Collection

2022 ASEE - North Central Section Conference

Authors

Laurene Sweet, LeafBridge of UCP Cleveland; Alisa Jones, UCP of Greater Cleveland-LeafBridge Alternative Education Program; Colin K Drummond, Case Western Reserve University

came to understand the unique strengths of each organization as well as thestrengths and needs of each student. This led to a robust creation of various assistivetechnologies for other vocational projects including additional artwork opportunities and mealpreparation. 2Collaborative Process for Capacity BuildingOur collaborative capacity building process is iterative and team-based. Indeed, the peer-to-peeraspect of the effort reflects “equal privilege” at every step of the way. There are essentially 5major steps in the process: 1. Identify the assistive technology (AT) need 2. Identify a stakeholder within each organization as a point

Collection

2023 ASEE North Central Section Conference

Authors

Craig J. Gunn, Michigan State University

characters from a distant past.6. Narrative poetry. Similar to an epic, a narrative poem tells a story. Henry WadsworthLongfellow’s “The Midnight Ride of Paul Revere” and Samuel Taylor Coleridge’s “The Rime ofthe Ancient Mariner” exemplify this form.7. Pastoral poetry. A pastoral poem is one that concerns the natural world, rural life, andlandscapes. These poems have persevered from Ancient Greece (in the poetry of Hesiod) toAncient Rome (Virgil) to the present day (Gary Snyder).8. Sonnet. A sonnet is a 14-line poem, typically (but not exclusively) concerning the topic oflove. Sonnets contain internal rhymes within their 14 lines; the exact rhyme scheme depends onthe style of a sonnet.9. Elegies. An elegy is a poem that reflects upon death or loss

Collection

2023 ASEE North Central Section Conference

Authors

Craig J. Gunn, Michigan State University

a distant past.6. Narrative poetry. Similar to an epic, a narrative poem tells a story. Henry WadsworthLongfellow’s “The Midnight Ride of Paul Revere” and Samuel Taylor Coleridge’s “The Rime ofthe Ancient Mariner” exemplify this form.7. Pastoral poetry. A pastoral poem is one that concerns the natural world, rural life, andlandscapes. These poems have persevered from Ancient Greece (in the poetry of Hesiod) toAncient Rome (Virgil) to the present day (Gary Snyder).8. Sonnet. A sonnet is a 14-line poem, typically (but not exclusively) concerning the topic oflove. Sonnets contain internal rhymes within their 14 lines; the exact rhyme scheme depends onthe style of a sonnet.9. Elegies. An elegy is a poem that reflects upon death or loss

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Houshang Darabi, University of Illinois at Chicago; Rezvan Nazempour, University of Illinois at Chicago; Anthony E. Felder, University of Illinois at Chicago; Shanon Marie Reckinger, University of Illinois at Chicago; Didem Ozevin P.E., University of Illinois at Chicago; Renata A Revelo, University of Illinois at Chicago; Jeremiah Abiade, University of Illinois at Chicago; Betul Bilgin, University of Illinois at Chicago

Tagged Topics

NSF Grantees Poster Session

the supportprogram of this project was published to an educational conference [6]. Also, the results of theimplementation of an introductory course (ENR194) and its impact on students’ academic successand retention was published to an educational conference [7]. In addition, the progress of theproject has been disseminated through two poster presentations [5], [8].Moreover, engineering identity focused interviews with Cohort I Scholars have been conductedand the results have been disseminated by R. A. Revelo et al [9].ConclusionsWe have recruited 31 scholars of which two left the program because of personal issues. Bothcohorts of scholars come from a diverse background that reflects the student diversity on campusand college demographics

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yike Li, Shanghai Jiao Tong University; Jiabin Zhu, Shanghai Jiao Tong University; Zhinan Zhang, Shanghai Jiao Tong University

Tagged Divisions

Educational Research and Methods

example, Lutz（2017）found that thelearning experience of professional engineers occurred mostly through typical tasksrather than systematic learning methods[19]. Davis &Vinson（2017）explored theinteraction between senior engineers and novice engineers, and pointed out that theguidance provided by mentors was often formalistic instead of valuable [20]. Korte(2009) concluded that the establishment of interpersonal relationship is the key forindividual to quickly learn something and to integrate into the organization [21].Moreover, reflective discussions were also an important learning method whenengineers could not fully map the current problems to existing technical models [18],[22].Theoretical framework Cognitive apprenticeship is a

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Russell Korte, George Washington University; Saniya Leblanc, George Washington University

