Conference Session

First-Year Programs Division Technical Session 1: Evolving First Year Programs

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kelly Salyards, Bucknell University; Katsuyuki Wakabayashi, Bucknell University; Richard J. Kozick, Bucknell University; Benjamin Wheatley, Bucknell University

Tagged Divisions

First-Year Programs Division (FYP)

solicitation of the College of Engineering in 2020 and a three-yearredesign was undertaken and completed in Fall 2023 with its third iteration.This paper assesses how the redesign achieved the initial goals and how its delivery reflects thedesired characteristics. Four course outcomes were adopted: 1) Develop creative solutions byapplying engineering design, math, science, and data analysis, 2) Construct an effectiveprototype or model using technology and tools, 3) Demonstrate improved power skills(communication, teamwork, information literacy, professionalism), and 4) Employ NSPE Codeof Ethics to examine case studies and extrapolate for other situations. In terms of the courseoutcomes, this paper describes how students self-assessed their achievement

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nyna Jaye DeWitt, University of Georgia; Animesh Paul, University of Georgia; Racheida S. Lewis, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

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

participant identity, allresponses were collected anonymously to encourage free sharing without repercussions [17].Moreover, respondents indicated who could read their story by answering the question, “Whowould you share this story with?” and they had the option of answering: 1) Everyone 2)Researchers Only, or 3) No one [17]. Participants who chose options 1 and 2 were used to completedata analysis and reported responses to this question were filtered by option 1.SenseMakerData collection was accomplished through the platform SenseMaker. Sensemaking is a researchapproach used to understand complex and ambiguous data such as narratives [18]. This tool usesmixed methods analysis to allow participants to use quantitative responses to reflect on their

Conference Session

International Division (INTL) Technical Session: Assessment and Accreditation, Globalization without Travel

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jose Texier, LACCEI; Maria Mercedes Larrondo-Petrie, Florida Atlantic University; Jusmeidy Zambrano; Laura Eugenia Eugenia Romero Robles, Tecnologico de MOnterrey

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

(InternationalProfessional Engineering Educator Registered) title was achieved through the project“Pedagogical training of engineering educators—EnTER" (created in 2018). This wasachieved with the support of the only professional regulatory body that overseesengineering teaching professionals, the International Standard Classification ofOccupations (ISCO), with code 2311 (ISCO Code 08) as “Higher education teachingprofessional: Engineering educator" [4–6]. Thus, this article will show how the reviewedprograms are structured, and will provide a proposal for engineering that seeks to reflect,innovate, and rethink its teaching practices. Some research shows that engineering teachingpractices closely linked to the concept of traditional science are recognized, but in

Conference Session

Decision-Making in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tori N. Wagner, University of Connecticut; Daniel D. Burkey, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Scott Streiner, University of Pittsburgh; Kevin D. Dahm, Rowan University; Jennifer Pascal, University of Connecticut

Tagged Divisions

Engineering Ethics Division (ETHICS)

Ethics Narrative Game [Research Paper] Knowing what's right doesn't mean much unless you do what's right. -Theodore RooseveltFostering ethical decision-making skills in undergraduate engineering students is central toABET accreditation and crucial to student engineers’ success in future careers [1]. This ongoingresearch focuses on the development of a narrative game called Mars: An Ethical Expedition(Mars) [2]. The game draws on the contemporary learning theory of situated cognition to providestudents with a situated, contextualized, and playful platform for using and reflecting on theirethical reasoning abilities [3, 4]. The game aims to be an engaging and

Conference Session

Aerospace Division (AERO) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mollie Johnson, Massachusetts Institute of Technology; Rea Lavi, Massachusetts Institute of Technology; Olivier Ladislas de Weck, Massachusetts Institute of Technology; Prabhat Hajela, Rensselaer Polytechnic Institute; Luca Carlone, Massachusetts Institute of Technology; Siyi Hu, Massachusetts Institute of Technology; Marcus Abate, Massachusetts Institute of Technology; Zeyad Awwad, Massachusetts Institute of Technology; Yun Chang, Massachusetts Institute of Technology

