Conference Session

Mathematics Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emre Tokgoz, Quinnipiac University; Samantha Eddi Scarpinella , Quinnipiac University; Michael Giannone, Quinnipiac University

Tagged Divisions

Mathematics

reflects upon an action when the action is repeated and he or she can make an internal mental construction called a process by which the individual can think of as performing the same kind of action without an external support...  An object is results from individual’s awareness of the process’ totality and realizes that transformations can act on it...  A schema is a linkage of collected actions, processes, objects, and other schemas that help to form a framework by using general principles in individual’s mind...APOS theory can be appropriately applied to the collected research data due to the involvementof certain mathematical concepts such as limits, derivatives, and asymptotes. The participants ofthis

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Karin Jensen, University of Illinois at Urbana - Champaign; Sara Rose Vohra, University of Illinois at Urbana-Champaign; Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign; Andrea J. Kunze, University of Illinois at Urbana - Champaign; Isabel Miller, University of Illinois at Urbana - Champaign; Thomas Edward Romanchek, University of Illinois at Urbana - Champaign

Tagged Topics

NSF Grantees Poster Session

. Sample items include “High stress is expected for engineering students”and “Engineering students commonly stay up all night working”. Responses were measured on a6-point Likert scale in accordance with agreement with each statement (Strongly disagree,disagree, somewhat disagree, somewhat agree, agree, strongly agree). The use of a 6-point scalerequires participants to take a stance towards agreement or disagreement, which in the case ofrelatively neutral opinions, may reflect the participant’s unconscious bias [8]. For the pilotsurvey, an additional “No basis for judgement” option was added to check for questionsparticipants are consistently unable to answer due to not having experience with the item beingasked about or feeling that they did not

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Memoria Matters, Purdue University at West Lafayette (COE); Andrew O. Brightman, Purdue University at West Lafayette (COE); Patrice Marie Buzzanell, University of South Florida; Carla B. Zoltowski, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity, NSF Grantees Poster Session

barriers to URM and FGC students. A more in-depth discussion of thesefindings can be found in [3] and [11].Finding 2 – The organizational cultures influenced participants’ perceptions of changepossibilities related to diversity and inclusion, and their role in change. Analysis of the post-design session interviews revealed the influence that the disciplinary/organizational cultures ofboth ECE and BME had on (1) the effectiveness of design thinking toward culture change, and(2) where change occurred (e.g., individual versus systemic levels). Reflecting a more limiteddesign culture within the school, the stakeholders in the ECE design sessions recognized andacknowledged limitations in their ability to make large-scale change within ECE. As such

Conference Session

Student Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Student

material is consistent with their future career (Wigfield, 1994; Wigfield &Eccles, 2000). The interest component is based on how students perceive course topics andinstructional methods, interesting (Hidi & Ann Renninger, 2006; Renninger, Hidi, Krapp, &Renninger, 2014). Further, the success component is formed on expectancy for success(Wigfield, 1994; Wigfield & Eccles, 2000). This component reflects students’ self-efficacy aboutthe coursework (Bandura, 1986). The caring component is based on students believes thatinstructors care about their success and well-being (Noddings, 1992).Motivation can be perceived as a student’s intention and engagement in learning as student’saction (Christenson, Reschly, & Wylie, 2012). In other

Collection

1981 North Midwest Section

Authors

O. Hawaleshka

overproduction of engineering graduates while atthe same time noting a scarcity of high quality graduates and for well-trained technicians and craftsmen. It is a reflection on the culturalenvironment and of the quality of graduates presently produced by theschools when the Survey noted that at least 30% of engineering graduatesemployed were employed in jobs of low technician or craftsmen levelsalthough the official job descriptions and titles always included theword i'engineer 11 • And so we see "Senior Instrument Engineers" with 18years experience after graduating from one of the best recognized engi-neering schools in the country and working for the largest electricalutility actually repairing Bourdon pressure gauges or electric wall plugs.In actual

