Conference Session

Transfer Programs at Two-Year Colleges in Engineering and Engineering Technology

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ali Zilouchian, Florida Atlantic University; Nancy Romance, Florida Atlantic University; Hanqi Zhuang, Florida Atlantic University

information technology and related computerindustries is expected to increase exponentially over the next decade. Current trends indicate thatthe medical and health-related industries will require innovative software packages to managehealthcare and that all facets of life depend on computing. It is also anticipated a substantialgrowth of 25.6 % in the telecommunication and information technology sectors from 2018 to 2028[1], [2]-[5]. As a further indicator, the US News and World Report has ranked softwaredevelopment jobs as number one among the best one hundred jobs for three consecutive years(2017-2020) in a row, and the number 2 spot in 2021 after physician assistant due to coronavirusdisease [6]. Cybersecurity-related jobs will increase the

Conference Session

DEED Technical Session 2: Postcard Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Nagel, James Madison University; Kelly Sadel; Melissa Aleman, James Madison University

investigates the impacts that this rapid transition to online learning on thestudents in an undergraduate making-centered and design-focused engineering program. Focusgroup interviews were conducted during the pandemic with four different undergraduate cohortsin the academic program. Results demonstrate how the disruption to in-person learning impactedcommunity, collaboration, and learning. Qualitative data analyses highlight similarities anddifferences in experiences across cohorts. Based on the responses, an understanding of howstudents adapted to this shift to online learning is revealed. This study provides themes andpatterns for student adaptations and learning experiences in an undergraduate engineeringprogram.1 IntroductionThe rapid pivot to

Conference Session

Design in Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Nagel, James Madison University; Melissa Aleman, James Madison University; Kelly Sadel

community important to students’ lived experiencesduring the portion of the pandemic when online and hybrid learning were most prevalent.1 IntroductionThe Covid-19 pandemic disrupted student expectations and preexisting mental models of thecollege experience. With the rapid pivot to online instruction, students were sent home and hadto adapt quickly to remote online learning. Throughout the spring of 2020, student projects,courses, and relationships had to adapt to the current unprecedented situation. This qualitativeresearch study explores the implications of this pivot on the community within an engineeringdepartment, between students, their peers, and their professors. Student accounts provide insightinto disconnecting with peers and professors

Conference Session

WIED: Activities and Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mayari Serrano, Purdue University at West Lafayette (PPI); Suzanne Zurn-Birkhimer, Purdue University at West Lafayette (COE)

coordinator. General descriptions of studentworkers’ classification are presented in Table 1. Generally, student workers progress on the scalewith time, experience, and training. Table 1: Women in Engineering Program student workers classification Position Type Job Duties Experience Skill Level Supervision Duties are Entry None to limited No particular Closely simple Level experience is necessary skills are necessary supervised to perform Particular skills Moderately Skilled Some related

Conference Session

DEED Technical Session 11 Empathy and Human-Centered Design 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Pamela Dickrell, University of Florida; Jeremy Waisome, University of Florida; Lilianny Virguez, University of Florida; Andrea Goncher, University of Florida; Idalis Villanueva, University of Florida

first-year engineering students[1]. The course is held in a makerspace-like classroom, where engineering students learn to usebasic prototyping tools and methods. The course begins with two weeks on HCD, then six weeksof learning various prototyping technical skills, followed by a final six weeks of integrating theseskills while working as teams to research, design, and build a functional physical prototype toaddress a human-centered societal need. HCD principles are threaded throughout the course andstudents engage with a HCD process to create the final prototype designs [1]. Student teamsprepare formal design reports and give presentations on their functional prototypes.This work focuses on an analysis of student perceptions of the value they

Conference Session

Architectural Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud, University of Waterloo; Vaishnavi Pasalkar, University of Waterloo

giving and receiving critical feedback [1], [2].Studies have shown that peer-evaluations have the most value when done with a set criteria andreliable measures, as the main deficiency of solely relying on peer evaluations as a formativeassessment, is its validity in comparison to traditional assessments such as the lecturers’evaluations [3], [4]. As peer evaluations have become more widely applied in higher educationworldwide, it has proven to be a more effective assessment tool when compared to that of theeducator’s evaluations—especially when anonymity is ensured throughout the evaluation process[1], [5].Anonymity is shown to be a factor that improves the quality of peer-assessments as it mitigatesthe potential influence of interpersonal