Tagged Divisions

Aerospace Division (AERO)

Group Week Module F Humans in Space Both GroupCourse DesignAeroverse was offered as a for-credit, pass/fail course that focused on introductory fundamentaltopics and therefore had no pre-requisite requirement. As such, students were expected to attendevery class and submit assignments for grades. The assignments included pre-readings beforeevery class, a pre-reading quiz, a pre-class reflection, an in-lab worksheet, a post-class quiz, and apost-class reflection. The post-class reflection recorded how enjoyable students found the class andhow confident they were that the class allowed them to meet certain learning objectives. The latterresults were compared to the pre-class reflection that

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Teirra K Holloman, Virginia Tech Department of Engineering Education; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Natali Huggins; Walter C. Lee, Virginia Polytechnic Institute and State University; David B Knight, Virginia Polytechnic Institute and State University

Tagged Divisions

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

organizational change at the graduate level within one university’s College ofEngineering (COE). As members of this center strive to make equity-focused changes within theCOE, we must ensure our thinking considers the decentralized nature of graduate educationwithin the institution. Moreover, we must also grapple with faculty resistance to change,regardless of reason. The purpose of this work-in-progress research study is to report on thedevelopment of a reflection instrument that can be used to assist change leaders in determiningtheir unit’s readiness for change. In particular, we will report on instrument development,piloting results, and the current instrument iteration. We leverage the Competing Values CultureFramework (CVCF) to better understand

Conference Session

Empowering Students and Strengthening Community Relationships

Collection

2024 ASEE Annual Conference & Exposition

Authors

Samuel A Acuña, George Mason University; Nathalia Peixoto, George Mason University; Holly Matto, George Mason University; Siddhartha Sikdar, George Mason University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

approaches to • Student reflections community-engaged research • New programs and curricula • Disseminate community-engaged STEM • Research products graduate traineeship model. • Publications and conference presentations • Trainees publish papers with authors from • Collaborative grant proposals multiple disciplines; • Student placement statistics • New transdisciplinary collaborations. • Community of diversity recruitment • Trainees articulate and analyze the advocates

Conference Session

Educational Research and Methods Division (ERM) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

, social constructions and hierarchies, historical background, andsocioeconomic status among other social constructs. As Anzaldúa explored her ownupbringing and lived reality, she deconstructed those spaces she inhabited where she faceddiscrimination and ambiguity to imagine and (re)shape a third space where new realitiescould exist [16]. Through a process of self-reflexivity, Anzaldúa explains, Nepantla becomesa (re)imagined space rather than a dichotomy of worlds [16]. Anzaldúa claims that Nepantlasoften emerge through writing – the writing that comes from deep and critical reflection thateventually leads to a process that catalyzes transformation.Nepantla is also a way to explore the world through lived experience and engage indecolonial

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Corey T Schimpf, University at Buffalo, The State University of New York; Shanna R. Daly, University of Michigan; Leslie Bondaryk, The Concord Consortium; Jutshi Agarwal, University at Buffalo, The State University of New York; Carolyn S Giroux; Stephanie L. Harmon, PIMSER, Eastern Kentucky University; Enqiao (Annie) Fan, University at Buffalo, The State University of New York; Jacqueline Handley, Purdue University, West Lafayette; A Lynn Stephens, The Concord Consortium

Tagged Topics

NSF Grantees Poster Session

toengage students in the practices of front-end design [4] supporting students throughout each lesson todevelop a strong understanding of stakeholder need while exploring the ill-structured, real-world issue ofwater conservation. Another central purpose of the curriculum was to help students draw connectionsbetween and leverage science, engineering, and social or community knowledge. The curriculumsupported students to explore this problem locally, understanding water conservation issues andchallenges in their own communities, to allow students to leverage funds of knowledge [12], [13] andtheir local expertise as they engaged in the process of front-end design. The summative assessment at theend of our series of lessons is an extended reflection

Conference Session

Women in Engineering Division (WIED) Technical Session 4 - Hands-on Learning

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claudia Paz Gwynn, Universidad Andres Bello, Chile; Maria Elena Truyol, Universidad Andres Bello, Chile; Carolina Elizabeth Jerez, Universidad de Chile

