Conference Session

Student Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hamidreza Taimoory, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University; Kazuki Hori, Virginia Tech

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Paper ID #33908Exploring Student Academic Motivation and Perceptions of Teamwork andCommunicationMr. Hamidreza Taimoory, Virginia Polytechnic Institute and State University Hamid is currently a Ph.D. student in the Engineering Education program and a Master’s student in Man- agement Systems Engineering. He likes to utilize his quantitative and engineering knowledge to conduct research to encourage young people to pursue the engineering field.Dr. David B. Knight, Virginia Polytechnic Institute and State University David B. Knight is an Associate Professor in the Department of Engineering Education and Special As- sistant

Conference Session

Student Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kevin Zhu, University of Toronto; Aoran Jiao, University of Toronto; Xinyue (Crystal) Liu, University of Toronto; Scott Ramsay P.Eng., University of Toronto

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”. Participants were then asked to complete eight tasks: two eyes open baselines, two eyesclosed baselines, two 0-back tasks, and two stop-signal tasks. The 0-back tasks consisted ofletters that would flash across the screen. If the letter was an ‘M’, participants pressed thecorresponding character on their keyboard; otherwise, they were to do nothing. The stop-signaltasks were much more challenging tasks that required participants to discern between left andright arrows. If the arrow pointed left, the participant was to press ‘B’, and if the arrow pointedright, the participant was to press ‘N’. However, there was a ‘stop signal’: when a red circleflashed, the participant was to do nothing. The 0-back and stop-signal tasks were coded andcompiled using

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maral Kargarmoakhar, Florida International University; Stephanie Jill Lunn, Florida International University; Monique S. Ross, Florida International University; Zahra Hazari, Florida International University; Mark A. Weiss, Florida International University; Michael Georgiopoulos, University of Central Florida; Ken Christensen P.E., University of South Florida; Tiana Solis, Florida International University

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events organized by the department, ▪ Presenting work to other students (not classwork), ▪ Community or K-12 outreach (voluntary or for a course), ▪ Interacting with students in different year(s) (lower year or more senior students), ▪ Research Experience Question B: Which of the following ▪ Students in the class people, if any, have helped you with ▪ Students outside the class who have taken it before classwork? Mark all that apply. ▪ Teaching or Learning Assistants

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pearl Elizabeth Ortega-Darwin, Texas A&M University; Kristi J. Shryock, Texas A&M University

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calculus and physics subjects as we make changes according to the material that isavailable on the software. Currently, the platform we are using does not offer adaptive testing forthe higher level maths that the department and students are requesting, so next steps are to workwith a team that can accommodate the necessary changes. We also intend to distribute a pre andpost survey to the participants to gather feedback regarding the usefulness of the assessment.REFERENCESBowen, B., Wilkins, J., & Ernst, J. (2019). How calculus eligibility and at-risk status relate tograduation rate in engineering degree programs. Journal of STEM Education, 19(5).Geisinger, B. N., & Raman, D. R. (2013). Why they leave: Understanding student attrition

Conference Session

Student Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Taylor Lightner, Virginia Tech Department of Engineering Education; Siddhartha Roy, Virginia Polytechnic Institute and State University; Jeremi S. London, Virginia Polytechnic Institute and State University; Marc Edwards, Virginia Polytechnic Institute and State University

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Engineering Programs (Rep.). Retrieved https://www.abet.org/wp- content/uploads/2018/11/E001-19-20-EAC-Criteria-11-24-18.pdfBates, S. (2016). Flint water crisis: For young engineers, a lesson on the importance of listening. National Science Foundation. Retrieved https://www.nsf.gov/discoveries/disc_summ.jsp?cntn_id=138060Battle, C. (2020). Reflections in Trust. YouTube. Retrieved: https://www.youtube.com/watch?v=hgUrxZen5WABielefeldt, A. R., & Canney, N. E. (2019). Working engineers’ satisfaction with helping people and society through their jobs. European Journal of Engineering Education, 44(6), 939- 953.Bloom, P. (2017). Against empathy: The case for rational compassion. Random House.Boklage, A., Coley, B

