Conference Session

Works in Progress: Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Carl Lund, University at Buffalo, The State University of New York

and Student Motivation," J. Ed. Psych., vol. 84, no. 3, pp. 261-271, 1992.[3] A. Kaplan and M. L. Maehr, "The Contributions and Prospects of Goal Orientation Theory," Educational Psychology Review, vol. 19, no. 2, pp. 141-184, 2006, doi: 10.1007/s10648-006-9012-5.[4] A. Kaplan, M. J. Middleton, T. Urdan, and C. Midgley, "Achievement Goals and Goal Structures," in Goals, goal structures and patterns of adaptive learning, C. Midgley Ed.: Taylor & Francis, 2002, ch. 2, pp. 21-53.[5] C. Senko, C. S. Hulleman, and J. M. Harackiewicz, "Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions," Educational Psychologist, vol. 46, no. 1, pp. 26-47, 2011

Conference Session

ERM: Let's Talk about Tests! (Tests Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chris Ferekides, University of South Florida; Chung Seop Jeong, University of South Florida; Gokhan MuMcu, University of South Florida; Ismail Uysal, University of South Florida; Paul Spector, University of South Florida

Paper ID #36585Action-State Orientation as An Impediment to EngineeringStudent SuccessPaul E SpectorChris S Ferekides (Professor) (University of South Florida) Chris S. Ferekides received the Ph.D. degree in electrical engineering from the University of South Florida. He has been a faculty member in the Electrical Engineering Department since 1992. He is currently service as the department chair, and is the principal investigator of a NSF Funded RED Project that addresses the professional formation of electrical engineering students. His research is in the areas of electronic materials with a focus on

Conference Session

ERM: Mental Health and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lin Chase, Minnesota State University, Mankato; Catherine Sleezer; Rob Sleezer, Minnesota State University, Mankato; Michelle Soledad, Minnesota State University, Mankato

Newsletter on Philosophy and Computers, vol. 16(2), p. 2–22, 2017 (Spring). [5] D. S. Rose M. Karra, Kelly A. Rodgers and B. Bogue, “Leaving engineering: A multi-year single institution study,” Journal of Engineering Education, vol. 101(1), pp. 6–27, 2010. [Online]. Available: https://onlinelibrary.wiley.com/doi/10.1002/j.2168-9830.2012.tb00039.x [6] K. Jensen and K. J. Cross, “Student perceptions of engineering stress culture,” in The ASEE Annual Conference and Exposition, 2019. [7] E. Godfrey and L. Parker, “Mapping the cultural landscape in engineering education,” Journal of Engineering Education, vol. 99(1), pp. 5 – 22, 2010. [Online]. Available: https://onlinelibrary.wiley.com/doi/10.1002/j.2168-9830.2010.tb01038.x [8] J

Conference Session

Computers in Education 1 - Programming I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Liya Ni, Biola University; Keith Hekman, California Baptist University

, title is checked to ensure proper formatting of the plot. Points will beassigned to each test evenly if the instructor selects the “Correct/Incorrect” option underAssessment Method. Different weights can be assigned to different tests by choosing the“Weighted” option, as shown in Figure 2, if the instructor would like to emphasize certainaspect(s) of the solution. Figure 2, Types of tests for assessmentNormally the default feedback shown under a failed test case is sufficient to help students correctthe mistake. Additional feedback can be entered by the instructor if necessary. An example of afailed test with default feedback is shown in Figure 3. When students are attempting theexercises in MATLAB Grader, their

Conference Session

Multidisciplinary Engineering Division Technical Session - PBL with Control Theory, Writing, ABET, and Shaping Ethical Worldviews

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stephen Wilkerson, York College of Pennsylvania; Andrew Lee, University of Maryland Baltimore County

to Germany. He is currently an Associate Professor at York College of PA. His current research interests include unmanned systems, drones, control theory, and astrophotography.Stephen Andrew Gadsden Dr. S. Andrew Gadsden is an Associate Professor in the Department of Mechanical Engineering at McMaster University and is Director of the Intelligent and Cognitive Engineering (ICE) Laboratory. His research area includes control and estimation theory, artificial intelligence and machine learning, and cognitive systems. Dr. Gadsden completed his Bachelors in Mechanical Engineering and Management (Business) and then earned his PhD in Mechanical Engineering at McMaster in the area of estimation theory with applications to