Conference Session

First-Year Programs Division Technical Session 8: Academic Progress, Retention, and Mathematics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Aysa Galbraith, University of Arkansas; Heath Schluterman, University of Arkansas; Leslie Massey, University of Arkansas; Brandon Crisel; Candace Rainwater, University of Arkansas

completion programs forall engineering degrees in the CoE assume students will begin their math course of study inCalculus I; however, many of our students are required to take remedial math courses before theycan begin the calculus sequence. Although there are variations to math placement each year, onaverage, approximately 40% of CoE students begin in Calculus 1 while 20% begin ahead (inCalculus 2 or higher), and 40% of CoE students begin one or two math class behind (inPrecalculus or College Algebra).The goal of this research was to look at the graduation rates of engineering students based ontheir initial math course taken at the university. The data analyzed spanned from 2007 to 2015.We found that starting math class is a significant factor in

Conference Session

International Division Technical Session 6: Monitoring, Evaluating and Research

Collection

2022 ASEE Annual Conference & Exposition

Authors

Maria Alves, Texas A&M University; Ahmarlay Myint, Texas A&M University; Zenon Medina-Cetina, Texas A&M University; Sonia Garcia, University of Georgia

graduation and retention rates. An ancillary goal of the program is for students topursue a graduate degree or apply to graduate school due to early research exposure (i.e., in theirfreshman year). Graduation and retention rates were accessed for the cohorts each semester andwere obtained from TAMU’s Office of the Vice Chancellor and Dean. Based on the UniqueNumber Identification (UIN) of enrolled students and their consent, we were able access allstudents retention and GPA. Students were also provided a pre- and post-survey to determinechanges to research skills or cultural knowledge. Table 1 shows the number of students whocompleted the pre and the post survey. Data was obtained for each cohort, beginning with the 2015 cohort, which are

Conference Session

Architectural Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud, University of Waterloo; Andrea Jonahs, University of Waterloo; Vaishnavi Pasalkar, University of Waterloo

last five years, and under 15% for the 9 previous years [1], [2].Additionally, in 2019, 17.9% of newly licensed engineers in Canada identified as women [2],[1]. Black and Indigenous peoples are also vastly underrepresented, constituting approximately5% and 3%, respectively, of the engineering labour force [3], [4]. These disparities have beenexplained through various interconnected factors such as aptitude; academic performance;primary and secondary educational environments; interest and opportunities in STEM; andstereotyping and racism [5]. When underrepresented students do enter STEM fields, theycontinue to face obstacles that challenge their ability to persist, thrive, and belong [6], [7]. Oneway to understand how we can bolster students

Conference Session

LEES 5: Preparing and Practicing Culturally and Ethically Sensitive Engagement

Collection

2022 ASEE Annual Conference & Exposition

Authors

Todd Nicewonger; Stacey Fritz; Lisa McNair, Virginia Polytechnic Institute and State University

Manager)Lisa Mcnair Lisa DuPree McNair is a Professor of Engineering Education at Virginia Tech and Director of the Center for Educational Networks and Impacts (CENI) at ICAT. Her work focuses on building networks between the university and multiple community sectors and supporting evidence-based outreach in science, engineering, arts, and design. She translated a decade of interdisciplinary initiatives into VT’s Innovations Pathway Minor, and has directed 11 PhD dissertations, served on 17 PhD committees, and funded and mentored 6 post-graduate scholars (5 PhD, 1 MFA). Her funded NSF projects include revolutionizing the culture of the VT ECE department, identifying practices in intentionally inclusive Maker spaces

Conference Session

Civil Engineering Division - Is This Real? Reaching Students with Virtual and Augmented Reality

Collection

2022 ASEE Annual Conference & Exposition

Authors

Romeo Ballinas-Gonzalez, Tecnologico de Monterrey (ITESM); Raul Garibay Macias, Tecnologico de Monterrey (ITESM); Juan Pablo Masforrol, Tecnologico de Monterrey (ITESM); Miguel X. Rodriguez-Paz, Tecnologico de Monterrey (ITESM)

