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Displaying results 4021 - 4050 of 5158 in total
Conference Session
International Division Technical Session 2
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Tahsin Mahmud Chowdhury, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Karen Dinora Martinez Soto; Andrea Schuman, Virginia Polytechnic Institute and State University
Tagged Topics
Diversity
Tagged Divisions
International
time to explore on their own can be a key aspect of developing thesecompetencies. Beyond the travel component, we consider the academic aspect of these types ofprograms (i.e., courses associated with it) and also intentionally design learning activities thatallow students to obtain complementary learning gains to what they are experiencing by the factof being abroad. Including self-reflection as part of the assignments have proven to help withawareness.References[1] B. K. Jesiek, Q. Zhu, S. E. Woo, J. Thompson, and A. Mazzurco, “Global Engineering Competency in Context: Situations and Behaviors,” p. 16, 2014.[2] L. A. Braskamp, D. C. Braskamp, K. C. Merrill, and M. Engberg, The Global Perspective Inventory (GPI): Its Purpose
Conference Session
Systems Engineering Division Technical Session 1
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Tahsin Mahmud Chowdhury, Virginia Polytechnic Institute and State University; Sreyoshi Bhaduri, McGraw Hill ; Homero Murzi, Virginia Polytechnic Institute and State University
Tagged Divisions
Systems Engineering
Undergraduate Engineering Students for Developing IoT Competencies A Case Study at Tecnologico de Monterrey in Mexico,” Proc. 2019 IEEE 11th Int. Conf. Eng. Educ. ICEED 2019, pp. 90–95, 2019.[17] A. Kindarto and Y. Q. Zhu, “The future of decision making process in the government’s IT project in industry 4.0 Era,” Proc. - 2019 5th Int. Conf. Sci. Technol. ICST 2019, pp. 19–24, 2019.[18] Y. Wang, A. Faath, T. Göerne, and R. Anderl, “Development of a toolbox for engineering in project teams for industrie 4.0,” in Proceedings of the International MultiConference of Engineers and Computer Scientists, 2018, vol. 2.[19] D. S. Ozkan, H. G. Murzi, A. Salado, and C. Gewirtz, “Reality gaps in industrial engineering
Conference Session
Women in Engineering Division Technical Session 3
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Maija A. Benitz, Roger Williams University; Lillian Clark Jeznach, Roger Williams University; Selby M. Conrad, Roger Williams University
Tagged Topics
Diversity
Tagged Divisions
Women in Engineering
‐year, multi‐institution study of women engineering student self‐ efficacy," Journal of Engineering Education, vol. 98, no. 1, pp. 27-38, 2009.[9] Q. A. Blanco, M. Carlota, A. Nasibog, B. Rodriguez, X. V. E. Salana and F. Gagani, "Probing on the Relationship between Students' Self-Confidence and Self-Efficacy while engaging in Online Learning amidst COVID-19," Journal La Edusci, vol. 1, no. 4, pp. 16- 25, 2020.[10] J. Heo and S. Han, "Effects of motivation, academic stress and age in predicting self- directed learning readiness (SDLR): Focuses on online college students," Education and Information Technologies, vol. 23, no. 1, pp. 61-71, 2018.[11] N. Ramo, E. Hald and A. Huang-Saad, "Synchronous vs. asynchronous vs
Conference Session
Asset Sourcing for Remaking Engineering Learning
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Cara Margherio, University of Washington; Anna Lee Swan, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education, Equity
underrepresented students in undergraduate science, technology,engineering, and math,” Proceedings of the National Academy of Sciences, vol. 117, no. 12, pp.6476-6483, 2020.[5] C. Baillie, A. Pawley, and D. Riley, Engineering and social justice: In the university andbeyond. West Lafayette, IN: Purdue University Press, 2012.[6] D. Riley, “Engineering and social justice,” Synthesis Lectures on Engineers, Technology, andSociety, vol. 3, no. 1, pp. 1-152, 2008.[7] K. Scheidgen, “Social contexts in team formation,” Historical Social Research/ HistorischeSozialforschung, vol. 44, no. 4 (170), pp. 42-74, 2019.[8] S. C. Hsu, K. W. Weng, Q. Cui, and W. Rand, “Understanding the complexity of projectteam member selection through agent-based modeling,” International
