Conference Session

DEED Technical Session 7 Design Mental Frameworks

Collection

2022 ASEE Annual Conference & Exposition

Authors

Zahed Siddique, University of Oklahoma; Md Tanvir Ahad, University of Oklahoma; Mehri Mobaraki-Omoumi; Megan Marshall; Tess Hartog, University of Oklahoma

Creativity in Engineers1. IntroductionCreativity has long been considered a key competency in engineering [1]–[3], and multiplerecent articles have underscored the need for engineers to be “creative” and “innovative,” inaddition to possessing solid technical skills [4]–[7]. Creativity will be crucial to providingsolutions to the new and increasingly difficult challenges of a rapidly developing technologicalera. It is critical that creativity be part of engineering education to prepare the next generation ofengineers, but how can a student’s creative ability and growth be measured?One way to measure creative cognition is through neuroscientific techniques. Most publishedneuroscientific studies of creativity use high spatial/temporal resolution

Conference Session

Civil Engineering Division - Changing How We Teach: Flipping, Project-Based Learning, and More!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kevin McMullen, United States Military Academy; David Carlson, United States Military Academy; Brad Davis, United States Military Academy; Jes Barron, United States Military Academy; Brock Barry, United States Military Academy; Jakob Bruhl, United States Military Academy

course.IntroductionThe Flipped ClassroomOver the past decade, the flipped classroom model of learning has increased significantly inpopularity within the higher education community, specifically within STEM fields of study [1].The flipped classroom approach transfers the learning responsibility from the instructor onto thestudent [2]. In its most basic form, flipped learning is defined simply as “schoolwork at homeand homework at school” [3]. In other words, the approach reallocates activities that aretraditionally conducted within the classroom, such as lectures, to educational resources that thestudents engage with prior to attending class. This frees up valuable in-person contact time to beused for creative and interactive learning strategies [4]. A broader

Conference Session

Community Engagement Division Technical Session 3- Multi- and Inter-disciplinary, Collaboration, and Engagement in Practice

Collection

2022 ASEE Annual Conference & Exposition

Authors

Monica Quezada-Espinoza, Universidad Andres Bello; Ruben Bustamante-Encina, Universidad Andres Bello; Marcela Silva, Universidad Andres Bello; Nivia Diaz, Universidad Andres Bello

as in other specialty areas. Therefore, it iscrucial to generate instances that promote interest in these areas at an early age while childrenare attending school. Our motivation is to propose a professional practice structure forGeology and Mining Engineering students to realize how they may impact society throughtheir skills and knowledge acquired while at college. It is also essential to evaluate the impactof this type of project in the community through stakeholders' opinions of children in K-12school education. The participants were four undergraduate geology and mining engineeringstudents who worked collaboratively to design and implement four workshops: 1)Geomechanics, 2) Paleontology, 3) Ocean Circulation, and 4) Mineralogy

Conference Session

Energy Conversion and Conservation Technical Session 5: Strategies for Increasing Classroom Engagement

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tooran Emami, United States Coast Guard Academy

. Thiscourse also includes a renewable energy project in which students presented their research in classand submitted a professional writing report.There are excellent textbooks in electrical engineering circuits [1], [2], [3], electrical powersystems, and AC and DC electrical machinery [4], [5], [6] that contain the fundamental theoreticalconcepts. In addition, many universities worldwide develop laboratory-based software for teachingelectrical machine systems. Belu and Husanu set up virtual laboratories for software-basedexperiments to provide the opportunity for distance and flexible learning for students [7]. Leedypresented a dynamic model for an induction motor using Simulink/MATLAB software inundergraduate electric machines and power

Conference Session

ERM: Self-Efficacy, Motivation, and MORE!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joselyn Busato; Elif Miskioglu, Bucknell University; Kaela Martin, Embry-Riddle Aeronautical University - Prescott; Davide Guzzetti

that one can perform the necessary behaviors to be successful.University of California students taking an online organic chemistry course mentioned [learning in aMOOC format] had motivational benefits… and lowered stress levels [11]. Students that feel comfortable,motivated, and have high self-efficacy have been proven more likely to continue in a STEM field insteadof switching paths [1].Specific Benefits for STEM-related fields: MOOCs have been proven to be specifically beneficial inSTEM-related fields, as they have the capability to display complex concepts and create visualizations ina way that in-person learning may not be able to. Students that participated in an online mechanicalengineering course at Mustafa Kemal University commented