Conference Session

Student Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matilda Ho, University of Texas at Dallas; Maria Fernanda Valdez; Casey Hatfield; Jieun Kim; Taylor Carlile Beach

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tool.Special thank you for the support from the Control Systems Department at University of Texas atDallas. 10 References1. B. Balamuralithara and P. Woods, "Virtual laboratories in engineering education: The simulation lab and remote lab," in Computer Applications in Engineering Education, Wiley Online Library, 2008, pp. 108-118.2. D. Cook, S. Hamstra, B. Zendejas, J. Szostek, A. Wang, P. Erwin and R. Hatala, "Comparative effectiveness of instructional design features in simulation-based education: Systematic review and meta-analysis.," in Medical Teacher, pp. 867-898.3. Kiryakova, Gabriela & Angelova, Nadezhda &

Conference Session

Student Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Laura Jill Carroll, University of Michigan; Cynthia J. Finelli, University of Michigan

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opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation.References[1] M. K. Eagan, E. B. Stolzenberg, H. B. Zimmerman, M. C. Aragon, H. Whang Sayson, and C. Rios-Aguilar, “The American freshman: National norms Fall 2016,” University of California, Los Angeles, CA, U.S., 2017.[2] A. L. Green and D. L. Rabine, “What do we really know about ADHD in college students?” Neurotherapeutics, vol. 9, pp. 559-568, 2012, doi:10.1007/s13311-012-0127-8.[3] G. J. DuPaul, L. L. Weyandt, S. M. O’Dell, and M. Varejao, “College students with ADHD: Current status and future directions,” Journal of Attention

Conference Session

Student Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Felicity Bilow, Clarkson University; Jan DeWaters P.E., Clarkson University; Gordon D. Hoople, University of San Diego

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’ experiences and may retain women inengineering. It also presents new data to show that instead of just discussing the social or thetechnical factors of an engineering concept separately, but the two combined together, can affectstudents’ sense of belonging and attitudes toward engineering, especially for female students.However, future research is still needed to get a more complete understanding of the effects thata sociotechnical approach can have on engineering students’ sense of belonging/attitudes towardengineering.References[1] B. Cohen and K. L. Sanford Bernhardt, "Introducing Engineering as a Socio-technical Process," in Proceedings of the ASEE Annual Conference & Exposition, Indianapolis, IN, USA, 15-18 June, 2014.[2] National Academy

Conference Session

Student Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew H. Phillips, The Ohio State University; Krista M. Kecskemety, The Ohio State University

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personality factors do appear in STEMand FYE TA literature and that some TA personality factors may be linked to student successand retention in FYE and STEM.References[1] R. A. Louis and H. M. Matusovich, “Work in progress: Describing the responsibilities ofTeaching Assistants in first-year engineering programs,” 2012 Frontiers in EducationConference Proceedings, 2012.[2] M. Ohland, C. Brawner, X. Chen, and M. Orr, “A Comparative Study of EngineeringMatriculation Practices,” 2014 ASEE Annual Conference & Exposition Proceedings.[3] I. B. Myers and P. B. Myers, Gifts differing: understanding personality type. Palo Alto, CA:Davies-Black Pub, 2002.[4] D. Keirsey, Please understand me II. Del Mar: Prometheus Nemesis Book Company, 1998.[5] P. T. Costa

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mehdi Lamssali, North Carolina Agricultural & Technical State University; Olivia Kay Nicholas, RAPID; Alesia Coralie Ferguson, North Carolina A&T State University; Andrea Nana Ofori-Boadu, North Carolina Agricultural and Technical State University; Angela M. White, NC A&T State University

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pandemic transition that a lot of students were having issues withbeing able to access their work. Indeed, that was because they didn't have adequate access tointernet at their home. Some students would tell me that they were only able to get internet at arelative's house, one day out of the week, in order to be able to do their work. The reason beingis that at they at their home, they didn't have the internet or they didn't have a computer. So, theywould have to go to their grandmother's or their aunt’s house to be able to do all theirassignments” (Research Participant 23) b) Student cheating behavior, cheating factors and prevention approaches During faculty interviews, student cheating was a common and serious complaint havinga