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 1: Experiential Learning in Fluids, Structures, and Course/Lab Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Holly Golecki, University of Illinois at Urbana - Champaign; Rebecca Reck, University of Illinois at Urbana - Champaign; Christopher Schmitz, University of Illinois at Urbana - Champaign; Katherine Ansell, University of Illinois at Urbana - Champaign; Jessica TerBush, University of Illinois at Urbana - Champaign; John Popovics, University of Illinois at Urbana - Champaign

summer course focused on writing in engineering.Christopher D. Schmitz (Teaching Professor and Chief UndergraduateAdvisor)John S Popovics John Popovics is a Professor, Associate Head, and Director of Undergraduate Studies in the Civil & Environmental Engineering Department at the University of Illinois at Urbana-Champaign. His interests include writing instruction for engineering students.Holly M Golecki (Teaching Assistant Professor) Dr. Holly Golecki (she/her) is a Teaching Assistant Professor in Bioengineering at the University of Illinois Urbana- Champaign and an Associate in the John A Paulson School of Engineering and Applied Sciences at Harvard University. She holds an appointment at the Carle-Illinois College

Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Megan Conrad, University of Detroit Mercy; Alexa Rihana Abdallah, University of Detroit Mercy; Lauren Ross

STEM programs toidentify any additional challenges they may face. Finally, since this survey was completed pre-COVID, future assessment will be conducted to determine and compare the change betweenengineering and science students’ challenges and needs during and post-pandemic.References[1] C. de Brey, T. D. Snyder, A. Zhang, and S. A. Dillow, Digest of Education Statistics 2019. 55th Edition. NCES 2021-009. National Center for Education Statistics, 2021. Accessed: Feb. 12, 2022. [Online]. Available: https://eric.ed.gov/?id=ED611019[2] “The State of U.S. Science and Engineering 2022 | NSF - National Science Foundation.” https://ncses.nsf.gov/pubs/nsb20221/u-s-and-global-stem-education-and-labor-force#s-e- higher-education-in-the

Conference Session

First-Year Programs Division Technical Session 12: Work-in-Progress Postcard Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Siwei He, University of Toronto; Hamid Timorabadi, University of Toronto; Afshin Poraria, University of Toronto

Paper ID #37526Work In Progress: Reversi: A Platform for TeachingProgramming LanguagesSiwei He (Student) Siwei is a fourth-year undergraduate student at University of Toronto. He works on research projects in file system, debugger, and machine learning application. Before that, he had experience in projects related to FPGA and worked as an FPGA software engineer intern at Intel. Siwei is an active contributor in the GNU GDB project. Github: @Louis-HeHamid S Timorabadi (Assistant Professor, Teaching Stream) Hamid Timorabadi received his BSc, MASc, and PhD degrees in Electrical Engineering from the University of

Conference Session

LEES 4: Understanding and Disrupting Engineering Cultures

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chandra Turpen, University of Maryland College Park; Jennifer Radoff, University of Maryland College Park; Keeron Rahman, University of Maryland College Park; Paul Adkins, University of Maryland College Park; Harkirat Sangha; Samshritha Bikki

will draw on research team meeting notes, formative feedback survey responses, andnarrative reflections from URFs to support our claims. Research leads also share theirperspectives on recruiting, onboarding and working with the URFs and describe some of themacro-ethical considerations that motivated their partnership with URFs [4, 5].Dr. Turpen and Dr. Radoff, the research leads, and a subset of URFs (K. Rahman, S. Bikki, K.Adkins, and H. Sangha) collaboratively developed this paper. We organize our findings into threeparts; we describe: (a) the multiple ways the research leads benefited from this collaboration, (b)the multiple ways the URFs have benefited from this collaboration, and (c) the joint workprocesses and routines within our

Conference Session

Materials Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nicole Johnson-Glauch; Mohsen Kivy, California Polytechnic State University, San Luis Obispo; Emily Haykoupian, California Polytechnic State University, San Luis Obispo

prototyping activities. The specifics of theproject appear to influence the general way that students engage with the design process.However, in both projects, many students engaged in the studying the brief and planning theprocess steps, which is more characteristic of expert designers. Based on our results, wehypothesize that the nature of the materials selection process may prompt students to engage inthese crucial knowledge gaining steps.References[1] H. Mahajan, S. M. Naik, S. M, C. Kannaiah, and S. Majeedullah, “Impact of Project-Based Learning for Improving Students Skills by Incorporating Design Thinking Process,” J. Eng. Educ. Transform., vol. 34, no. SP ICTIEE, Art. no. SP ICTIEE, Jan. 2021, doi: 10.16920/jeet/2021/v34i0/157150.[2