Tagged Divisions

Educational Research and Methods

focused on developing students’ competence forteamwork and communication, along with other social competencies needed in the workplace.Faculty described their efforts to design courses affording students a variety of experiences andthe opportunities to reflect on these experiences. Students reported that guest speakers andcompany-based projects afforded them opportunities to develop their professional networks. Animportant resource for experiential learning comes from others via development networks, whichexplain the learning and development acquired from ‘constellations’ of developmentally orientedrelationships experienced in various social contexts [27]. Rich developmental networks inlearning ecologies enrich students’ experiences and

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Taylor Tucker, University of Illinois at Urbana-Champaign; Emma Mercier, University of Illinois at Urbana - Champaign; Saadeddine Shehab, University of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods

-solve space (P3) and the other three spaces. Where P3 can be thoughtof as the applied, actionable problem-solving space in which students perform computations andcarry out plans, the other three spaces encompass more complex processes like planning,reflection, and conceptual problem solving. Thus, it is within these three spaces that the majorityof metacognitive processes take place. We know from previous work that without scaffolds,collaborative problem-solving interactions are dominated by attempting to solve the problem(P3) [8], meaning that most of the problem solving during the task is computational. However,when provided with explicit scaffolds that supported the implementation of other problem-solving spaces, groups tended to score

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Grace Panther, University of Nebraska - Lincoln; Heidi A. Diefes-Dux, University of Nebraska - Lincoln

Tagged Topics

NSF Grantees Poster Session

. Diefes-Dux, University of Nebraska - Lincoln Heidi A. Diefes-Dux is a Professor in Biological Systems Engineering at the University of Nebraska - Lincoln. She received her B.S. and M.S. in Food Science from Cornell University and her Ph.D. in Food Process Engineering from the Department of Agricultural and Biological Engineering at Purdue University. She was an inaugural faculty member of the School of Engineering Education at Purdue University. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts. She also focuses on the implementation of learning objective-based grading and reflection. American

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Adrian Villalta-Cerdas, Sam Houston State University; David E. Thompson Ph.D., Sam Houston State University; Steven L. Hegwood, Sam Houston State University

Tagged Topics

NSF Grantees Poster Session

list of topics that become the centerpiece of thedesign. Backward design models start with the forward design’s final step (the assessment andfeedback) and evolve towards the forward design’s initial stage, the contents [9]. Thecomponents of the chemistry bridge course design are shown in Figure 1. Figure 1: Components of the chemistry bridge course design.The learning goals, feedback and assessment, and teaching and learning activities are the threecomponents representing the critical decisions to address in the design. The model emphasizesintegrating the three components; they are intimately related and mutually influenced andsupported. The activities must reflect the goals and intended outcomes and lead to

Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emma Tevaarwerk, Northwestern University; Kathleen Carmichael, Northwestern University; Ordel Brown, Northwestern University; Lisa Davidson; Elise Gruneisen

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, combining the Fall 2019 and Winter 2020 data for a totalof 226 responses. The total incoming freshmen class consisted of roughly 450-500 students, sothe responses were gathered from more than half of the class. These data are useful inunderstanding incoming student preparation, and which areas they may perceive as relativestrengths because of this preparation.We present here the data combined from Fall 2019 and Winter 2020 data, summarized in table 1below. For the areas of project management and secondary research, the majority of studentsgenerally perceived that they had enough or a lot of knowledge in these areas, as reflected byboth their self-reported knowledge and an analysis of their narrative responses. Appendix Aincludes the full survey

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Craig J. Scott, Morgan State University; Russell Korte, George Washington University; Barry J. Sullivan, Electrical & Computer Engineering Department Heads Association; Miguel Velez-Reyes P.E., University of Texas at El Paso

Tagged Topics

Diversity, NSF Grantees Poster Session

social justice movement motivated by the death of George Floyd alsoled IEC to rethink part of the workshop series. In the summer of 2020, IEC leadership posted thefollowing statement on their website.The world witnessed George Floyd's horrific death captured with cell technology. The blatantdisregard for his life and that of so many others like Ahmaud Arbery, Sandra Bland, MichaelBrown, Philando Castile, Eric Garner, Botham Jean, Atatiana Jefferson, Trayvon Martin, TamirRice and Breonna Taylor is inexcusable and demands justice. Systemic racism must stop!We use this moment to call on all IEC members to reflect on the brutal murder of innocentAfrican Americans and to consider ways to change our institutions. We can no longer tolerateracism

Conference Session

Student Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Haleh Barmaki Brotherton, Clemson University; Marisa K. Orr, Clemson University