Conference Session
Best Paper, Best Diversity Paper
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Jeroen Pruyn, Delft University of Technology; Edwin van Hassel, University of Antwerp
Tagged Divisions
Ocean and Marine
conference: Envisioning future media environments, 2011, pp. 9-15.[13] F. F.-H. Nah, Q. Zeng, V. R. Telaprolu, A. P. Ayyappa, and B. Eschenbrenner, "Gamification of education: a review of literature," in International conference on hci in business, 2014: Springer, pp. 401-409.[14] D. Dicheva, C. Dichev, G. Agre, and G. Angelova, "Gamification in education: A systematic mapping study," Journal of Educational Technology & Society, vol. 18, no. 3, 2015.[15] A. M. Toda, P. H. Valle, and S. Isotani, "The dark side of gamification: An overview of negative effects of gamification in education," in Researcher Links Workshop: Higher Education for All, 2017: Springer, pp. 143-156.[16] J. Majuri, J. Koivisto, and J
Conference Session
MASS: Mastery, Assessment and Success of Students
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Amie Baisley, University of Florida; Keith D. Hjelmstad, Arizona State University
Tagged Divisions
Mechanics
the course. Figure 1. Sample of a dashboard from Dynamics at the end of a semester. The mastery objectives are shown in the lower right portion of the dashboard.You can tell a lot about the student by looking at the dashboard. This student was reluctant to participatein the activities called Q&C and MA Self-Assessment and missed a few classes near the end of thesemester. The student mastered 12 of 16 objectives (note that H.1 is considered close enough in ourscheme). It appears that the student had some trouble finishing the module assessments because objectiveJ is the very last step in all problems. The student was well above the class in mastering conservation ofmomentum, likely because they worked hard on the associated
Conference Session
Undergraduate Students' Development of Computational and Programming Skills
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Morgan M. Fong, University of Illinois, Urbana-Champaign; Seth Poulsen, University of Illinois at Urbana-Champaign; Geoffrey L. Herman, University of Illinois at Urbana-Champaign
Tagged Divisions
Educational Research and Methods
. Interdiscip. J. Hum. ICT Environ., vol. 4, no. 1, pp. 47–61, May 2008, doi: 10.17011/ht/urn.200804151352.[5] J. Parkinson and Q. Cutts, “Investigating the Relationship Between Spatial Skills and Computer Science,” in Proceedings of the 2018 ACM Conference on International Computing Education Research, Espoo Finland, Aug. 2018, pp. 106–114. doi: 10.1145/3230977.3230990.[6] M. Fisher, A. Cox, and L. Zhao, “Using Sex Differences to Link Spatial Cognition and Program Comprehension,” in 2006 22nd IEEE International Conference on Software Maintenance, Sep. 2006, pp. 289–298. doi: 10.1109/ICSM.2006.72.[7] P. J. Guo, “Online python tutor: embeddable web-based program visualization for cs education,” in Proceeding of the 44th ACM
Conference Session
Women in Engineering Division Technical Session 5
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Tracy L. Yother, Purdue University at West Lafayette (PPI); Anne M. Lucietto, Purdue University at West Lafayette (PPI); Geanie Umberger, Purdue University at West Lafayette (PPI); Mary E. Johnson PhD, Purdue University at West Lafayette (PPI)
Tagged Topics
Diversity
Tagged Divisions
Women in Engineering
May 20, 2021].[16] L. Dickerson, “Unmanned vehicles forecast – Airborne systems”, 2021. [Online]. Available: https://www.forecastinternational.com/fistore/prod.cfm?FISSYS_RECNO=99&title=Unm anned-Vehicles-Forecast---Airborne-Systems. [Accessed May 20, 2021].[17] Deloitte, “2021 aerospace and defense industry outlook”, 2021. [Online]. Available: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEw iL85PI59jwAhVUG80KHRKDBg4QFjACegQIAxAD&url=https%3A%2F%2Fwww2.del oitte.com%2Fcontent%2Fdam%2FDeloitte%2Fus%2FDocuments%2Fenergy- resources%2Fus-eri-aerospace-defense-industry- outlook.pdf&usg=AOvVaw16JFR3s11cTRIWHJBpDyGp. [Accessed May 20, 2021].[18] M. O'Hair
Conference Session
Women in Engineering Division Technical Session 8