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

specific goals were twofold: a) to providea reflective perspective on participants' institutional experiences related to gender, equality, androles within the School of Engineering, and b) to shed light on the challenges and barriersencountered in institutional life. Data was collected using the LEGO® Serious Play®methodology as an innovative and dialogic facilitation method. Twenty students and professorsparticipated. A phenomenological and qualitative analysis was conducted on the workshoprecordings to discern emerging perspectives. The results of the initial pilot workshops highlightthe significance that gender equality holds for both students and faculty within the realm ofuniversity education, as it is seen as the heart of institutional life

Conference Session

Artificial Intelligence (AI) and Case Studies in Construction Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Carmen Paz Munoz, Universidad Andres Bello, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Chile

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering Division (CONST)

real-world problem analysis into science-relatedsubjects using case study approaches. These approaches engage students with practicalissues, fostering sophisticated thinking, promoting reflection, integrating, applying priorknowledge, and developing self-management learning skills. In our university's ConstructionEngineering program, introducing case studies addressing real-world problems in thesisprojects in the first semester of 2017 significantly improved the graduation rate, rising from10% in 2016 to 25.9% by 2022. These enhancements across various performance metricsdemonstrate the efficacy of this methodology. This research employs a non-experimentalmixed-methods approach, utilizing surveys and interviews as primary data collection

Conference Session

Design in Engineering Education Division (DEED) - Use of Technology in Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Burcu Ozden, Pennsylvania State University; Muge Olgun Baytas, The Ministry of Education, Turkey

Tagged Divisions

Design in Engineering Education Division (DEED)

to comprehensively assess students'knowledge and attitudes about sustainability in engineering design, we employed three distinctmethods: self-developed questions and assignments. The survey, initiated with a statementsecuring participants' consent, focused on demographic details before delving into six open-ended questions gauging perspectives on sustainability, life cycle assessment (LCA), andsustainable design. Furthermore, the LCA reflection assignment served as a valuable component, providingdirect evidence of students' understanding of the significance of Life Cycle Assessment (LCA) inengineering designs. The thorough assessment of assignments focused on aspects such as theproduct's lifespan and its broader impacts, encompassing

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Narangoo Tumur, Southern Illinois University, Edwardsville; Amardeep Kaur, Southern Illinois University, Edwardsville

Tagged Divisions

Student Division (STDT)

use the lab manuals and other written or verbal instruction etc. We believethis led to clear instruction and student satisfaction with the overall experience.Course Under ConsiderationEngineering Electromagnetics is an undergraduate-level course at our university intended forElectrical Engineering students with Junior or Senior standing. The content primarily includeselectromagnetic wave propagation, transmission line propagation, voltage and currentwaveforms with multi-boundary reflections, Smith chart analysis, and application of Maxwell’sequations. The course is offered once a year with enrollment in recent years ranging between 30and 40 students. Over the last three years, we have tried to transition the course from a traditionallecture

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Isaac Heizelman, University of North Dakota; Nicholas M. Bittner, University of North Dakota; Enrique Alvarez Vazquez, University of North Dakota; Dan Ewert, University of North Dakota; Ryan Striker, University of North Dakota

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

. The self-assessment form can be found in Appendix A. In general, very few students are aware of ABETor of its student outcomes [11]. By having the students participate in the self-assessment processand reflect on their experiences, each student is able to identify outcomes which have not beenachieved and develop a plan to achieve all ABET outcomes prior to graduation. This proactiveself-assessment prompts students to identify weak points in their education and has the potentialto shape better student outcomes, filling all the ABET student outcomes and preparing studentsto be well-rounded engineers.[12]. The two senior semesters of IBL allow the students to directtheir learning and create their own learning experiences to address these

Conference Session

Modern Teaching Strategies in Engineering

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hoo Kim, LeTourneau University; Neil Rogers, United States Air Force Academy; George York, United States Air Force Academy; Paul R. Leiffer, LeTourneau University