Collection

2010 North Midwest Section

Authors

Deborah Nykanen; Rebecca Bates; Marilyn Hart; Mezbahur Rahman

input factors and output development for a MAX scholar. Figure 1: A model of the input factors and output skills gained by MSU MAX scholars.Along with interdisciplinary project work, a typical set of seminars for a semester includes: 1) Introductions and assignment of reflection papers describing students’ goals and obstacles 2) Resume formats and preparation 3) Preparing goals and small group discussion of resumes 4) Learning styles 5) Small group discussion of goals (grouped by year) 6) Job fair preparation and summer internship discussion 7) Interview skills with paired practicing 8) Mentoring 9) Guest speakers from industry and faculty 10) Study skills 11) Graduate school preparation 12) Assessing progress towards goals

Collection

2010 North Midwest Section

Authors

B. D. Braaten; D. A. Rogers; R. M. Nelson

capacitor fields with teledeltos (conductive) paper, and (4) impedance matching usingtransmission line stubs. The transmission line experiments had as objectives the measurement ofline attenuation, characteristic impedance, and reflection coefficient for practical transmissionlines. The creation of distortionless lines with the use of periodic loading coils could also bestudied. Teledeltos paper is a two-dimensional paper with an approximately uniform resistanceper square. A conductor is established by painting appropriate regions with conductive paint.Then a voltmeter is used to establish the surfaces of equipotential. The method of curvilinearsquares (Hayt & Buck, 2006) could then be used to calculate the capacitance. Similarexperiments were

Collection

2010 North Midwest Section

Authors

Daniel Ewert; Ron Ulseth; Bart Johnson; Andrew McNally

State University Mankato, who are mostly graduates ofMinnesota's community colleges. IRE students do not take classes;100% of their learning is donein the context of the industry/entrepreneurial projects. The PjBL model readily lends itself toregional economic development making the IRE program an education/economic hybrid system.OverviewSince the publication of Engineer 2020 [1] (and before) there have been numerous calls for anew-look graduating engineer. With guidance from some of the most respected leaders inengineering education, the IRE model has been developed to utilize industry-based project-based-learning (PjBL), outcome-based assessment, just-in-time interventions, self-directedlearning, and emphasis on reflection to graduate

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sreyoshi Bhaduri, McGraw Hill ; Michelle Soledad, The Ohio State University; Tamoghna Roy, DeepSig Inc.; Homero Murzi, Virginia Polytechnic Institute and State University; Tamara Knott, Virginia Polytechnic Institute and State University

Tagged Divisions

First-Year Programs

Education at The Ohio State University. She holds degrees in Electrical Engineering (BS, ME) from the Ateneo de Davao University (ADDU) in Davao City, Philippines, and in Engineering Education (PhD) from Virginia Tech. Her research interests include learning experiences in fundamental engineering courses and data-informed reflective practice. Michelle’s professional experience includes roles in industry and academia, having worked as a software engineer, project lead and manager before becoming Assistant Professor and Department Chair for Elec- trical Engineering at the Ateneo de Davao University.Dr. Tamoghna Roy, DeepSig Inc. Tamoghna Roy works as a Principal Engineer at DeepSig where he is responsible for creating

Conference Session

Cultural Issues in Engineering: International Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Arshia Khan, University of Minnesota, Duluth; Rania Al-Hammoud P.Eng., University of Waterloo; Ona Egbue, University of South Carolina, Upstate

Tagged Divisions

International

. This paper reflects on a 5-year collaborationbetween three faculty from different disciplines, universities and countries. The authors reflecton challenges they faced to continue successfully collaborating and publishing papers whileaddressing these impediments. This paper will first discuss the various methods ofcollaborations, and then it will discuss the challenges faced during collaborations. The secondpart of the paper will discuss and reflect on the collaboration between the authors, the rules andpolicies they created to help them make decisions on order of authorship, roles and responsibilitysharing. Collaborations are often formed to extend skills and expertise to accomplish tasks.Collaborations in higher education are favorable and