Information Modeling (BIM), Virtual Reality(VR), and if we add to this a video game such as Call of Duty: Warzone (CoD: WZ) for educational purposes, the benefitsof this could be explored. Until now, the advantages of BIM, VR, and video games have been studied separately, however,there is no evidence of an approach that implements all three technologies. The research in this study consists of thedevelopment of a methodology for the implementation of a user-friendly application of the Infra-3D-Lab software withspecific pedagogical objectives for EAC education. This study based on the development of high-tech educational toolsaims to: 1) make more effective use of learning hours through playful interaction with BIM, VR, and CoD: WZ models; 2)improve

Conference Session

Mechanical Engineering: Demos and Interactives

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brendan Smith, Loyola Marymount University

-based laboratory exercises [1]. And in the intervening years, thecommunity has certainly mobilized to answer the call. Kheir et al. identified a number ofjustifications for introducing simulation- and hardware-based laboratory exercises for students ofcontrol systems: 1) the labs create sensory feedback for students to build intuition about controlsystem dynamics; 2) they prepare students for practice and expose them to the nonlinearity ofreal world controls problems; and 3) they engage students’ curiosity through exploration andbegin them on the journey of lifelong learning required by the field. Yet, as educators of controlsystems understand, creating labs that simultaneously meet all these objectives poses a nontrivialchallenge.One of the

Conference Session

Civil Engineering Division - Is This Real? Reaching Students with Virtual and Augmented Reality

Collection

2022 ASEE Annual Conference & Exposition

Authors

Juan Torres, University of Illinois at Urbana - Champaign; Jacob Henschen, University of Illinois at Urbana - Champaign; Ann Sychterz, University of Illinois at Urbana - Champaign

in undergraduate education. © American Society for Engineering Education, 2022 Powered by www.slayte.com Enhanced Learning of Load Path in a 3D Structural System using Virtual RealityIntroductionVirtual reality (VR) has evolved from being used only in video-games to be used as a powerfuleducational tool in the areas of engineering education. It us useful due to its ability to recreate thereal world in a costly efficient manner [1]. Research [2, 3, 4] has shown that the use of VR inengineering education has improved the learning process and increased the motivation of studentsof understanding new concepts, developing a better ability

Conference Session

Mechanical Engineering: Statics and Dynamics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammed Noor-A-Alam, Indiana University - Purdue University Indianapolis; Julie Mendez, Indiana University Purdue University, Columbus

ofa tree, which imitated the visual scheme of the entire course as a scaffolding tool. This can beconsidered as an “expert-generated concept map” and an “advance organizer” as described byother authors [19, 23]. This frame was used to explain the branches of dynamics and how theyevolve from the basic dynamics just like the stem and branches of a tree grow from the root asshown in Figure 1. Then the different topics from each chapter of the course were placed near thecorresponding branches of dynamics in the concept tree to provide a clear idea of the entirecourse content and how it would be covered. Students were then introduced with the idea of aconcept map, how the concept map would be completed and used in the class, and theresponsibility

Conference Session

Faculty Development Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Turns, University of Washington; Yen-Lin Han, Seattle University; Teodora Shuman, Seattle University; Gregory Mason, Seattle University; Kathleen Cook, Seattle University

have embodied the features in our experimental work thus far. 1. A session of modest duration. Our model of teaming sessions is meant to live alongside everyday practice and be repeated. As such, individual teaming sessions need to be modest in relation to the everyday work in which they are situated. In our case, we have embodied this dimension by having teaming sessions of one hour, and further sessions that occur roughly once per month. 2. A commitment to no preparation. Since a lack of time to prepare can contribute to poor attendance and engagement, and a requirement to prepare extends the footprint of the work, our model includes a commitment to not requiring preparation byattendees. In practice

Conference Session

Multidisciplinary Engineering Division Technical Session - NAE Grand Challenges, Graduate Students, Sustainability, and Makerspaces