Tagged Divisions

Student

concept of perfectionism, research methods and findingsof it, and a method to cope with it that can simplify our life.A brief overview on Perfectionism Terms and DefinitionsThe American Psychological Association (APA) defines perfectionism as “a tendency to demandof others or oneself an extremely high or even flawless level of performance, in excess of what isrequired by the situation” [1]. In this paper, the focus is on the demands of oneself that lead tomaladaptive behaviors and feelings like procrastination and paralyzing anxiety. This approachincludes perfectionism cognitions and perfectionistic self-representations.Perfectionism cognitions are the automatic thoughts that reflect the need to be perfect andawareness of imperfections whereas

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pasquale Sanfelice; Mia Erdenebileg; Doris J. Espiritu, Wilbur Wright College- One of the City Colleges of Chicago

Tagged Topics

Diversity

Tagged Divisions

Student

5members’ academic success. The research will also be extended to other community collegesthat do not provide opportunities for engineering organizations, and we will compare them to4-year institutions that yield plenty of opportunities for student participation.ACKNOWLEDGEMENT Ruzica Todorovic and Bridget O'Connell This material is based upon work supported by the National Science Foundation under Grant No. DUE-1832553. 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. Wright College IRB protocol # 108007

Conference Session

Innovative and Impactful Engineering Leadership Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Seth C. Sullivan, Texas A&M University; Maria Polyzoi, Texas A&M University

Tagged Divisions

Engineering Leadership Development

meet at least 3-4 times over thecourse of the three-month semester, and had the option of continuing meeting if deemedmutually beneficial by both the coach and the participant. The students or graduates (hereafter“participants”) in the coaching program were all highly successful students or graduates, and allhad been selected for a highly-competitive leadership development program for engineeringstudents. The meetings between coaches and participants were allowed to develop organically,according to coaching best practices. [3] Participants were allowed to pick the areas they wantedto develop. Coaches then guided participants towards creating a vision and setting goals byasking questions, reflecting back observations, and facilitating

Conference Session

Pre-College Engineering Education Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pamela S. Lottero-Perdue, Towson University; Manuel Alejandro Figueroa, The College of New Jersey; Jamie N. Mikeska, Educational Testing Service; Matthew S. Taylor, The College of New Jersey

Tagged Divisions

Pre-College Engineering Education

, and (3) talk about criteria.We ask: What teacher prompts, questions, contributions, and strategies do PSTs notice withrespect to each of these features within teachers’ discussions? We explored this question withintwo engineering education courses at two respective college institutions; 14 PSTs across thosecourses participated in the study. Data collected were PSTs’ independent coding of one teacher’sdiscussion transcript (the other was coded for the PSTs); a transcript of the synchronous classdiscussion within each course about what PSTs noticed about how the teachers addressed eachfeature; and PSTs’ written reflections about strategies these teachers used with respect to eachfeature.Findings suggest that while most PSTs were able to notice

Conference Session

Student Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeong Hin Chin, University of Michigan; Herbert Li, University of Michigan; Robin Fowler, University of Michigan

Tagged Divisions

Student

the literature for constructs relevant to teamwork, butto keep the surveys short, they are single-item and sometimes even double-barreled, based onuser testing conducted by the Center for Academic Innovation. Figure 1. Students can use numbers between 1-7 to quantify their agreement/disagreement with each statement after reflecting on themselves. $Course is replaced by tailored text.Cluster analysis can be used to divide the students into clusters based on students’ patterns ofagreement and disagreement with the statements above. Each cluster represents students of acertain type or behavior. Each cluster will be marked as having the highest or lowest averageratings of certain metrics. For example, if students in Cluster 1

Conference Session

Engineering Libraries Division Technical Session 1: Diversity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anamika Megwalu, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries

]. Ina small group, learners have greater control on self-directed learning and have the opportunity topractice self-reflection and self-discipline [23]. These skills are essential for lifelong learning[23]. Small group discussions promote deep, rather than surface learning [24]. Despite many advantages, small group discussions can be a challenge for many students.According to [25], “ Many of the difficulties arise because group work involves the comingtogether of groups of individuals, each with their own knowledge, attitudes to learning, sets ofexperiences and personalities.” In a typical classroom, diversity amongst students is inevitable,even amongst domestic, English speakers. Students’ social and communication behaviors

Conference Session

Thermal Fluid Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John M. Pfotenhauer, University of Wisconsin - Madison; David J Gagnon, University of Wisconsin - Madison

Tagged Divisions

Mechanical Engineering

regimes and back.6. Students track initial and final values of u and v in response to a constant pressure addition of heat. Using the first law, they determine the total amount of heat added during the process.Results and FeedbackSpring 2021 resultsStudent performance on the homework assignment requiring use of ThermoVR was excellent. Atotal of 10 points were awarded for completing the assignment with an additional 3.5 points ofextra credit awarded for completing activity 6 in the above list. All students in the classcompleted the assignment and the class average was 11.4 reflecting that a significant fraction ofthe class also successfully completed the extra credit portion of the assignment.The fourth activity in the above list illuminates the