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Gretchen A. Dietz, University of Florida; Kayla Julianna Kummerlen, The University of Florida; Elliot P. Douglas, University of Florida
Tagged Topics
Diversity
Tagged Divisions
Women in Engineering
. Commun. Q., vol. 15, no. 3, pp. 350–380, Feb. 2002, doi: 10.1177/0893318902153002.[36] K. L. Meyers, M. W. Ohland, A. L. Pawley, S. E. Silliman, and K. A. Smith, “Factors relating to engineering identity,” Glob. J. Eng. Educ., vol. 14, no. 1, p. 13, 2012.[37] H. Stonyer, “Making engineering students-making women: The discursive context of engineering education,” TEMPUS Publ., vol. 18, no. 4, pp. 1–8, 2002.[38] K. L. Tonso, “Student engineers and engineer identity: Campus engineer identities as figured world,” Cult. Stud. Sci. Educ., vol. 1, no. 2, pp. 273–307, Sep. 2006, doi: 10.1007/s11422-005-9009-2.[39] J. P. Martin and C. Garza, “Centering the Marginalized student’s voice through autoethnography: Implications for
Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6
Collection
2023 ASEE Annual Conference & Exposition
Authors
Meaghan Pearson, University of Michigan; Prateek Shekhar, New Jersey Institute of Technology; Jacqueline Handley, University of Michigan; Joi-Lynn Mondisa, University of Michigan
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
, technology, engineering and mathematics,” Int. Entrep. Manag. J., vol. 16, no. 1, pp. 1–15, Mar. 2020, doi: 10.1007/s11365-020-00642-5.[38] F. Beal, Double Jeopardy: To Be Black and Female. New York, New American Library: The Black woman: An anthology, 1970.[39] S. M. Malcolm, P. Q. Hall, and J. W. Brown, “The Price of Being a Minority Woman in Science,” presented at the American Association, 1976.[40] M. Knight, “Race-ing, Classing and Gendering Racialized Women’s Participation in Entrepreneurship,” Gend. Work Organ., vol. 23, no. 3, pp. 310–327, 2016, doi: 10.1111/gwao.12060.[41] E. O. McGee and L. Bentley, “The troubled success of Black women in STEM,” Cogn. Instr., vol. 35, no. 4, pp. 265–289, 2017.[42] L. J
Conference Session
Assessment in Multidisciplinary Learning Environment
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Ryan Striker P.E., North Dakota State University; Mary Pearson, North Dakota State University; Ellen M. Swartz, North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Lauren Singelmann, North Dakota State University; Stanley Shie Ng, Biola University
Tagged Divisions
Multidisciplinary Engineering
complete their tasks slowly. Tokens(then and now) are not allowed to exit PR until three (or more) reviews have been completed.Under the assignment model, five reviewers were assigned. If three of a token’s assignedreviewers fail to complete their review, the token is stuck. Several students expressed frustrationwith tokens in this state.Keep It FunA personal PR statistics dashboard was added. This feature seeks to enhance intrinsic motivationfor PRs by applying gamification. Instructors can give a star to a student’s PR. Students earn athumbs-up when a token is revised in response to their PR comment. Students also see the totalnumber of PRs they have completed and a Q (quality) statistic which is computed based on thewords used in their review
Conference Session
Motivation, Goal Orientation, Identity, and Career Aspirations
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Ellen Zerbe, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University; Kyeonghun Jwa, Pennsylvania State University
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
. Livingstone, D. Ramirez, E. B. Barko, and A. L. Johnson, “Racial Identity and Body Image Among Black Female College Students Attending Predominately White Colleges,” Sex Roles, vol. 63, no. 9–10, pp. 697–711, 2010, doi: 10.1007/s11199-010-9862-7.[41] S. Mir, “Not Too ‘College-Like,’ Not Too Normal: American Muslim Undergraduate Women’s Gendered Discourses,” Anthropol. Educ. Q., vol. 40, no. 3, pp. 237–256, 2009, doi: 10.1111/j.1548-1492.2009.01043.x.[42] L. D. Patton and S. L. Simmons, “Exploring Complexities of Multiple Identities of Lesbians in a Black College Environment,” Negro Educ. Rev., vol. 59, pp. 197–215, 2008.[43] V. Purdie-Vaughns and R. P. Eibach, “Intersectional invisibility: The distinctive