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kavitha Chandra, University of Massachusetts Lowell; Trina Kershaw, University of Massachusetts Dartmouth; Susan Tripathy, University of Massachusetts Lowell; Max Denis, University of the District of Columbia; Jorge Allen, University of Massachusetts Lowell; Hong Liu, University of Massachusetts Dartmouth; Tzuyang Yu, University of Massachusetts Lowell; Charles Thompson, University of Massachusetts Lowell

sciences, andethics that in a conventional educational curriculum would require students complete a series ofpre-requisite courses to enroll in a higher-level graduate course on CPS. However, these topicsby their very interdisciplinary nature can serve as motivating examples for students with variedbackgrounds and interests to engage in early in their educational pathways. This motivates ourdesire to develop a new educational model that is not only student-centered but also serves theimmediate and future needs of the employers in diverse sectors that are building cyber-physicalsystems with attention to their lifecycle management [1] [2] [3] [4]. The educational model explored in this research includes project-based learning (PjBL)[5] for

Conference Session

NEE Technical Session - Innovative Teaching Strategies II

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ariful Bhuiyan; Jana Willis; Roberto Dugnani; Felipe Trujillo-Wheeler, University of Houston - Clear Lake

anticipated students will gain additional knowledge due to the several types offorces: tension, compression, and different boundary conditions.There are two parts in this present phase: first, conduct the experiment, and then put theexperimental data into a pre-coded program and display the simulation results (see Figure 1).The technology will be developed so that both the experiment results and the simulation resultsmay be obtained simultaneously, thereby shortening the time required for the demonstrationcycle. Figure 1: DIC Method to demonstrate classical mechanics concept.A teacher can physically place this little device (less than 1 kg) on the tabletop and then deliverhis or her presentation in a traditional class lecture setting

Conference Session

Civil Engineering Division - Innovative Changes to the Typical Civil Engineering Coursework.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacob Henschen, University of Illinois at Urbana - Champaign; Arthur Schmidt, University of Illinois at Urbana - Champaign; Jeffery Roesler, University of Illinois at Urbana - Champaign; Jordan Ouellet, University of Illinois at Urbana - Champaign

© American Society for Engineering Education, 2022 Powered by www.slayte.com Work in Progress: Development of a Project-Based Civil & Environmental Introductory CourseIntroductionTeaching “soft” skills to engineering students presents a unique set of challenges compared totechnical skills. Topics like technical writing and oral presentation are not commonly perceivedby students to be in the domain of engineering while most practicing engineers would disagree[1]. Communication skills are just one example of a range of professional skills outside ofdiscipline-specific skills that can aid new engineering graduates. Our civil and environmentalengineering (CEE) curriculum committee developed

Conference Session

Computers in Education 5 - Modulus 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yamuna Rajasekhar, zyBooks, A Wiley Brand; Chelsea Gordon, zyBooks, A Wiley Brand; Chi Yan Leung, zyBooks, A Wiley Brand; Efthymia Kazakou, zyBooks, A Wiley Brand

thetextbook. In addition to our built-in simulator, in summer 2021, we developed a new auto-gradedlab environment to support MIPS with 10 new lab assignments that have been used in 6 differentcourses.To evaluate both the platform and the content of the labs, we analyzed these labs attempted by28-84 students across all 6 courses. We summarize the average completion rate and the averagetime spent on each lab. Our analysis also shows how using the simulator impacts student struggleon homework assignments embedded in the textbook. Finally, we share our best practices forauthoring similar auto-graded assembly problems.IntroductionComputer organization courses often come with a programming component that is close to thehardware used in the course [1],[2

Conference Session

WIED: Support for All in the WIED Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathryn Redmond, University of Nebraska - Lincoln; Grace Panther, University of Nebraska - Lincoln; Mojdeh Asadollahipajouh; Rick Evans, Cornell University; Stacey Kulesza, Kansas State University; Grace Liang

learn about the women undergraduate participants’personal-familial contexts that contribute to their entry to majoring in engineering as identifiedby the women themselves.Preliminary findings indicate that: (1) our participants tend to have supportive families; (2) whileall experienced gender biases, not everyone has formed a critical consciousness of sexism; and(3) being able to actually engage by “doing” something and creating a product is key to thewomen’s finding joy in engineering and associating themself with the field/profession. It isimportant to note that the second interviews, which focus on the educational journey of theparticipants in relation to engineering identity development and project team experiences, areunderway. The