Conference Session

Teaching Professional Skills in Chemical Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie G. Wettstein, Montana State University - Bozeman; Jennifer R. Brown, Montana State University - Bozeman

Tagged Divisions

Chemical Engineering

higher levels of career advancement[4] andsurveys indicate that practicing engineers spend a large portion of their work time writing orspeaking; however, feedback from industry indicates a lack of communication skills in manyengineering graduates.[5] Therefore, so-called “soft” skills, recently redefined as “professional”skills, need to be learned within the engineering curricula and be transferable to the engineeringworkforce. As expected, communication is recognized as a core transferable professionalskill,[2] which is reflected in current ABET criteria[6] and publications such as The engineer of2020,[7] prompting pedagogical changes in engineering curricula.[8, 9] At the author’sinstitution, feedback from alumni surveys and the departmental

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; William A. Kline, Rose-Hulman Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation

following: • Brief and to the point: simple graphics, several pages, or 10-minute modules • Unified format and context • Materials support key skills in the roadmap, not each item • Focus on a practical, how-to approach • Context and examples in the materials is a competition team or closely related • Materials introduce concepts and templates that can be immediately applied • Presentation reflects a unified, consistent, and professional approach across all materialsTable 2 below suggests several initial training modules/videos that would be useful for facultyadvisors and student leaders. Training Module Title Topic Competition Team EML Overview of diagram and

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Shari Weaver, Worcester Polytechnic Institute; Gretchen Fougere, STEM Leadership Advisors

Tagged Divisions

Pre-College Engineering Education

highlightthe favorable working environment of teaching, as well as dispelling myths about salaries [17]. We learned about the need for the teacher candidates to feel better prepared to work withstudents in urban high-needs schools, which are often times very different their own personalexperiences. A possible way to overcome this barrier is for the TPP students to spend more timewith the youth in our local community-based organizations in informal contexts [18]. Thus, weimagine authentic, immersive pre-practicum experiences in our local city, such as tutoring andparticipating in afterschool programs that serve the K-12 students from low-income and highlydiverse areas [19, 20]. Guided reflection and discussions are also to accompany these

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amy Kramer P.E., Ohio State University; Bailey Braaten, Ohio State University; Rachel Louis Kajfez, Ohio State University; Emily Dringenberg, Ohio State University

Tagged Topics

Diversity, NSF Grantees Poster Session

part of who I am” – J (honors)This may reflect the social stratification of educational tracking, with students internalizingavailable stories (narratives) of overachieving related to being smarter for those in moreprestigious pathways [13]. Overall, we have noted that smartness is a function of the context inwhich it is constructed, and the context of each pathway is of importance in understanding howstudents construct their identities. As such, this finding is being further explored acrosspathways, and a conceptual model of smartness identity is in progress to help us further explorethis finding.Future WorkFuture work will consist of the full analysis of the second and third rounds of interviews alongwith a more in-depth exploration of

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexander James Carroll, Vanderbilt University; Joshua Daniel Borycz, Vanderbilt University; Julianne Vernon, Vanderbilt University

Tagged Divisions

First-Year Programs

semester.Background on Problem Being AddressedIn the first-year engineering program at Vanderbilt University, students take a three-credit coursein the fall of the first year called Introduction to Engineering. The Introduction to Engineeringcourse is broken into three modules, each consisting of 14 sections. Because the program aspiresto preview what students can expect to learn in each major and the possible career paths thatcould follow, students are encouraged to explore modules that align with their interests or thatfall outside of their previous experiences.While the design of each course section reflects the expertise and interests of the individualinstructor who leads it, most sections include problem-based learning opportunities and someform of

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Briceland McLaughlin, Boise State University; Nick Hudyma, Boise State University; Robert Hamilton P.E., Boise State University; Bhaskar Chittoori P.E., Boise State University; Mojtaba Sadegh, Boise State University; Sondra M Miller P.E., Boise State University

Tagged Divisions

First-Year Programs

as to thecontent of their coursework and neither of these goals are easily met in large-format courses thatserve all majors [6].Students desire a community of peers and faculty as well as a sense of belonging [7] within theirmajor. Belonging can be developed in many ways, but a core piece of belonging is knowing whatyou belong to. When students understand what they are studying, they can connect their input(academic effort) to an output (degree attainment, career) that reflects their values and self-identity now and, in the future, [8]. A large contributing factor to programs not being able to helpstudents make connections is a lack of major-specific courses available where students can findand spend structured time with peers/faculty in