Conference Session
Bringing a Different Perspective
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Eli Broemer, Michigan State University; Geoffrey Recktenwald, Michigan State University
Tagged Divisions
Mechanics
the end of the semester.What is Chegg and how do students use it to cheat on exams?To begin, the authors must again emphasize that Chegg is not unique. Many companies providesimilar services for students. The services detailed here are not the only services Chegg offers tostudents, they are the ones that were used to cheat on exams in this class.Students sign up for a Chegg account for a monthly fee. This subscription gives them access tomany services, but the two used for cheating are “homework solutions” and “expert Q&A”.The homework solutions section allows students to search Chegg’s vast database of solvedhomework problems. Students can search for questions by key words or typing phrases from theproblem into Chegg’s search engine. For
Conference Session
Academic Success and Retention
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Nong Ye, Arizona State University; Ting Yan Fok, Arizona State University; James Collofello, Arizona State University; Tami Coronella, Arizona State University
Tagged Divisions
Educational Research and Methods
Applied, vol. 145, no. 3, pp. 229- 245, 2011.[17] E. C. Kokkelenberg and E. Sinha, “Who succeeds in STEM studies? An analysis of Binghamton University undergraduate students,” Economics of Education Review, vol. 29, no. 6, pp. 935-946, 2010.[18] Q. Li, H. Swaminathan, and J. Tang, “Development of a classification system for engineering student characteristics affecting college enrollment and retention,” Journal of Engineering Education, vol. 98, no. 4, pp. 361-376, 2009.[19] K. Klopfenstein and M. K. Thomas, “The link between advanced placement experience and early college success,” Southern Economic Journal, vol. 75, no. 3, pp. 873-891, 2009.[20] P. Kauffmann, C. Hall, G. Dixon, and J. Garner, “Predicting
Conference Session
First-Year Programs Division Poster Session
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Zachary Riggins Del Rosario, Franklin W. Olin College of Engineering; Riya Aggarwal, Franklin W. Olin College of Engineering; Caitlin Anna Coffey, Franklin W. Olin College of Engineering; Arwen Sadler, Franklin W. Olin College of Engineering; Stephanos Matsumoto, Franklin W. Olin College of Engineering; Alison Wood , Franklin W. Olin College of Engineering; Paul Ruvolo, Franklin W. Olin College of Engineering; C. Jason Woodard, Franklin W. Olin College of Engineering
Tagged Divisions
First-Year Programs
as the unit tests for aspecific function passing without error). To provide the flexibility to allow each student todemonstrate their learning in the way best suited to them, the grading category (quizzes,assignments, Projects 1 and 2, and Project 3) in which the student scored highest was double-weighted in the final grade (i.e., 40% of the final grade instead of 20%).5. Space. Class meetings and office hours were held exclusively on Zoom. Information regardingthe class was distributed among several platforms: GitHub for the content and rubrics forassignments, worksheets, and projects; Canvas for grades, announcements, anddiscussions/Q&A; and a course website for readings and project descriptions. While meeting onZoom worked overall
Conference Session
Design Pedagogy
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Leandra Ramos, United States Military Academy; Heather J. Yoshii, United States Military Academy; Kyle Beyer, United States Military Academy; Morgan R. Corliss, United States Military Academy; Brad C. McCoy, United States Military Academy; Aaron T. Hill Jr., United States Military Academy; Kevin P. Arnett P.E., United States Military Academy
Tagged Divisions
Design in Engineering Education
Funke. Complex Problem Solving: The European Perspective. Psychology Press, 2014, Books.google.com, books.google.com/books?id=O- ZHAwAAQBAJ&printsec=frontcover&source=gbs_atb#v=onepage&q&f=false.[9] Gehringer, Edward F. “Peer Grading Over the Web: Enhancing Education in Design Courses.” North Carolina State University, 1998, pp 1-11.[10] McAlpine, Iain, and Carl Reidsema. "The role of student peer review and assessment in an introductory project-based engineering design course." ConnectEd, International Conference of Design Education. 2007.[11] CATME Smarter Teamwork, Purdue University, 2021, https://info.catme.org/.[12] Iris Cushing, M.F.A. Assistance given to the authors, review of electronic work through the