Conference Session

NSF Grantees: Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carla B. Zoltowski, Purdue University at West Lafayette; Andrew O. Brightman, Purdue University at West Lafayette (COE); Patrice Marie Buzzanell, University of South Florida; Sean Eddington, Kansas State University; Danielle Corple, Wheaton College; Memoria Matters, Purdue University at West Lafayette; Virginia Lynn Booth-Womack, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity, NSF Grantees Poster Session

disciplinary cultures of the ECE and BME departments impact the effectiveness of thedesign thinking process.Analysis of the post-design session interviews revealed the impact that the disciplinary andorganizational cultures of both ECE and BME impacted (1) the effectiveness of design thinkingtoward culture change, and (2) the space in which change occurred (e.g., individual versussystemic levels). Reflecting a more limited design culture within the school, the stakeholders inthe ECE design sessions recognized and acknowledged limitations in their ability to make large-scale change within ECE. As such, prototypes developed by ECE stakeholders from the designthinking sessions addressed interactional and day-to-day issues that faculty, staff, and

Conference Session

Grading and Feedback Models in Mechanics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert O'Neill P.E., Florida Gulf Coast University; Ashraf Badir P.E., Florida Gulf Coast University; Galen I. Papkov, Florida Gulf Coast University; Jiehong Liao, Florida Gulf Coast University

Tagged Divisions

Mechanics

Adaptive Follow-Upmodules [3], it was observed that this also lacked any impact on overall student performance. Infact, Adaptive Follow-Up in the Mastering Engineering system was punitive by some of thestudents rather than as a resource to encourage mastery of the material [4]. Additionally,although Exam Wrappers did not seem to increase exam scores and performance; overall, havingstudents fill out quiz and Exam Wrappers did seem to foster reflection and adjustment in mostparticipants [5]. Most recently, Exam Wrappers appear to be useful. They encourage students tothink about their study habits, the types of errors they tend to make, and the variety of ways thatthey are or could be engaged in the course [6].The course is a four-credit course

Conference Session

Pre-college Engineering Education Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Janille A. Smith-Colin, Southern Methodist University; Jeanna Wieselmann, Southern Methodist University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

careers; greater focus on hands on experiences; and opportunities forstudent reflection [30]. For example, they suggested one-on-one mentoring opportunities andstudent evaluation of experiences as potential areas for growth.STEM Academy parents. The following themes emerged as most important from the parent-perspective for supporting student sense of belonging, safety, and conception of self (listed inorder of importance based on the list of validated strategies presented in Table 1 above): • Strategy 5: Present and recruit positive role models from diverse groups o Expose students to successful role models from their groups who refute negative stereotype. • Strategy 2: Create a critical mass o Increase the

Conference Session

Making Mechanics Courses Fun and More Effective

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Md Rashedul Hasan Sarker, University of Indianapolis; Najmus Saqib, University of Indianapolis; George D. Ricco, University of Indianapolis; Megan Hammond, University of Indianapolis; Jared Hilt; James T. Emery II, University of Indianapolis

Tagged Divisions

Mechanics

Najmus Saqib is an Assistant Professor in the R.B. Annis School of Engineering at the University of In- dianapolis (UIndy). Saqib received his Ph.D. in Mechanical Engineering from Colorado School of Mines (CSM), focusing on ”Optical Diagnostics of Lithium-Sulfur and Lithium-Ion Battery Electrolytes using Attenuated Total Reflection Infrared Spectroscopy”. He likes to use innovative pedagogical techniques to facilitate student learning.Dr. George D. Ricco, University Of Indianapolis George D. Ricco is an assistant professor of engineering and first-year engineering coordinator at the University of Indianapolis. He focuses his work between teaching the first two years of introductory en- gineering and engineering design

Conference Session

Student Experiences with Undergraduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph H. Holles, University of Wyoming

Tagged Divisions

Educational Research and Methods

research plan, (4) research ethics, (5) graduate school familiarityand applying for graduate school, (6) presenting your research plan, and (7) professional skills. To complement the lectures, assignments for the course are shown in Table 2. The skillsand concepts to be reinforced by each assignment are also shown in Table 2. Assignments fallinto the same seven areas as listed above for course topics/lectures.Table 2: Course Assignments Topic Skills/Concepts Reinforced 1 Finding a Mentor Faculty/Student Interaction Research Interests Self-Reflection Identifying Potential Mentors Web research Meeting Mentors Oral and Written Communication 2