Conference Session

Student Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jorge Jimenez, University of Pittsburgh; April A. Dukes, University of Pittsburgh; Morgan V. Fedorchak

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captured student demographics, awareness of topics, and 5-point Likert scales evaluating students’ familiarity, perceived importance, interest, and perceived relevance of HD and SDOH for drug delivery. Review papers on delivery systems written by groups of students were evaluated using inductive thematic analysis to capture codes related to the translation of DDS to society and potential HD and SDOH topics. Controlled with the same rubric and traditional course content, three group report sets (total N=23 reports) including the current cohort of students receiving HD and SDOH content (Semester A, N =8 reports) and previous cohorts (Semester B, N = 7 reports; Semester C, N = 8 reports; both without additional content) were

Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda N. Quay, Stanford University; Callan E. Monette, Stanford University; Stacey A. Huang, Stanford University; Alexa Wnorowski, Stanford University; Anjali Mulchandani, Stanford University; Ronnie Miller, Stanford University

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Society for Engineering Education, 2021 Online Engagement and Outreach Activities in an ASEE Student Chapter during Turbulent TimesAbstractFollowing the shelter-in-place guidelines enacted across California in the early spring of 2020,many institutions transitioned nearly all student programming to online offerings. On the heels ofthe burgeoning public health challenge followed a long overdue reckoning with systemic andracial inequity catalyzed by George Floyd’s murder. In response, our ASEE Student Chaptermade major pivots in its mission to address both (A) the pressures and stressors students andeducators faced coupled with their desire for engagement and (B) the integration of anti-racistpedagogy into their engineering

Conference Session

Student Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cassondra Wallwey, The Ohio State University

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Paper ID #34363Development and Employment of a Course Feedback Classification ToolCassie Wallwey, The Ohio State University Cassie Wallwey is currently a Ph.D. candidate in Ohio State University’s Department of Engineering Education. She is Graduate Teaching Associate for the Fundamentals of Engineering Honors program, and a Graduate Research Associate working in the RIME collaborative (https://u.osu.edu/rimetime) run by Dr. Rachel Kajfez. Her research interests include engineering student motivation and feedback in engineering classrooms. Before enrolling at Ohio State University, Cassie earned her B.S. (2017) and M.S

Conference Session

Student Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ryan Edward Lake, University of Illinois at Urbana - Champaign; Jessica Brooke Altenberg, University of Illinois at Urbana - Champaign; Arin Rzonca, University of Illinois at Urbana-Champaign; Kariem Hashem, University of Illinois; Ann-Perry Witmer P.E., University of Illinois at Urbana - Champaign

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Paper ID #33196A Contextual Innovation and Process Investigation of an InternationalStudent Entrepreneurial OrganizationMr. Ryan Edward Lake I am a junior in Civil Engineering at the University of Illinois. My research focuses on the domestic applications of Contextual Engineering and student motivations. I am also a clarinet in the Marching Illini.Ms. Jessica Brooke Altenberg, University of Illinois at Urbana - Champaign Jessica Altenberg is a sophomore studying Mechanical Engineering. Besides engaging in Contextual En- gineering research, Jessica is involved in American Society of Mechanical Engineers and TAMID

Conference Session

Student Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bibhav Bhattarai, Auburn University; Edward W. Davis, Auburn University; Joni M. Lakin, University of Alabama; Virginia A. Davis, Auburn University; Daniela Marghitu, Auburn University

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promoted to Senior Lecturer. He has regularly taught courses in three different engineering departments. In 2015 he began his current position as an Assistant Professor in the Materials Engineering Program.Dr. Joni M. Lakin, University of Alabama Joni M. Lakin, Ph.D. The University of Iowa, is Associate Professor of Educational Research at the University of Alabama. Her research interests include educational assessment, educational evaluation methods, and increasing diversity in STEM fields.Prof. Virginia A. Davis, Auburn University Dr.Virginia A. Davis’ research is primarily focused on using fluid phase processing to assemble cylindrical nanomaterials into larger functional materials. Targeted applications include optical