Conference Session

Graduate Studies Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mirit Shamir; Stacy Hutchinson, Kansas State University; Gaea Hock; Ryan Hansen, Kansas State University; Jonathan Aguilar, Kansas State University; Nathan Hendricks, Kansas State University; Prathap Parameswaran, Kansas State University; Matthew Sanderson; Rebecca Cors; Melanie Derby, Kansas State University

training for graduate students. Interdisciplinary applications expand knowledgein research communities beyond disciplinary boundaries and are U.S. policy priority [1]- [2]. Thereport by the National Academies of Sciences, Engineering, and Medicine on Graduate STEMEducation for the 21st century [3] noted that current and future global challenges; such as creatinga resilient and sustainable environment, developing renewable energy, improving health, andmitigating climate change present scientific, technological, and societal challenges that requireteams of researchers from different disciplines to solve these challenges as they presentuncertainty, complexity, and interdependence [3]. In addition, employers from industry,government, and Non

Conference Session

Civil Engineering Division ASCE Liaison Committee - Supporting the Development of the Next Civil Engineers

Collection

2022 ASEE Annual Conference & Exposition

Authors

Patricia Clayton, Wake Forest University; Daniel Castaneda, James Madison University; Monica Palomo, California State Polytechnic University, Pomona; Carolyn Rodak, State University of New York, Polytechnic Institute; Stacey Kulesza, Kansas State University; Pinar Omur-Ozbek, Colorado State University

American Society of Civil Engineers (ASCE) has conducted the Excellence in CivilEngineering Education (ExCEEd) Teaching Workshop since 1999 as a way for civil engineeringand technology faculty to receive pedagogical and instructional training. This six-day-longimmersive workshop includes seminars on effective teaching practices and the ExCEEdTeaching Model, demonstration classes from expert teachers serving as ExCEEd faculty, andmultiple practice classes for participants to apply and get feedback on the techniques they learnin the workshop. The ExCEEd Teaching Workshop (ETW) and its implementation into civilengineering classes has been well documented (e.g., [1-4], to name a few). The workshop istypically held two to three times each summer

Conference Session

ERM: Year of Impact on Racial Equity

Collection

2022 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Polytechnic Institute and State University; Katey Shirey, eduKatey LLC; Malinda Zarske, University of Colorado Boulder; Elizabeth Litzler, University of Washington; Jeremi London, Virginia Polytechnic Institute and State University

Equity is focused on making organizational change to address the culture, policies, and racial/ethnic representation within engineering student organizations, colleges of engineering, and pre-college outreach efforts, respectively. This Year of Impact will move us beyond action to focus on the impact of the actions we take. We expect that actions in these domains will result in three concrete forms of impact: (1) Empowered engineering student organizations to make engineering education more inclusive at the level of peer-to-peer interactions; (2) Actionable organizational policies and effective practices implemented in Colleges of Engineering that disrupt the status quo regarding who gets to participate in engineering

Conference Session

Experiential Learning in Mechanics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College; Lee Singleton; Todd Haskell; Kathryn Rupe, Western Washington University

and scored better on the final exam compared to the control section,but these results are not statistically significant perhaps due to the small study population. Therewere no appreciable differences in end-of-course CATS scores. We also present studentfeedback on the activity worksheets that was slightly more positive for the versions with themodels.IntroductionThere is a consistent strain of reporting on the use of hands-on models and manipulatives instatics instruction dating back decades [1] - [7]. Purported benefits of using models in theclassroom include demonstrating physical phenomena, aiding visualization, addressingmisconceptions, exposing students to “real-world” problems, and promoting an engagingenvironment. Our motivations focus