Conference Session

Pre-college Engineering Education Division Technical Session 18

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alyssa Marie Eggersgluss, Playful Learning Lab; Annmarie Thomas, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Rachel Farah, University of St. Thomas; Cullen Charles Kittams, Playful Learning Lab; Emma Michelle Monson, University of St. Thomas; Krista Schumacher, University of St. Thomas; Jeff Jalkio, University of St. Thomas

Tagged Divisions

Pre-College Engineering Education

for participants.A self-reflection on increased computer programming knowledge was included on the post-surveyresponse. Of the responses [Figure 1], three said their understanding increased very little, three said theirunderstanding increased a lot, and the 13 remaining participants stated varying degrees of increasedunderstanding within the given range. The average of the group was a 5.3, suggesting that the group as awhole moderately increased their understanding of programming. Figure 1: A post-workshop survey response to the question, “How much did working with Code + Chords increase your understanding of programming?” for all participants in the study.An important question asked in the exit survey was, “Did

Conference Session

First-year Programs: Focus on Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ahmed Ashraf Butt, Purdue University, West Lafayette; Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

collected data byasking students to reflect on their study strategies that they used for the preparation of courseexams. This course had three exams for student evaluation over the semester. We used theseexam scores as a measure of their academic performance, which were graded by the instructionalteam. From this data, we addressed two research questions: 1) To what degree do students’selection of study strategies vary while preparing for exams? 2) How do students’ studystrategies relate to their academic performance in exams? To answer the first question, weconducted one-way ANOVA to test the variability in the students' selection of study strategiesover the exams. And for the second question, we performed a bivariate linear regression toanalyze

Conference Session

Inquiry, Inclusivity, and Integration

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ilgin Guler, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University, University Park; Sarah E Zappe, Pennsylvania State University

Tagged Divisions

Civil Engineering

, innovation, and entrepreneurship education. American c Society for Engineering Education, 2020Work in Progress: Inquiry Based Learning in Transportation Engineering Work in Progress: Inquiry Based Learning in Transportation EngineeringAbstractThis paper reflects a work-in-progress of a study on the implementation of inquiry-basedlearning in a junior-level introduction to transportation engineering course. The goal is to teach amodule that will introduce the operation of traffic signals to students using inquiry-basedlearning. As a part of this work, a new class session focusing on demonstrating the impacts ofsignals installed at intersections and their impacts on traffic

Collection

AEE Journal

Authors

Mansour Karkoub; Chun-Lin Yang; Wael Karkoub; Moutafa Raslan

report reflecting on the shortcomings of the lumped mass method and suggest ways to improve the accuracy of the models developed using this technique; (AT-2) Prepare a short presentation to discuss the speed time response of the car using the lumped mass method and provide extrapolated alternatives to improve the accuracy of the response, etc. 3.Develop rubric(s) to evaluate the assessment tasks (ATs) and the level of attainment of the ILOs with emphasis on deep learning criteria using the SOLO technique. 4.Supervisors of the UCCRP must observe that, as the student progresses in the project, his/her learning outcomes display deeper understanding of “modeling of dynamic systems” or con- cept “lumped mass technique

Collection

AEE Journal

Authors

David Reeping; Lisa McNair

report reflecting on the shortcomings of the lumped mass method and suggest ways to improve the accuracy of the models developed using this technique; (AT-2) Prepare a short presentation to discuss the speed time response of the car using the lumped mass method and provide extrapolated alternatives to improve the accuracy of the response, etc. 3.Develop rubric(s) to evaluate the assessment tasks (ATs) and the level of attainment of the ILOs with emphasis on deep learning criteria using the SOLO technique. 4.Supervisors of the UCCRP must observe that, as the student progresses in the project, his/her learning outcomes display deeper understanding of “modeling of dynamic systems” or con- cept “lumped mass technique

Collection

Proceedings of the 2020 ASEE PSW Section Conference, canceled

Authors

Sheree Fu, California State University, Los Angeles; Steven Matthew Cutchin; Karen Howell, University of Southern California; Shalini Ramachandran, Boise State University