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Regina Palero Aleman, University of San Diego; Mireya Becker Roberto; Joel Alejandro Mejia, University of San Diego; Susan M. Lord, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Diana A. Chen, University of San Diego; Gordon D. Hoople, University of San Diego

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-based models impact the validation and recognition of students and communities of color as holders and creators of knowledge. His current work seeks to analyze and describe the tensions, contradictions, and cultural collisions many Latino/a/x students expe- rience in engineering through testimonios. He is particularly interested in approaches that contribute to a more expansive understanding of engineering in sociocultural contexts, the impact of critical conscious- ness in engineering practice, and development and implementation of culturally responsive pedagogies in engineering education.Dr. Susan M. Lord, University of San Diego Susan M. Lord received a B.S. from Cornell University in Materials Science and

Conference Session

Student Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica Marie Mingee, University of Illinois at Urbana-Champaign; Ann-Perry Witmer P.E., University of Illinois at Urbana - Champaign

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detail to understand the process betweenobjectives. Consequently, certain actions needed to be implied.5. There are several different perspectives involved in defining project success[32], but thisinvestigation considers solutions that best represent the goals of the client community to befavorable.References[1] K. T. Jahnke, A. Hansen, A.-P. Witmer, J. B. Elliott-Litchfield, and M. H. Goldstein, “Assessing the Impact of International Project Participation on Student Practitioners and Engineering Education Outcomes,” dissertation, 2020.[2] D. Nieusma and D. Riley. Designs on development: engineering, globalization, and social justice." Engineering Studies 2(1), pp 29-59, 2010.[3] A.-P. Witmer, “Contextual Engineering To

Conference Session

Student Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Catherine Hendricks Belk, Clemson University; Marisa K. Orr, Clemson University

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Science and Mathematics Education, vol. 7, no. 1, pp. 14-31, 2019.[2] R. E. Mayer, Thinking, problem solving, cognition. New York, NY: W. H. Freeman, 1992.[3] G. Duffy, S. Sorby, and B. Bowe, "An investigation of the role of spatial ability in representing and solving word problems among engineering students," Journal of Engineering Education, vol. 109, no. 3, pp. 424-442, 2020, doi: 10.1002/jee.20349.[4] A. D. Baddeley and G. J. Hitch, "Working Memory," in The Psychology of Learning and Motivation: Advances in research and theory, vol. 8, G. h. Bower Ed. New York: Academies Press, 1974, pp. 48-79.[5] A. Baddeley, "Fractionating the Central Executive," in Principles of Frontal Lobe Function, D. T. Stuss and R

Conference Session

Student Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathaniel Blalock, University of Tennessee at Knoxville; Alexis Rae Walsh, University of Tennessee at Knoxville; Daniel Patrick Mountain, University of Tennessee - Knoxville; Sarah Emily Norris; Courtney June Faber, University of Tennessee at Knoxville

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per week. Interview participantdemographics are shown in Table 1. Table 1: Interview Participant DemographicsThe interviews lasted about one hour and focused on capturing detailed descriptions of students’experiences. We tailored specific interview questions for each participant based on their surveyresponses to obtain insight into project details, team structure, how the team completed theproject, challenges experienced by individuals, and general difficulties experienced by the virtualteam project experience (Appendix B). All interviews were conducted by two members of theresearch team. During the Zoom interview, a member of the research team informed theinterviewee that the meeting was being recorded, introduced

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tyler Milburn, The Ohio State University; Krista M. Kecskemety, The Ohio State University

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Engineering Disciplines into a Common First Year Engineering Program,” in 2003 ASEE Annual Conference and Exposition, 2003, pp. 1–19.[14] K. Reid and D. Reeping, “A Classification Scheme for ‘Introduction to Engineering’ Courses: Defining First-Year Courses Based on Descriptions, Outcomes and Assessment,” in 121st ASEE Annual Conference & Exposition, 2014, pp. 1–11.[15] B. M. Olds and R. L. Miller, “The effect of a first‐year integrated engineering curriculum on graduation rates and student satisfaction: A longitudinal study,” J. Eng. Educ., vol. 93, no. 1, pp. 23–35, 2004.[16] C. Brozina and K. Meyers, “Engineering Major Discernment: A Model for Informing Students and Offering Choice,” in 126th Annual