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

you understand those concepts very well you won’t have to waste more time relearning it.” “Review your Physics II before you start the class.” “Do well in University Physics 2” Needs for Visualization “Bringing more visualization would be helpful.” “I would have preferred more visual aids, specifically animations of the fields.”Conditions and Constraints in Class EnvironmentThe class environment plays a pivotal role in fostering effective learning and holds significantimportance in shaping the educational experience for students. It is useful to clarify the classenvironment for both universities along with the constraints so that it reflects better howvisualization tools and trials work. Both institutions adopt typical university classes and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hannah Budinoff, The University of Arizona; Ann Shivers-McNair, University of Arizona; Jannatul Bushra, The University of Arizona; Edward J. Berger, Purdue University, West Lafayette

Tagged Topics

Diversity, NSF Grantees Poster Session

community workshop where members shareaccess to tools in order to produce physical goods” [5]. In a recent literature review, Mersanddefined a makerspace as “an area that provides materials and tools to encourage individuals orgroups to make things, to create new knowledge, or to solve problems” [6]. In educationalcontexts, makerspaces should provide access to defining elements of the Maker movement,including digital tools, community infrastructure, and “the maker mindset,” involving a positiveview of failure and focus on collaboration [7].While these definitions do not mention gender or race, they may reflect a bias of the predominantusers of makerspaces [8], as makerspaces have, at times, struggled to adequately serve a broadcommunity [9]. Rather

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Paul M Yanik, Western Carolina University; Scott Rowe, Western Carolina University; Wendy Cagle, Western Carolina University; Andrew Ritenour, Western Carolina University; Chip W Ferguson, Western Carolina University; Wesley L. Stone, Western Carolina University

Tagged Topics

NSF Grantees Poster Session

as reflected in ENGR350 projects; and (3) promotion of diversity inthe regional technology workforce.4. Second Year ResultsRecruitment, Retention, and DemographicsThe program began the [inaugural] 2022-23 academic year with ten scholars enrolled. Onescholar left the program after the fall 2022 semester due to academic difficulties. Two scholarsleft the program after the spring 2023 semester to attend other institutions. The program retainedseven students to begin the 2023-24 academic year. As shown in Table 2, the program has acapacity of twenty-four participants in the second year. Thus, recruiting for fall 2023 aimed tofill seventeen available seats.The recruiting campaign began with an email solicitation to students who had been accepted

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maria Chrysochoou, University of Connecticut; Rachael Gabriel, University of Connecticut; Connie Syharat, University of Connecticut; Christa L. Taylor, University of Connecticut

Tagged Topics

Diversity, NSF Grantees Poster Session

for all students.Within the context of this project, the course redesign process is guided by a set of faculty-created standards for neuroinclusive teaching, known within the project as I-Standards; thesestandards have undergone multiple iterations to reflect the team’s understanding of current bestpractices. The standards were developed along with experts from the university’s Center forExcellence in Teaching and Learning and the School of Education. Anchored in a strengths-based approach to neurodiversity, the standards focus on three main areas: 1) building a cultureof inclusion, 2) instructional design and inclusive teaching practices, and 3) enhancingcommunication and supports for students [41]. The teaching and learning standards are

Conference Session

Aerospace Division (AERO) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Glen Roderic Coates, Pennsylvania State University; Alyson G. Eggleston, Pennsylvania State University; Robert J. Rabb P.E., Pennsylvania State University

Tagged Divisions

Aerospace Division (AERO)

and retooling stated learning outcomes.PBL approaches across engineeringPBL is an instructional approach that platforms a student-centered classroom dynamic, andrequires teamed students to propose solutions for open-ended, discipline-specific problems andprocesses. Students produce results that can be assessed with outcome-based standards. As afinal project phase, students are invited to reflect on their problem-solving posture, identifyingopportunities and gaps in their knowledge [16]. As supported by findings in cognitive science,true learning requires higher energy cost for the brain. Connecting old and new informationsupports deeper integration, learning, and memory retrieval, a consolidation process that isstrengthened by self-reflection