Conference Session

ERM: Self-Efficacy, Motivation, and MORE!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Virginia Polytechnic Institute and State University; Holly Matusovich, Virginia Polytechnic Institute and State University

important to provide foundations for future research in addressing the problem ofdefault test usage as this is a relatively understudied topic in engineering education. 1 This research paper strives to contribute to building that foundation by exploring onefundamental engineering instructor’s beliefs and behaviors behind test usage to providehermeneutic insights for future analysis on the topic. I leveraged the Situated Expectancy ValueTheory (SEVT) as the anchoring framework to explore these beliefs and behaviors. Illuminationof one individual case can provide meaningful insights that will inform future studies andanalyses of test beliefs and

Conference Session

Technology Integration in Manufacturing Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ismail Fidan, Tennessee Technical University; Marshall Norris, Tennessee Technological University; Mithila Rajeshirke, Tennessee Technological University; Orkhan Huseynov, Tennessee Technological University; Suhas Alkunte, Tennessee Technological University; Mohammad Alshaikh Ali, Tennessee Technological University; Joji Jeevan Kumar Dasari, Tennessee Technological University; Zhicheng Zhang, Tennessee Technological University

institutions. The solution employed bymany educators was to find new ways to implement web-based delivery tools and technologiesin order to maintain course learning outcomes and help students successfully grasp coursecontent. In this review paper, a number of innovative practices is highlighted used to delivercourse content in several ways. Overall, the paper reports a number of available deliverymechanisms that could be implemented for several manufacturing courses and programs.IntroductionOffering the engineering and technology courses in regular on-site delivery mode was not apossibility for many technical educators during the COVID-19 Pandemic [1]. The goal for theseeducators was to maintain the academic success of their students and continue to

Conference Session

Graduate Studies Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessica Daignault; Audra Morse, Michigan Technological University

the impact of dedicated writing time on graduate student writing progress, andexplore the impact of WRITE-D on graduate student comradery.IntroductionWriting can be a challenge regardless of stage in one’s academic career, and for many graduatestudents, composing the dissertation may be the most difficult part of the academic journey.1, 2The literature highlights that the feeling of isolation is common among graduate-level writers,which can lead to stress, loneliness, self-doubt and other sentiments that inhibit productivewriting.2-7 Writing a dissertation can be a lonely proposition as the graduate student may onlyreceive feedback and support from their advisor, who may not be successfully filling theirwriting mentoring needs. The advisor

Conference Session

Mechanical Engineering: Online Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

IntersectionActive learningActive learning has been discussed both in terms of broad pedagogical approaches [1] andspecific types of activities [2]. Examples of active learning pedagogies include case-based,problem-based, project-based, discovery-based, and inquiry-based learning. Each of thesepedagogical approaches is marked by both practical and theoretical elements. For instance, whileboth problem-based and project-based learning is meant to be learning-centered, collaborative,and process oriented, problem-based learning typically involves students learning specificmethods for solving the problem while project-based methods are left more open [1]. In contrast,active learning in the context of types of activities implemented in class is more practical

Conference Session

Minorities in Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sylvia Mendez, University of Colorado at Colorado Springs; Jennifer Tygret; Jasmine White; Valerie Conley, University of Colorado at Colorado Springs; Comas Haynes, Georgia Tech Research Institute; Rosario Gerhardt, Georgia Institute of Technology; Kinnis Gosha

, horizontalization, imaginative variation, andsynthesis. Two major themes emerged inductively relative to how the Black engineering facultytranslated their mentee experiences with their students: (1) Vulnerability opened the door topersonalized support; and (2) Authentically leading on equity, diversity, and inclusion. Thus, thephenomenon's essence was: As a result of serving as mentees in the IMPACT mentoringprogram, Black engineering faculty formed deeper mentoring relationships with students throughvulnerability, personalized support, and authentically leading on matters of equity, diversity, andinclusion. These findings reveal the ripple effect on the student-faculty relationship when facultyengage in quality faculty mentoring programs. This study is

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Vanessa Santana, Purdue University at West Lafayette (PPI); Greg Strimel, Purdue University at West Lafayette (PPI)

approaches came anew focus on the development of 21st century skills within schools in hopes of preparingstudents for a future of work and learning (Boss, Larmer, & Mergendoller, 2013; Partnership for21st Century Learning, 2019). There is, however, still much discussion and debate surroundinghow schools can best approach and achieve this goal.That being said, one such approach challenging traditional schools is the collaborative highschool model. Specifically, the collaborative high school model that is the focus of thispreliminary study, aims to prepare students for college and careers by providing skills necessaryfor an evolving workforce. The school model was created with the goals of 1) preparingunderrepresented, minority students for