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pasquale Sanfelice; Mia Erdenebileg; Doris J. Espiritu, Wilbur Wright College- One of the City Colleges of Chicago

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and self-efficacy survey designed by MUSE consulting and the PI of theNSF-HSI project “Building Bridges into Engineering and Computer Science” was modified forcompounding reward system research. The modified survey contains questions regardingparticipation in co-curricular activities, internships, and non-scholastic factors and barriers. Thesurvey aims to gauge how participation in an organization affects self-efficacy, belonging, andacademic and professional success. The survey contains the elements listed below: a. Self-efficacy b. Belonging c. Amount of other responsibilities outside school and co-curricular participation d. Ease of getting internship(s) as a result of co-curricular participation 2. Case Study InterviewThe

Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Shaffer Brown, Clemson University

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. 144–152, 2013.[10] I. Drewelow, “Exploring graduate teaching assistants’ perspectives on their roles in a foreign language hybrid course,” System, vol. 41, no. 4, pp. 1006–1022, 2013.[11] J. Paulsen and A. C. McCormick, “Reassessing Disparities in Online Learner Student Engagement in Higher Education,” Educ. Res., vol. 49, no. 1, pp. 20–29, 2020.[12] K. Sobel, S. Avery, and I. J. Ferrer-Vinent, “Teaching Them to Teach: Programmatic Evaluation of Graduate Assistants’ Teaching Performance,” Public Serv. Q., vol. 12, no. 3, pp. 189–213, 2016.[13] B. C. O. Neal, M. Wright, T. Perorazio, and J. Purkiss, “The Impact of Teaching on Student Retention in the Sciences,” 2002.[14] B. Melton and Y. Bodur, “Effects of a

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bala Vignesh Sundaram, Arizona State University, Polytechnic campus; Nadia N. Kellam, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus

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(Design)Data collection: A semi-structured interview [25] was used to collect data for the project. Theinterview questions were directed to bring out the participant’s direct and indirect perceptionsabout empathy and empathic interactions with students and lasted between 30 to 45 minutes.Some of the interview questions that were asked were, a. If there is any, could you share one or two positive experiences, or a very memorable interaction in your class with your students? and, b. In your own words, how would you define empathy?The interview was audio recorded and was transcribed by the researcher. The transcribed datawere anonymized to ensure confidentiality of the participant’s identity. The researcher shared thetranscribed data with

Conference Session

Student Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Elizabeth Santana, Purdue University; Scott R. Bartholomew, Brigham Young University

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, Technology and Engineering, andMathematics) subjects and related careers, was modified to include a section related tocomputational thinking, in line with our research objectives. The final administered survey(Appendix A) was divided into four sections (Math, Science, Engineering and Technology, andComputational Thinking) and consisted of 45 five-point Likert scale (coded as: StronglyDisagree: -2; Disagree: -1; Neither Disagree or Agree: 0; Disagree: 1; Strongly Agree: 2)questions.The thirteen-week intervention consisted of pre-surveys, design, build, and automation activities,post-surveys, and semi-structured interviews with randomly selected students and the classroomteacher at the conclusion of the intervention (Appendix B includes a classroom

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Shuey, Rensselaer Polytechnic Institute; Atsushi Akera, Rensselaer Polytechnic Institute; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Thomas De Pree, University of New Mexico; Soheil Fatehiboroujeni, Cornell University

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intentions regarding MOOCs," British Journal of Educational Technology, vol. 43, no. 3, pp. 528-541, 2015.[11] B. J. Evans, R. B. Baker and T. S. Dee, "Persistence patterns in massive open online courses (MOOCs)," Journal of Higher Education, vol. 87, no. 2, pp. 206-242, 2016.[12] L. Kinney, M. Liu and M. A. Thornton, "Faculty and Student Perceptions of Online Learning in Engineering Education," in ASEE Annual Conference & Exposition, San Antonio, 2012.[13] P. G. Barba, G. E. Kennedy and M. D. Ainley, "The role of students' motivation and participation in predicting performance on a MOOC," Journal of Computer Assisted Learning, pp. 218-231, 2016