Conference Session
Research Methods and Studies on Engineering Education Research
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Johanna Naukkarinen, Lappeenranta-Lahti University of Technology; Marja Talikka, Lappeenranta-Lahti University of Technology
Tagged Divisions
Educational Research and Methods
engineering: research and practice of an interest-based engineering challengesframework", European Journal of Engineering Education, vol. 44, no. 1-2, pp. 103-122.Krüger, M. & Diercks-O'Brien, G. 2013, Cooperative and self-directed learning with thelearning scenario VideoLearn: Engineering education using lecture recordings.Liu, W., Tan, R., Peng, Q., Li, H., Li, Z. & Yang, B. 2020, "Impact of TRIZ learning onperformance in biologically inspired design", International Journal of EngineeringEducation, vol. 36, no. 3, pp. 974-987.Lönngren, J., Adawi, T. & Svanström, M. 2019, "Scaffolding strategies in a rubric-basedintervention to promote engineering students’ ability to address wicked problems", EuropeanJournal of Engineering Education
Conference Session
Remote Physical Laboratories: Experimentation and Laboratory-oriented Studies
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
John Whitefoot, University of Pittsburgh; Jeffrey S. Vipperman, University of Pittsburgh
Tagged Divisions
Experimentation and Laboratory-Oriented Studies
see a measurabledifference in reverberation time between the two states of the room, particularly in the higher-frequency octave bands.The required materials for the lab included: 1) a smart phone with a sound recording app (e.g.,Hi-Q MP3 Voice Recorder), 2) a reverberant room in a home (bathroom or garage), 3) soundabsorbing materials that can be added and removed from room (towels, carpets, curtains,blankets, etc.), and 4) MATLAB with the Signal Processing Toolbox for filtering and dataanalysis, 5) an impulsive sound source, such as a balloon pop or hand clap.The lab handout included basic acoustic theory, including for room acoustics, an explanation ofreverberation time, and how to compute instantaneous sound pressure level, 𝑆𝑆𝑆𝑆𝑆𝑆
Conference Session
Undergraduate Students' Professional Skills and Reflection
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Jacob Allen Cress P.E., University of Dayton; Patrick W. Thomas, University of Dayton
Tagged Divisions
Educational Research and Methods
asked questions to thateffect, the audience and client were able to probe deeper into the assumptions and analysismethodology for the second team.Mentioned previously, during the proposal presentations, students in the class played the role ofthe client’s engineering team. They were tasked with assessing the proposal pitch from atechnical perspective and reporting to the client on how effective the product was described,assessing the technical merits of the proposed heat transfer analysis, and rating the ability of theteam to complete their stated deliverables. Completing this assessment necessitated the reviewersto ask questions and probe deeper into the presented proposal. An interesting phenomenonemerged between the in class Q&A and the
Conference Session
Tech Tools and Tips
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Sotiria Koloutsou-Vakakis, University of Illinois at Urbana-Champaign; Eleftheria Kontou, University of Illinois at Urbana-Champaign; Christopher W. Tessum, University of Illinois at Urbana-Champaign; Lei Zhao, University of Illinois at Urbana-Champaign; Hadi Meidani, University of Illinois at Urbana-Champaign
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
outcomes that correspond to the undergraduate pathway (i.e., receiving andresponding).     Table 2. SEE course: Bloom’s taxonomy cognitive student outcomes (Q: video quiz, WS: in-class worksheet, HW: weekly homework). Student Assessment type Assessment type Demonstrated ability (Comprehension) outcomes (Knowledge) Identify basic concepts and methods in solving civil and environmental Knowledge engineering problems from a systems