Conference Session

ERM: Systematic Reviews!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Muhammad Asghar, Utah State University; Angela Minichiello, Utah State University

thestart of the 21st century [1]. To facilitate this growth, research methodologies new to engineeringeducation are being adapted and implemented from other disciplines [2]. The use of new researchmethodologies has contributed to what is called engineering education’s “fourth major shift:applying education, learning, and social-behavioral sciences research” [3], as many of thesemethodologies have come from social-behavioral science fields. During this shift, increasingconcerns about an overemphasis on quantitative studies [4] in EER subsided as qualitativemethodologies began to emerge [2] and were welcomed by EER scholars. Increasingly,quantitative and qualitative methods are being combined to conduct mixed-method research inEER, although these

Conference Session

DEED Technical Session 2: Postcard Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Hicks; Michael Preuss; Matthew Alexander, Texas A&M University - Kingsville; Rajashekar Mogiligidda, Texas A&M University - Kingsville; Mahesh Hosur

the Co-founder and Lead Consultant for Exquiri Consulting, LLC. His primary focus is providing assistance to grant project teams in planning and development, through external evaluation, and as publication support. Most of his work is on STEM education and advancement projects and completed for Minority-Serving Institutions. He also conducts research regarding higher education focused on the needs and interests of underserved populations and advancing understanding of Minority-Serving Institutions.Matthew Lucian Alexander (Associate Professor) Dr. Matthew is an associate professor in Chemical Engineering at Texas A&M University-KingsvilleRajashekar Reddy Mogiligidda (Lecturer 1)Mahesh Hosur

Conference Session

Electrical and Computer Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Qudsia Tahmina, The Ohio State University at Marion

[1-4].Even students with strong academic records face challenges due to several factors related to thetransition from high school to college. Differences in the learning environment and teachingmethods, course responsibility, higher academic expectations, complicated admissions,university policies, and time management cause anxiety among engineering freshmen and evensophomores. In addition to these d causes of anxiety among students, if there are teaching orlearning disruptions, students tend to get more anxious and stressed [5], resulting in a lack ofconcentration and feelings of withdrawal.A COVID-19 pandemic began in early 2020 and disrupted nearly all types of activities andsocial interactions worldwide including teaching and learning

Conference Session

ERM: Teamwork makes the dream work!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Morgan Fong; Hongxuan Chen, University of Illinois at Urbana - Champaign; Geoffrey Herman, University of Illinois at Urbana - Champaign; Liia Butler, University of Illinois at Urbana - Champaign

in engineering education, conceptual change and development in engineering students, and change in faculty beliefs about teaching and learning. He is an associate editor with the Journal of Engineering Education and a board member of the Computing Research Association Education committee. © American Society for Engineering Education, 2022 Powered by www.slayte.com Developing an Observation Protocol for Cooperative LearningIntroductionUse of structured roles to facilitate cooperative learning is an evidence-based practice that hasbeen shown to improve student performance, attitude, and persistence [1]–[3]. The combinationof structured roles and activities

Conference Session

Engineering Ethics Division: Approaches to Ethics Education (Part 2)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Scott Civjan, University of Massachusetts Amherst; Yousef Jalali, EPFL

disconnect between how ethics is presented in academic settings andprofessional development seminars, and how engineers encounter ethical decisions in everydayengineering practice. One limitation with the dominant practices in engineering ethics instructionis the lack of attention to the broader organizational and societal context that has been addressedin several exemplar studies [e.g. 1, 2]. Another limitation is the underemphasis on ways bywhich we engage in ethical decision-making in real world. The process of moral deliberation andaddressing ethical problems have often been narrowed to employing principles and rules, whichat best rely on calculative and product-oriented reasoning. What is missing then is the centralrole of imagination in moral