Conference Session

Biomedical Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Balakrishna Pai; Ketki Patil, Georgia Institute of Technology; Todd Fernandez, Georgia Institute of Technology; Paul Benkeser, Georgia Institute of Technology; Joseph LeDoux, Georgia Institute of Technology

approach for interfering with the disease process.In this course, students conceptualize an authentic research question, design and carry outexperiments to answer that question, and reflect on their learning experience. The courseprovides students with the opportunity to identify and solve an authentic research problem in asupportive cognitive apprenticeship environment [1, 2]. Each student leaves the course havinglearned a set of skills that is unique to their experience that is relevant for their self-designedproject.IntroductionLaboratory-based courses are an integral part of the undergraduate engineering curriculum [3].Performing laboratory experimentation gives students the opportunity to apply some of thefundamental concepts they learned in

Conference Session

Social Justice and the Curriculum: Equity, Culture & Social Justice in Education Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sydney Turner, University of Virginia; Bethany Gordon, University of Virginia; Tomeka Carroll; Katelyn Stenger, University of Virginia; Patrick Hancock, University of Virginia

develop an inclusive, equitable, and just practice of design.Figure 1 Team of engineers in SJ-ED BEDP module illustrated by Charleen Lopes (2021) 2 Within the module, the student learned some historical context of highway construction in theUnited States. For example, highway projects such as the interstate system have had adisproportionate impact on marginalized communities through displacement (Bullard, 2004). Inaddition to the history of highway construction, the student also learned about socially just designprinciples that, if followed, can enhance outcomes. This includes the vital work required tocollaboratively involve communities as primary

Conference Session

Social Identities and STEM Experiences: Equity, Culture & Social Justice in Education Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michelle Ausman; Atsushi Akera, Rensselaer Polytechnic Institute; Alan Cheville, Bucknell University; Sarah Appelhans, University at Albany-SUNY; Melissa Shuey, Virginia Polytechnic Institute & State University

education regardless of education level. Atthe college level, classes became available online both synchronously and asynchronously tomeet student needs in different locations and time zones. Due to the health concerns regardingin-person class meetings, in-person labs and studios migrated online [1]. The sudden move toonline learning placed students at a disadvantage due to the lack of space and resources thatbeing on campus provides.Along with the COVID-19 pandemic, Asians and Asian Americans began to experienceincreased xenophobia and prejudice due to the connections of COVID-19 to China. So not onlywere Asian and Asian American students faced with the problem of increased xenophobia andprejudice, but they also had to return to their homes. Taken

Conference Session

Understanding Inclusivity and Equity in STEM Contexts: Equity, Culture & Social Justice in Education Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tiffani Williams, University of Illinois at Urbana - Champaign; Karin Jensen, University of Illinois at Urbana - Champaign; Ilalee James, University of Illinois at Urbana - Champaign

and to the welfare of the nation. Traditionally, diversity initiatives havelumped together strategies for increasing underrepresented racial and ethnic groups inengineering with sexism, homophobia, and other inequities. The Black Lives Mattermovement has demonstrated that race must be tackled specifically in order to dismantlesystemic racism. In addition to persistent racist language (e.g., “master/slave,”“whitelists/blacklists”) in the curriculum [1] and scholarship, the unique challenges that Blackengineers face are often erased since their identity is homogenized with other racial and ethnicgroups under the harmful label “underrepresented minority” or URM [2]. Since language createsthe norms and cultures of communities and perpetuates

Conference Session

Virtual and Augmented Reality Applications in Manufacturing Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Richard Chiou, Drexel University; Tzu-liang Tseng, University of Texas at El Paso; Michael Mauk; Irina Ciobanescu Husanu, Drexel University; Tam Phi, Drexel University

integrationof such technology along with virtual reality, in which they explore the factors necessary tocalculate and analyze to perform simulation of working solar panels in virtual reality. They willbe working towards providing a solution to the problem of achieving sustainable manufacturing.They consider the effects of certain parameters such as the effect of solar cell tilt or solar celltracking on manufacturing problems. Students learn the fundamentals of photovoltaic (PV) effectand how to design a renewable system given standard test conditions according to requirements.Virtual reality helps give a platform for students to implement the sustainable concepts in practice.1. IntroductionThis paper describes the green STEM (science, technology