Conference Session
Entrepreneurship and Engineering Innovation Division Technical Session 3
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Heydi L. Dominguez, New Jersey Institute of Technology; Vibhavari Vempala, University of Michigan; Prateek Shekhar, New Jersey Institute of Technology; Aileen Huang-Saad, Northeastern University; Jacob Frederick Fuher, University of Michigan
Tagged Divisions
Entrepreneurship & Engineering Innovation
Experience, Proceedings of the ASEE 126th Annual Conference and Exposition,” 2019.[8] S. Luryi et al., “Entrepreneurship in engineering education,” in 2007 37th annual frontiers in education conference-global engineering: knowledge without borders, opportunities without passports, 2007, pp. T2E-10.[9] N. Duval-Couetil, T. Reed-Rhoads, and S. Haghighi, “Engineering students and entrepreneurship education: Involvement, attitudes and outcomes,” Int. J. Eng. Educ., vol. 28, no. 2, p. 425, 2012.[10] Q. Jin et al., “Entrepreneurial career choice and characteristics of engineering and business students,” Int. J. Eng. Educ., vol. 32, no. 2, pp. 598–613, 2016.[11] M. W. Ohland, S. A. Frillman, G. Zhang, C. E
Collection
ASEE 2021 Gulf-Southwest Annual Conference
Authors
Celena Miller, University of Texas Austin - Center for Space Research ; Margaret Baguio, University of Texas at Austin
Tagged Topics
Diversity
over the 11 subject matter expert presentations. Students were guided in career and degreediscovery as well as their exploration of: • How is COVID affecting major industries and the media? • How do we separate space fact from fiction? • What are the directives for NASA’s Human Exploration Missions? • How are meteorite samples curated and classified? • What is NASA’s Moon to Mars mission? • How do meteors provide clues to Earth’s past? • What are basic star formations and how are they formed?The internship concluded with student research teams presenting their projects to an audience of UT scientists andengineers, as well as other interns and their guests via a live Zoom webinar and Q&A. Over the
Collection
ASEE 2021 Gulf-Southwest Annual Conference
Authors
Andres Enriquez Fernandez; Louis J Everett P.E., University of Texas at El Paso; Miguel Cedeno, The University of Texas at El Paso
Collection
2011 North Midwest Section
Authors
P. B. Ravikumar
percent 1Extroverts 18 51 percent Thinking 18 51 percentIntroverts 17 49 percent Feeling 17 49 percentSensing 17 49 percent Judging 6 17 percentIntuitive 18 51 percent Perceiving 29 83 percentTask 4: Analyze and Interpret the DataRe e ac ed f de e e Q e I f eQ e a e e ad e -line KTS-IItest result of personality type of each student in the
Conference Session
Bridging Content and Context in the Classroom
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Mark A. Chapman, University of San Diego; Bryce Fledderman, University of San Diego
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education, Equity
gender in engineering," Social studies of science, vol. 30, no. 5, pp. 759-792, 2000.[18] W. Faulkner, "Nuts and Bolts and People' Gender-Troubled Engineering Identities," Social studies of science, vol. 37, no. 3, pp. 331-356, 2007.[19] M. Q. Patton, Qualitative Evaluation and Research Methods, 2nd. ed ed. Newbury Park, CA: Sage Publications, 1990.[20] "Essential Project Design Elements Checklist." https://cpb-us- w2.wpmucdn.com/wp.wpi.edu/dist/e/220/files/2017/06/Essential-Project-Design- Elements-Checklist.pdf (accessed July 2, 2020).[21] L. A. Gelles, S. M. Lord, G. D. Hoople, D. A. Chen, and J. A. Mejia, "Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote
Conference Session
Student Division Technical Session 5
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Jennifer Shaffer Brown, Clemson University
Tagged Topics
Diversity
Tagged Divisions
Student
. 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
Computers in Education 4 - Online and Distributed Learning 1
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Sunay Palsole, Texas A&M University; Jeff Chernosky, Texas A&M University; Randy McDonald, Texas A&M University Engineering
Tagged Topics
