) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julia Spencer, University of Virginia; Megan Ryals, University of Virginia; Gianluca Guadagni, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

the rest of the material. The design of the new coursehad four goals. First, it would motivate mathematical content with real world problems. Second,students would learn to not only solve but construct differential equations that model physicalsituations. Third, the course would connect analytic, numerical, and graphical representationsand solution methods. Finally, students would utilize discussion and argumentation in problemsolving to discover content that had traditionally been presented by an instructor. To assess theimpact of the IODE curriculum, we pose the following research questions: 1. How does the IODE curriculum impact student performance? 2. How does the IODE curriculum impact students’ views about mathematics

Conference Session

Virtues in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Chloe Adams, Wake Forest University; Olga Pierrakos, Wake Forest University and National Science Foundation ; Lasya Agasthya

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

ranged fromfirst to fourth-level headings. However, if a topic was found among any heading level, it wasmarked with an “X” regardless.Table 1. Table of Topical Themes Identified Across the 26 Engineering Ethics Textbooks. Topic Description Ethics and The fundamental ideas around what makes ethics and, more 1 Engineering Ethics particularly, framing ethics Public Welfare & The engineer's role in advancing public welfare, public wellbeing, and 2 Public Wellbeing social responsibility An investigation of normative ethics in engineering, encompassing the 3 Normative Ethics assessment of moral standards that direct

Conference Session

Environmental Engineering Division (ENVIRON) Technical Session 2 - Engineering for One Planet (EOP)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cynthia Anderson, Alula Consulting; Cindy Cooper, The Lemelson Foundation

Tagged Divisions

Environmental Engineering Division (ENVIRON)

with peers ● Use free online resources ● Plan and prepare for assessment before starting the project to secure Institutional Review Board (IRB) permissions, if necessary, and to develop baseline measurements and measure short- and long-term impacts. Assess impact on faculty and students. Consider assessing not only learning, but also other impacts that may be of interest to the institution, including beliefs about the relevance of sustainability and career priorities. ● Capture key performance indicators (KPIs) (e.g., number and proportion of faculty trained, number and proportion of students reached, number of courses modified and created, etc.,) from the outset of an implementation to measure short- and long