Conference Session

Engineering Libraries Division (ELD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Paul McMonigle, Pennsylvania State University; Denise Amanda Wetzel, Pennsylvania State University; Sara C. Kern, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries Division (ELD)

by instructional designers at thePennsylvania State University to help ADDIE support diversity, equity, and inclusion in theclassroom [11]. In a way, it combines ADDIE with UDL while maintaining the easy-to-followprocess of course design.In the following descriptions below, the individual developing the lesson or course is referred toas the designer. The designer may also be the instructor of that course.Breaking Down Each LetterAnalyze - The designer defines the problem and establishes learning outcomes. The designer alsoassesses the existing knowledge and skills of learners, as well as the learning environment. • Introspection - The designer reflects on their personal and professional identity and worldview, considers classroom

Conference Session

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cory Lam, University of Washington; Denise Wilson, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

courses are so rigorous that the cost of fully engaging intheir engineering courses is high.Consistent with existing literature that use multiple elements of value to investigate the nuancesin academic outcomes [28], [29], [32], this study uses items that both reflect intrinsic and utilityvalue. In addition to expectancy and value measures, several control variables are relevant to thisstudy of cognitive engagement. Specifically, we control for gender, race, ethnicity, familyincome, first generation status, and international student status in our regression models. We alsostudy the contribution of broad prior interests (to pursue engineering) as well as more specificintrinsic interests to self-efficacy, value, and ultimately to cognitive

Collection

2024 South East Section Meeting

Authors

Ruba Alamad, Kennesaw State University; Garima Banerjee, Kennesaw State University

knowledge to elicit performance (Gagne’s Event #6). This is done by applying problem-solving tasks and group projects that require students to apply their abilities in a hands-on manner. The discussion questions and case studies in the course encourage collaboration, experimentation, and creativity and encourage students to solve real-world problems in simulated environments. • The course instructor has a clear plan to offer constructive feedback (Gagne’s Event #7) during discussions and project milestones and after students have submitted assignments. This emphasizes the importance of self-assessment and encourages reflective thinking in students about the concepts they have learned during

Collection

2024 ASEE PSW Conference

Authors

Jill Davishahl, Western Washington University; John Misasi PhD, Western Washington University

Tagged Topics

Diversity

change.Impact of the Work on the SELs: It was my first time doing any ADEI work, and I have learned from this experience that it is a very hard thing to navigate. I have learned that I am very passionate about efforts like this, especially ones that I am involved in such as my department, so I have learned that professionally this is something that I want to continue with doing in relation to my career. -KAThe faculty members of the ECO group asked each of the SELs to reflect upon their experiencewith the culture related work. The purpose of the reflection was to better understand theexperience of the students leading the work to help determine what supports they might needgoing forward and the overall impact of the work

Collection

2024 South East Section Meeting

Authors

Morgan Green, Mississippi State University

provided table file). Operating conditions that do not meet the system requirements should be highlighted red. • Evaluating Solutions Against Requirements – for each solution, evaluate the solution against the requirements. Discuss the strengths and weaknesses of the solution. If the solution does not meet one or more of the requirements, discuss approaches to correcting the issue (which should be reflected in the subsequent solution). At minimum, you must have three iterations. There is always a way to improve your design. • Making Trade-offs – Discuss any trade-offs made throughout the design iteration process. Discuss any other changes that were made throughout the design iteration process and

Conference Session

Track 4: Technical Session 5: Using a Summer Bridge Program to Develop a Situational Judgment Inventory: From Year 1 to Year 2

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Malini Josiam, Virginia Tech Department of Engineering Education; Walter C. Lee, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Sessions, Diversity

. Research Team Dr. Walter Lee Malini Josiam Artre Turner Crystal Pee Taylor Johnson Dr. Janice Hall Associate Professor PhD Student PhD Student PhD Student PhD Student Postdoc This material is based upon work supported by the National Science Foundation under Grant No. 1943811. "Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation

Conference Session

Environmental Engineering Division (ENVIRON) Technical Session 1 - Sustainability & Environmental Justice