Conference Session

Faculty Development Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Scott Civjan, University of Massachusetts Amherst; Erin Baker, University of Massachusetts Amherst; Samantha Wojda, University of Massachusetts Amherst; Shannon Roberts, University of Massachusetts Amherst; Promise McHenga; Nicholas Tooker; Esha Uddin, University of Massachusetts Amherst; Hannah Wharton, University of Massachusetts Amherst; Sophia Chang, University of Massachusetts Amherst; Lia Ciemny; Jacqueline Thornton; Wayne P. Burleson; Paula Rees, University of Massachusetts Amherst

the core engineering technical curriculum, rather than separate topics withoutcontext of analysis or the design process. An example used as guidance was an ASEE paperentitled “From Sacred Cow to Dairy Cow” [1]. Several classes in the college were alreadyimplementing concepts of DEI, RJ and SJ into the curriculum by a variety of methods, whetherindividual lesson plans, projects, or re-evaluating messaging and terminology used. The intent ofthe Dean’s RJ Curriculum Challenge (CC) was to formalize a program to empower and engagefaculty in modifying their own curriculum, to highlight those who took these initiatives, and topromote discussions among faculty. Our key marker of success is the level of facultyengagement.The ProgramThe program rollout

Conference Session

ERM: Mentoring for Everyone! And Let's talk about Graduate Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brayan Díaz, North Carolina State University at Raleigh; Cesar Delgado, North Carolina State University (NCSU), Raleigh, NC; Kevin Han, North Carolina State University at Raleigh; Collin Lynch, North Carolina State University at Raleigh

psychologicalsafety survey, survey on perceptions of class, and a CoP-specific instrument, the CommunityAssessment Toolkit (CAT). In this paper we report on our piloting of the instruments.Introduction.A recent National Academies report notes the need for changes in graduate STEM education:“Recent surveys of employers and graduates and studies of graduate education suggest that manygraduate programs do not adequately prepare students to translate their knowledge intoimpact…” (National Academies of Sciences, Engineering, and Medicine [NASEM], 2018) (p. 1).In particular, students need to develop abilities for working in collaborative and team settings, tocommunicate to diverse audiences, to acquire pedagogical skills (p. 96), and to deal with diverseopinions

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Barney Wei, University of Toronto; Mohammadreza Karamsoltani, University of Toronto; RUI ZENG, University of Toronto; Mingyu Zheng, University of Toronto; Hamid Timorabadi, University of Toronto

educational resources freely available to everyone. OERlinks to a global educational movement that began about 20 years ago [1] to replace the existingplatform of paid textbooks with the goals of allowing students to have access to up-to-date andrelevant-to-course content, leveraging modern technology to improve teaching and learning, andreducing the financial barrier to education [2]. OER addresses three main problems stemmingfrom paid textbooks: lack of variety in content delivery in terms of both perspective and medium,out-of-date information, and textbook affordability. Textbook publishers try to address out-of-date information by creating new editions, nevertheless, this forces students to purchase a newrevision of the textbook obsoleting the

Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cristian Saavedra-Acuna, Universidad Andres Bello; Monica Quezada-Espinoza, Universidad Andres Bello

participation of women in STEM careers has shown a slight increase.Despite this, it is still insufficient regarding the representation of women in these areas [1].Success in the curricular advancement of women who decide to study an engineering careerbecomes an important factor to achieve gender equality in the labor field, for which somefactors such as academic performance, the student community environment, teaching support,financial support, among others [2], are key to promoting the interest of female students tostay and complete their engineering university studies. Thus, it is highly relevant foreducational institutions to promote the entry of women into STEM careers and oversee theenvironment and factors associated with their curricular

Conference Session

ERM: Design!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Steven Santana, Harvey Mudd College; Andres Sanchez, Harvey Mudd College; Laura Palucki Blake; Leah Mendelson, Harvey Mudd College; Serena Mao, Harvey Mudd College; Magdalena Jones, Harvey Mudd College; David Chen, Harvey Mudd College

progress describes a pilot to incorporate critical reflection activities, completed byindividuals and by teams, during the implementation of design activities in an early-career,project-based learning context. As described in full below, critical reflection has beendemonstrated as a high-impact practice that can deepen learning and cultivate a productivefuture-oriented mindset [1]–[3]. Thus, activities that incorporate reflection into projects havegrown in use and garnered increased attention in engineering education for their transformativepotential [4]–[6]. Further, consistently engaging in reflection on learning as a community has thepotential to develop environments and classroom cultures that value student growth andcommunity [7].Critical