Conference Session

Student Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexis Rae Walsh, University of Tennessee at Knoxville; Sarah E. Norris, University of Tennessee, Knoxville; Nathaniel Blalock, Enlite Research Group Led by Dr. Faber: University of Tennessee - Knoxville; Daniel Patrick Mountain, University of Tennessee - Knoxville; Courtney June Faber, University of Tennessee at Knoxville

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virtual teams during the rapid transition online due to COVID-19 Alexis Walsha, Sarah Norrisb, Nathaniel Blalockc, Daniel Mountainc and Courtney Faberd a) Department of Industrial and Systems Engineering; b) Department of Mechanical Aerospace Biomedical Engineering; c) Department of Chemical and Biomolecular Engineering; d) Cook Grand Challenge Honors Program University of Tennessee KnoxvilleIntroductionTeam projects are common in undergraduate engineering courses and have been shown toimprove self-efficacy, communication, and teamwork skills through group discussions andpresentations, preparing students for professional engineering practice [1], [2

Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda Marie Singer, Michigan Technological University; Michelle E. Jarvie-Eggart, Michigan Technological University

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.[10] Martin, F., Stamper, B., & Flowers, C. (2020). Examining student perception of theirreadiness for online learning: Importance and confidence. Online Learning, 24(2), 38-58.https://doi.org/10.24059/olj.v24i2.2053[11] Kauffman, H. (2015). A Review of Predictive Factors of Student Success in and Satisfactionwith Online Learning, Research in Learning Technology, vol. 23, 26507.[12]Chang, M., & Ho, C. (2009). “Effects of locus of control and learner-control on web-basedlanguage learning.” Computer Assisted Language Learning, vol. 22, no.3, pp. 189–206.doi: 10.1080/09588220902920094[13]Doherty, D. (2006) “An analysis of multiple factors affecting retention in web-basedcommunity college courses.” The Internet and Higher Education, vol.9

Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathalia De Souza, California Polytechnic State University, San Luis Obispo; Michaella Ochotorena, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo

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, and said that it was closer to traditional in-person courses. Students who preferredasynchronous courses liked them because it provided flexibility in their schedule, accommodatedtime zone differences, and allowed them to learn on their own time.One asynchronous course in particular was set up uniquely: each student’s grade was based onhow many assignments were completed. This allowed students to choose topics that wereinteresting to them and complete assignments on their own time. “I really liked how the course was graded. [It was] based off of completion of assignments... Basically if you did a certain amount, you get a C and then if you did, you know, five more you get a B, five more you get an A and so you got to choose which

Conference Session

Student Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dolores Herrera; Claire Marie Leader, California Polytechnic State University, San Luis Obispo; Soham Patel; Anahid Behrouzi, California Polytechnic State University, San Luis Obispo

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Paper ID #34324Student-Led Summer Diversity Workshops for Built-Environment MajorsDolores Herrera, Dolores Herrera is a graduate student in architectural engineering at California Polytechnic State Univer- sity, San Luis Obispo. She serves as the co-chair of the Student Diversity, Equity and Inclusion (DEI) Committee in the College of Architecture and Environmental Design; she works closely with faculty, staff, and administrators to voice student concerns regarding curriculum, departmental operations, and student success. After graduation, she seeks to practice structural engineering in the United States.Claire Marie

Conference Session

Student Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeong Hin Chin, University of Michigan; Herbert Li, University of Michigan; Robin Fowler, University of Michigan

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5, we notice that Cluster 2’s Control score is higher than Control scores ofClusters 1 and 3. We can say with certainty that there is a difference in Control score betweenCluster 1 and Cluster 2. Nonetheless, the Control scores in Cluster 2 and 3 are almost the same.Therefore, when there is ambiguity in the value in the table, we can use bootstrap analysis tohelp us determine if there is a difference in the control variable between Cluster 2 and Cluster 3. ```{r} # We just want Cluster 2 & 3 control % filter(Cluster != 1) # Setting up the functions and constants B