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michelle Henderson, University of South Florida; Maya A. Trotz, University of South Florida; E. Christian Wells, University of South Florida; Maya Elizabeth Carrasquillo, University of California, Berkeley; Ruthmae Sears; Katherine Ann Alfredo, University of South Florida; Deirdre Cobb-Roberts, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering Division (ENVIRON)

timeline that reflects theresearcher’s tenure at the university. At this level, faculty members can tailor meaningful projectsfor researchers over a set period. The last and broadest level of participation is short-termengagement through undergraduate and graduate courses. For short-term engagement, studentsparticipate in community-based class projects for one semester or can take elective courses thatoffer community-based research. With short-term engagement, students apply concepts ofcommunity-based research. This participatory approach serves as an opportunity for students toconduct research and advance into mid-term engagement opportunities (Figure 1). These levels ofengagement provide a more diverse audience that is engaged in community-based

Conference Session

Integrating Hands-On Technology and Project-Based Learning in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Connor Daniel Olsen, University of Utah; Amy Verkler, University of Utah; Daniel S. Drew, University of Utah; Jacob A. George, University of Utah

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

different passives, sensors, andperipherals to the MKR Motor Carrier, including resistors, potentiometers, FSRs, motors, servos,encoders, accelerometers, Hall-effect sensors, ultrasonic sensors, infrared reflectance sensors,and photoresistors.Software DesignThe Arduino MKR was programmed to establish a wireless access point and await commandsover UDP from an external device (e.g., a student running MATLAB on a laptop or classroomdesktop). The MKR remains waiting, responding to commands as they are received.When a command is received to read from a peripheral device or a GPIO pin, for example, theArduino responds with the value. Several data streams have been established to facilitate datatransfer when several different data values are needed, which

Conference Session

Assessing Conceptual Thinking about Engineering Mechanics

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amie Baisley, University of Florida; Keith D. Hjelmstad, Arizona State University

Tagged Divisions

Mechanics Division (MECHS)

exams are well written [2]. Even in the context of standardized testing ithas been found that student GRE scores compared to student written responses had a highcorrelation between the results [3]. Multiple-choice tests can be valid assessment instruments ifwritten correctly, which has led to many concept inventories being created in STEM, like theMechanics Diagnostic Test, Force Concept Inventory, Statics Concept Inventory, DynamicsConcept Inventory, and many others [2, 4, 5].Often MCT are used as pre-/post-tests to try to identify changes in learning. The quantitative resultsof these multiple-choice tests provide easy comparison data when looked at from a pre-/post-testanalysis, but the scores do not always adequately reflect a learning

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Simon Thomas Ghanat P.E., The Citadel; Deirdre D. Ragan, The Citadel

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

using active andcollaborative learning pedagogical approaches. For the course project, the first-year studentswere required to design a 65,000 ft2 community park on a brownfield site in Charleston, SC, witha $5,000,00 budget for site cleanup and redevelopment. A few assessments were implemented,including weekly summary reports, poster creation, presentations, peer evaluation on teamwork,reflection assignment, and a survey. This paper discusses the redesign of the course through thebackward design approach, the implementation of project-based learning, and the assessment ofactivities. Additionally, it provides insights into its implementations in other institutions.BackgroundEML has emerged as a relevant educational approach fostering an

Conference Session

Advancing Equity in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Benjamin C. Flores, University of Texas at El Paso; Audrey Boklage, University of Texas at Austin; Maura Borrego, University of Texas at Austin; Emily Violet Landgren, University of Texas at Austin; Karina Ivette Vielma, The University of Texas at San Antonio; Ernest Chavez, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

learn. For example, according to the Carnegie Initiative on the Doctorate, a well-structured program should be purposeful (i.e., programmatic requirements and elements should be aligned with specific goals). It should also be created by a process of iterative individual and collective reflection, transparent (i.e., collectively understood by the faculty and graduate students), and accessible (i.e., elements can be evaluated in terms of their contribution in achieving the purposes of the program) (Golde et al., 2006).● A cascading mentorship model works well, in which members of research groups receive mentorship from more senior members and provide it to more junior members (Feldon et al., 2019).● Institutional