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Monica B. Setien, North Carolina Agricultural and Technical State University; Tobin N. Walton, North Carolina Agricultural and Technical State University; Matthew B. A. McCullough, North Carolina Agricultural and Technical State University; Stephen B. Knisley, North Carolina Agricultural and Technical State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

selected demographic groups. Females (24.8) reported ahigher level of negative impacts from COVID-19 than Males (26.2). We found no notabledifference in COVID-19 impact between Black or African American students and non-Black orAfrican American students. The data do reflect some noticeable difference in COVID-19 impactand employment status with students who are employed full-time reporting fewer negativeimpacts (29.8), students who are employed part time and students who are unemployed.Students across all income categories report at least some negative impacts from COVID-19 withscores on the index ranging from a low of 24.8 for students with annual household incomes of$20,000-$39,999 to 26.4 for students with annual household incomes of less than

Conference Session

Student Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Laura Jill Carroll, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Student

-year seminars or programs that teach study, note-taking, or organizational skills, academic development programs, and services offered by officesof disability services (e.g., academic coaching). Besides generally supporting college persistence[27], academic support programs that help students develop time management and study skillsmay also benefit the academic success of students with ADHD. In a qualitative study, collegestudents with ADHD shared positive reflections on the disability services office and itsrelationship to their academic success [36]. Out-of-Class We include belongingness in out-of-class experiences to capture both students’belongingness within the larger campus community and within their SEM field of

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tiffiny Antionette Butler, Worcester Polytechnic Institute; Katherine C. Chen, Worcester Polytechnic Institute; Kimberly Lechasseur, Worcester Polytechnic Institute

Tagged Topics

NSF Grantees Poster Session

othersin their cohort to do so. By the end of the Fall, each student was connected to a club ororganization that reflected their major, their background, or a passion area. Despite the concernsand restrictions associated with COVID-19, students were very engaged with one another and thecampus community, which ties into their feeling of belonging and inclusion on campus andwithin their cohort.Belonging and Inclusion As a group, students’ feelings of inclusion (M= 4.75, SD=1.05) are more modest thantheir self-efficacy (M= 5.72, SD=0.93 and M=6.06, SD=0.99), and with greater range amongscholars (Table 2). This is consistent with what we would expect within a predominately whiteinstitution (PWI), even with highly accomplished URM scholars whose

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenneth Berry, Southern Methodist University

Tagged Divisions

Pre-College Engineering Education

will train the CSteachers on being coaches to the content teachers, and we will work with their principals to allowthem to act more like coaches rather than CS content teachers. The coaches will also be anintegral part of the research team. They have better access to the teacher’s classrooms and will beable to observe the teachers teaching their CS curriculum units. They are expected to provide athird-party reflection on the outcome of the curriculum units. They are also expected to activelysupport the teachers in the development of the curriculum planning during a summer PD andthroughout the semester. The teachers are expected to attend a 5-day summer PD like the pilotPD. However, the PD will have more explicit expectations. They will be paid

Conference Session

Industrial, Professional, and Practical Contexts of Engineering Ethics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yilmaz Hatipkarasulu, University of Texas at San Antonio

Tagged Divisions

Engineering Ethics

. Basedon this experience, possible reactions and tips on how to direct the discussion are included in thepaper. The purpose is to present a detailed resource to educators for presentation and activediscussion, which provides for possible actions to be undertaken within the presenter's companyand towards the other participants in the meeting.INTRODUCTIONEthics, social responsibility, and trust are critical issues for all professions in the builtenvironment. The importance of this subject is reflected in numerous professional codes of ethicsand professional conduct statements such as the American Institute of Architect's Code of Ethicsand Professional Conduct [1], the National Society of Professional Engineers' Code of Ethics forEngineers [2], and

Conference Session

Design Across the Curriculum 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katherine Goodman, University of Colorado Denver; Susan Garver Stirrup, University of Colorado Denver

Tagged Divisions

Design in Engineering Education

% 90.3% RateMinor course changes were made for the Fall 2019 - Spring 2020 academic year. The collegeadopted the 4D Design Innovation Method [6], so the instructor changed the language of theproject to reflect that terminology and process (discover, define, develop, deliver). TheEnvironmental Design Challenge remained largely unchanged in terms of expectations andculminating activities. The Design Challenge increased to 25% of the overall grade and quizzesand exams fell to 55%. See Table 1 for summary of course elements and changes over time.As with most universities, the pandemic closures of Spring 2020 required modifications to thecourse. Following a campus-wide closure in March, the course remained the same as originallyplanned, but some