Conference Session

ETD - A Technology Potpourri II

Collection

2022 ASEE Annual Conference & Exposition

Authors

Corinne Mowrey, University of Dayton; Raymond Smith, East Carolina University; Henry Lester, University of Dayton; Khalid Zouhri, University of Dayton; Jacob Cress, University of Dayton; Carson Running, University of Dayton; Kayla Nulph, University of Dayton

disciplines such as mechanical, industrial, andelectrical.1. IntroductionTests and examinations are a stressful part of college life necessary to reinforce and evaluate theknowledge a student received in a course, and invariably some students perform better thanothers at test-taking. However, in engineering, there has been little study about theinterrelationships between test designs, the time required for test completion, and studentperformance outcomes. Therefore, this study proposes to examine the relationships between thetime students used to complete an exam and their performance outcome, and the type of examquestions administered to students and their performance outcome. The study examines theserelationships using data from multiple

Conference Session

Experiential Learning in Mechanics

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Dittenber, Cedarville University; Luke Fredette, Cedarville University

dynamics. © American Society for Engineering Education, 2022 Powered by www.slayte.com Forming Cognitive Connections: Desktop Learning Modules, Structural Analysis Software, and Full-Scale StructuresIntroductionOne of the biggest challenges in teaching civil engineering students a theory-intensive courselike structural analysis is helping students make the connection between the engineeringmechanics taught at the front of the room and how those concepts define the real behavior ofactual engineered structures. According to Montfort et al. [1], “Concept inventories suggest thatmost students do not truly understand the concepts covered in their STEM

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ameerah Muhsinah, Iowa State University of Science and Technology; Lotfi Ben, University of North Texas

levels, preferred learning methods, and critical thinking. We developed aquestionnaire with open-ended questions to assess the self-confidence levels and relatedfactors, which was taken by one-hundred ten students in two semesters. The studentsanswers were coded and analyzed afterward. We found that self-confidence is weaklyassociated with the students’ critical thinking and independent from their cognitive levels,preferred learning methods, and expectations from the course. The results suggest that toimprove the self-confidence of the students, the instructors should work on improving thestudents’ critical thinking capabilities.1 IntroductionUndergraduate students are expected to step directly into software developer positions andsucceed

Conference Session

Remote and Flipped Instruction in Mechanics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Holte, University of St. Thomas

include: difficulties getting classmates to engage in discussions in remote formats,difficulties staying alert and attentive in remote formats, frustrations with learning new softwarefor remote instruction, and the fun of engaging with physical devices in the in-person format.While in general remote instruction lowered students’ self-determination, one remoted sessionfrom the study was particularly motivating. Attributes from various remote sessions arecompared to identify successful strategies to motivate students during online synchronousclasses.I. BackgroundEngineering education has been slow to enter the realm of online instruction [1] especially incomparison to other educational disciplines [2]. The pandemic of 2020 pushed all disciplines

Conference Session

First-Year Programs Division Technical Session 2: Peer Mentoring/Learning, Teaching Assistants, and Career Mentorship

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jill Davishahl, Western Washington University; Audrey Boklage, University of Texas at Austin; Madison Andrews, University of Texas at Austin

into the spotlight, testing the “flexibility and resilience of students, faculty, andadministrators” [1]. This COVID-19 instructional pivot challenged engineering educators inproviding a virtual substitute for the lab-based, hands-on experiences, and teamwork that theirdiscipline demands. This shift was not without its challenges, a recent ASEE report found thatonly 53% of faculty felt they were given adequate resources from their institution to transitiononline teaching [1]. Given the importance of community and hands-on engagement inmakerspaces, the COVID-19 pivot also forced academic makerspaces and those that use andsupport them to abruptly shift their instructional practices. Considering that many academicmakerspaces are supported by