Diversity
Tagged Divisions
Computers in Education
, M.H. Cho, C.L. Tsai, and R. Marra, “Unpacking online learning experiences:Online learning self-efficacy and learning satisfaction,” Internet and Higher Education, vol. 19,no. 2013, pp. 10-17, 2013, doi:10.1016/j.iheduc.2013.04.001[10] Q. Kreth, M.E. Spirou, S. Budenstein, and J. Melkers, “How prior experience and self-efficacy shape graduate student perceptions of an online learning environment in computing,”Computer Science Education, vol. 29, no. 4, pp. 357-381, 2019.[11] B.H. Chaney, J.M. Eddy, S.M. Dorman, L. Glessner, B. L. Green, and R. Lara-Alecio,“Development of an instrument to assess student opinions of the quality of distance educationcourses. American Journal of Distance Education, vol. 21, no. 3, pp. 145–164, 2007,doi.org/10.1080
Conference Session
Computers in Education 8 - Video Technology
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Dule Shu, Carnegie Mellon University; Christopher Doss, RAND Corporation; Jared Mondschein, RAND Corporation; Denise Kopecky, Challenger Center; Valerie A. Fitton-Kane, Challenger Center; Lance Bush, Challenger Center; Conrad Tucker, Carnegie Mellon University
Tagged Divisions
Computers in Education
, and T. Aila, “Analyzing and improving the image quality of stylegan,” arXiv preprint arXiv:1912.04958, 2019.[19] Z. Wu, G. Lin, Q. Tao, and J. Cai, “M2e-try on net: Fashion from model to everyone,” in Proceedings of the 27th ACM International Conference on Multimedia, 2019, pp. 293–301.[20] A. Siarohin, S. Lathuilière, S. Tulyakov, E. Ricci, and N. Sebe, “First order motion model for image animation,” arXiv preprint arXiv:2003.00196, 2020.[21] D. A. Scheufele and N. M. Krause, “Science audiences, misinformation, and fake news,” Proceedings of the National Academy of Sciences, vol. 116, no. 16, pp. 7662–7669, 2019.[22] R. A. Nash, “Changing beliefs about past public events with believable and unbelievable doctored
Conference Session
Faculty Development Lighting Talk Session 1: COVID-19 Focus
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Lance Leon Allen White, Texas A&M University; Donna Jaison, Texas A&M University; Samantha Ray, Texas A&M University; Kelly Brumbelow, Texas A&M University; Sherecce Fields, Texas A&M University; Luciana R. Barroso, Texas A&M University; Karan Watson P.E., Texas A&M University; Tracy Anne Hammond, Texas A&M University
Tagged Divisions
Faculty Development Division
be ideal for exploring the various effects on education at TAMU, such as Q-drops during theSpring 2020 semester, retention and matriculation data of students, and choices of remote coursesover face-to-face courses during the subsequent semesters of the pandemic.ConclusionThe COVID-19 pandemic has taken a toll on everyone in the United States, many have lost friendsand family to the virus, and even today, we cannot see an end to the pandemic-centric world welive in. Despite the circumstances dealt with, it seems that our faculty at TAMU are carrying onas best they can. Even as we write this an author’s student lost a family member to COVID thisweekend. Faculty continue to put their best effort in to adapt to this remote online world in
Conference Session
Computers in Education 10 - Technology 2
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Christian E. Lopez, Lafayette College; Omar Ashour, Pennsylvania State University; James Devin Cunningham, Carnegie Mellon University; Conrad Tucker, Carnegie Mellon University
Tagged Divisions
Computers in Education
. Besterfield-Sacre, C. J. Atman, and L. J. Shuman, “Characteristics of freshman engineering students: Models for determining student attrition in engineering,” J. Eng. Educ., vol. 86, no. 2, pp. 139–149, 1997.[6] S. G. Brainard and L. Carlin, “A Six-Year Longitudinal Study of Undergraduate Women in Engineering and Science,” J. Eng. Educ., vol. 87, no. 4, pp. 369–375, 1998.[7] S. S. Huang, G., Taddese, N., Walter, E., & Peng, “Entry and Persistence of Women and Minorities in College Science and Engineering Education,” Educ. Stat. Q., vol. 2, no. 3, pp. 59–60, 2000.[8] E. C. Kokkelenberg and E. Sinha, “Who succeeds in STEM studies? An analysis of Binghamton University undergraduate students,” Econ. Educ. Rev., vol