Tagged Topics

Diversity

Oppression (2018)​2​ have discussed thephenomenon.There are many reasons why an algorithm may be considered “biased.” Incomplete or faulty datais one reason. For example, in a study published in Nature Communication​3​ researchersconfirmed for the first time that two of the top genomic databases, which are in wide use todayby clinical geneticists, reflect a measurable bias toward genetic data based on European ancestryover that of African ancestry. This deficit in African ancestry genomic data was identified duringan 18-month long study conducted via the Consortium on Asthma among African-AncestryPopulations in the Americas (CAAPA). When compared with current clinical genomicdatabases, researchers found a clearer preference in those databases for

Collection

2020 Fall ASEE Mid-Atlantic Section Meeting

Authors

Ping-Chuan Wang, State University of New York at New Paltz

Relevant DisciplineFigure 4. Students’ perspective on the discipline(s) that is/are more relevant to themicroelectronics field, surveyed at the end of the semester.Student Evaluation of Instruction (SEI) was conducted near the end of semester to assess theteaching effectiveness and learning experience. With 88% participation from the class, the SEIresult can be used as another reference for the course effectiveness. Regarding “teaching methodengaged my interest in the subject matter,” the course received a score of 4.93 on a scale of 1(strongly disagree) to 5 (strongly agree), with 14 students strongly agreed and one agreed. Withrespect to “instruction was effective,” it scored 5.00. When asked to reflect on their experiencein the course, all the

Conference Session

CoNECD Session : Day 3 Slot 8 Technical Session 3

Collection

2021 CoNECD

Authors

Margaret B. Bailey P.E., Rochester Institute of Technology; Naveen Sharma, Rochester Institute of Technology; Lana Verschage, Rochester Institute of Technology; Timothy T. Conlon

Tagged Topics

CoNECD Paper Submissions, Diversity

 these experiential learning experiences. The SE department is within a large, private university which is committed to experiential learning within its undergraduate engineering curriculum.  The university has one of the oldest cooperative education programs in the country and firmly believes in learning through doing. This presentation will describe how an experiential learning model is used to improve learning and accelerate needed academic cultural changes within the department.  The experiential learning methodology is based on an existing educational model which includes four basic stages; active experiences, reflective observations, abstract conceptualization, and active experimentation.  This experiential learning model is used

Conference Session

CoNECD Session : Day 1 Slot 8 Technical Session 1

Collection

2021 CoNECD

Authors

Tiffiny Antionette Butler, Worcester Polytechnic Institute; Ryan Meadows, Worcester Polytechnic Institute; Katherine C. Chen, Worcester Polytechnic Institute; Suzanne Sontgerath, Worcester Polytechnic Institute

Tagged Topics

CoNECD Paper Submissions, Diversity

stories in STEM and the changing demographics of our institutionwhile being situated in a community that reflects the diversity represented throughout thecountry Sue and Kathy set out to start a pilot program called the Women’s Research andMentoring program (WRAMP) to introduce STEM to women, specifically women of color,pursuing a career in a STEM field. To address representation and engage our diversecommunity of students a multitiered mentorship program was created. The program hadthree levels of women in engaged in education, high school women from the localcommunity, undergraduate women at WPI serving as mentor and mentee and graduatewomen at WPI engaged in research at WPI. All students were engaged in research at WPIwith high school women

Conference Session

CoNECD Session : Day 3 Slot 4 Technical Session 2

Collection

2021 CoNECD

Authors

Ellen Foster, Purdue University at West Lafayette (College of Engineering); Donna M. Riley, Purdue University at West Lafayette (College of Engineering); Andrea Haverkamp, Oregon State University; Soheil Fatehiboroujeni, Cornell University; Justin Charles Major, Purdue University at West Lafayette