Conference Session

ERM: Student Professional Development: Professional Skills and Moving Beyond the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Olewnik, University at Buffalo, The State University of New York; Bahar Memarian, University of Toronto

. Research done on co-curricularengagement and competency development deploys surveys (e.g., electronic questionnaires,interviews) as the medium to elicit student reflection and/or collect insight for programming(e.g., curricular or co-curricular) change [1]–[5]. While each study may test a differenteducational intervention or hypothesis, most of the work done depends on students’ self-reflection and reporting of their co-curricular experience and professional skills gained. Researchstudies may then utilize the findings along with some formal assessment data to evaluate thequality of their intervention or hypothesis. We consider the Professional Development Survey(PDS) implemented at a large North American institution. All undergraduates are asked

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Olewnik, University at Buffalo, The State University of New York; Bahar Memarian, University of Toronto

, largeNumber of semesters Non-technical, Service, and Clubs > Technical 0.4, medium Table 3. Participant’s top 10 most frequently noted words (processed data) in each co-curricular stream with their frequency counts and frequency counts normalized by co-curricular sample size Technical Non-technical Research Service Clubs Intramurals n 647 761 128 64 957 34 Intern Customer Research Help Club Work 1 298, 46% 229, 30% 71, 55% 18, 28% 287, 30% 12, 35% Work Work

Conference Session

ERM: Diversity, Equity, and Inclusion

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Bahnson, North Carolina State University at Raleigh; Elan Hope, North Carolina State University at Raleigh; Derrick Satterfield, University of Nevada, Reno; Anitra Alexander; Alexis Briggs; Laila Allam, North Carolina State University at Raleigh; Adam Kirn, University of Nevada, Reno

white women remain underrepresented among engineering doctoral degree holders [1 – 3].Lower student retention and degree completion rates partially explain continued racial/ethnic andgender disparities, despite increased recruitment of traditionally underserved students intoengineering graduate programs [1, 2]. In part, discrimination within engineering graduateeducation contributes to students’ decisions to leave engineering [4 – 7]. In this study, we explorethe discrimination experiences of engineering doctoral students. The current study seeks to expand on existing qualitative research, general STEM research,and lived experiences and knowledge held by traditionally underserved students to identify trendsin discrimination experiences

Conference Session

Miscellaneous Mechanics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joshua Wyrick, York College of Pennsylvania; Emine Foust, York College of Pennsylvania

sections wereadministered the same exams (four in total throughout the semester, including the final comprehensiveexam). The two faculty members shared the exam grading load among the sections to ensureimpartiality. Exam performances were statistically analyzed and compared between sections.Additionally, end-of-semester surveys were administered to evaluate how the students engaged withthe professor, their peers, and themselves within the context of the course and the instructionalmethods.For sections 1 and 2 taught by professor A, a reflective learning approach was used for weeklyassessments. Reflective learning is a method that enables students to identify the gaps in their ownknowledge and the areas for self-improvement. In these sections

Conference Session

Engineering Ethics Division: Perspectives on Engineering Ethics Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amir Hedayati Mehdiabadi, University of New Mexico; Rebecca Atadero, Colorado State University

societies have become involved with DEIJ. To conduct thisstudy, we reviewed the websites of several professional societies for engineering, including theAmerican Society of Civil Engineers (ASCE), the American Society of Mechanical Engineers(ASME), the Institute of Electrical and Electronics Engineers (IEEE), the American Institute ofChemical Engineers (AIChE), and the Association for Computing Machinery (ACM).Particularly, we limited our search to (1) the vision, mission, and goal statements, (2) the codesof ethics, (3) the diversity, equity, and inclusion pages, and (4) pages intended for students andstudents groups on the society websites. Our findings indicate that although professionalsocieties are committed to benefiting humanity and