Tagged Topics

CoNECD Paper Submissions, Diversity

socioeconomically just engineering education. American c Society for Engineering Education, 2021 Week of Action: #EngineersShowUp as intersectional advocatesIntroductionIn this roundtable and open panel discussion, members of the engineering education communitywill reflect upon their experiences during a planned week of action that took place February 23rd– 29th as part of a larger project on addressing root causes of inequity. This event follows aplanning and organizing workshop held at the 2019 CoNECD conference, and continued effortssince then to meet virtually and plan towards collective actions to build awareness and shiftnarratives. Through these meetings and open-ended

Conference Session

Works in Progress in Chemical Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah E. Zappe, Pennsylvania State University; Enrique D. Gomez; Scott T. Milner; Yu Xia

Tagged Divisions

Chemical Engineering

help them with distraction and how to effectively work at home. 7. Emphasize care and empathy in your work with students (Atman, 2020). As novices learning unfamiliar tasks in an environment that currently is stressful, students may feel anxiety. Tell students about your own experiences with working remotely during the pandemic and strategies that worked for you. Consider using reflections with students to help them process their experiences and identify challenges.As we live and work in the COVID-19 and (eventually) post-COVID-19 eras, we will continue tolearn best practices for working remotely, including conducting research with undergraduatestudents. Our hope is that some of the strategies we have

Conference Session

Tools to Enhance Student Learning of Undergraduate Engineering Content

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeffrey Lloyd Hieb, University of Louisville; Marci S. Decaro, University of Louisville; Raymond Chastain

Tagged Divisions

Educational Research and Methods

with it) does not elicitthese same benefits.We only analyzed results from students’ first attempt on the Lesson 1 Quiz. After taking thisquiz, students were able to practice the problems and then retake the quiz. Students wererequired to earn 70% to move on to the next lesson. Therefore, scores on all but the first quizwere relatively high, leading to a restricted range in the data. We reasoned that the first quizattempt reflected knowledge gained after the activity and instruction, which were the target ofour intervention. However, students were aware that they would be able to retake the quiz,potentially impacting their motivation on this assessment. In our future research using thesematerials, we may make the first quiz worth more points

Conference Session

Student Engagement, Socioemotional Needs, and Social Support During Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah E. Zappe, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Sam Spiegel, Colorado School of Mines; Deb Jordan, Colorado School of Mines; Ariana C. Vasquez, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

tackleadvanced manufacturing problems through data science. The Engineering Learning frameworkuses cognitive principles in the development of online courses (Spiegel, Sanders, & Sherer, 2018a;Spiegel, Sanders, & Sherer 2018b). As the framework states, “Engineering Learning is anintentional design process that positions students to cognitively engage with content and data usingprofessional tools, while interacting and collaborating with peers to develop their contentexpertise, skills, and professional practices. The end goal is to create the richest opportunities forstudents to become innovative STEM leaders.” Principles included in the framework includealignment with student learning outcomes, engagement with active learning, reflecting on

Conference Session

Virtual Laboratories: Experimentation and Laboratory-oriented Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Parisa Shokouhi, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

and exploring the sensor response for different relevant testparameters such as sensor (probe) size and characteristics such as frequency and type (absolutevs. differential) as well as test material properties (see the example for ET in Figure 1). In thisexercise, the students are first asked to predict the sensor (probe) response (based on what theyhave learned in the lectures and reading materials) and then calculate the response using thesimulation software (Figure 2). Afterwards, the students are asked to analyze the response inlight of their initial predictions and reflect on any mismatch. In this first exercise, the studentsonly study the probe physics and not the probe interaction with a flaw, which will be explored inthe second

Collection

2021 First-Year Engineering Experience

Authors

Jutshi Agarwal, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati

Tagged Topics

Diversity

“third nature” [6]. These traits build on biogenic [who you are] andsociogenic [how you are doing] [6] to make us who we are. As described by Kolb & Kolb [13],“because of our hereditary equipment [biogenic, who you are], our particular life experiences[sociogenic, how you are doing], we develop a preferred process of learning” [13]. Individuallearning style refers to style or learning methods used in the process of learning. Thinking,processing information and acquiring knowledge are processes that differ from student to student[14]. Fleming and Mills [15] suggested four modalities and the related questionnaire that seemedto reflect the experiences of the students in learning: Visual Learners (internalize and synthesizeinformation when it is