Conference Session

Ocean and Marine Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Byul Hur, Texas A&M University; Dylan Goins, Texas A&M University; Jennifer Allen, Texas A&M University; Brian Proksch, Texas A&M University; Cody Wood, Texas A&M University; Mohammed Alvi, Texas A&M University; Ana Elisa Goulart, Texas A&M University

development.AcknowledgementsThe ORCA team would like to show thanks to Dr. Ana Goulart for the support on this capstoneproject task. © American Society for Engineering Education, 2022 2022 ASEE Annual Conference & ExpositionReferences[1] R. D. Ballard, A. M. McCann, D. Yoerger, L. Whitcomb, D. Mindell, J. Oleson, H. Singh, B. Foley, J. Adams,D. Pechota, C. Giangrande, “The discovery of ancient history in the deep sea using advanced deep submergencetechnology,” Deep sea research part I: Oceanographic research papers, vol. 47, no. 9, pp. 1591-1620, 2000.[2] W. Koterayama M. Nakamura, and S. Yamaguchi, “Underwater Vehicles and Buoy Systems Developed forOcean Observations in the Research Institute for Applied

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ariana Riccio; Wendy Martin

: Routledge), 2016, pp.183–195.[2] B. Bevan, J. J. Ryoo, A. Vanderwerff, M. Petrich, and K. Wilkinson, “Making deeperlearners: a tinkering learning dimensions framework,” Connect. Sci. Learn. 7. 2018.[3] M. South, S. Ozonoff, and W. M. McMahon, “Repetitive behavior profiles in Aspergersyndrome and high-functioning autism,” J. Autism Dev. Disord. vol. 35, pp. 145–158, 2015, doi:10.1007/s10803-004-1992-8[4] X. Wei, J. W. Yu, P. Shattuck, M. McCracken, and J. Blackorby, “Science, technology,engineering, and mathematics (STEM) participation among college students with an autismspectrum disorder,” J. Autism Dev. Disord, vol. 43, pp. 1539–1546, 2013, Doi:10.1007/s10803-012-1700-z[5] P. T. Shattuck, S. C. Narendorf, B. Cooper, P. R. Sterzing, M. Wagner, and

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Julie Zilles, University of Illinois at Urbana - Champaign; Ryan Ware; Megan Mericle; Paul Prior; John Gallagher, University of Illinois at Urbana - Champaign; John Popovics, University of Illinois at Urbana - Champaign; Lance Cooper; Celia Elliott, University of Illinois at Urbana - Champaign

Professor in the Center for Writing Studies and the Department of English at the University of Illinois at Urbana-Champaign. Since 2016, he has been part of a team engaged in transdisciplinary action research on writing in STEM classes and curricula.John Gallagher John R. Gallagher is an assistant professor at the University of Illinois, Urbana Champaign. He studies interfaces, participatory audiences, and technical communication.John S Popovics John Popovics is a Professor, Associate Head, and Director of Undergraduate Studies in the Civil & Environmental Engineering Department at the University of Illinois at Urbana-Champaign. His interests include writing instruction for engineering students.Celia Mathews

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tim Foutz, University of Georgia; AnnaMarie Conner; Jenna Menke, University of Georgia; Joanna Schneider, University of Georgia; James Drimalla, University of Georgia; Aida Alibek, University of Georgia; Lorraine Franco; Shaffiq Welji, University of Georgia; Barbara Crawford

# 1741910. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation. This project investigates the potential of the Collective Argumentation Learning and Coding(CALC) concept for integrating the teaching of computer coding and other computer sciencecontent into the standard practices already used to teach different elementary (grades 3-5)curriculum content. Elementary school teachers significantly influence student motivation toengage in coding and are being asked to provide increased instruction on coding. Unfortunately,few practicing teachers have academic backgrounds in computer coding. This project aims toidentify

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Samantha Brunhaver, Arizona State University, Polytechnic Campus; Susan Sajadi, Arizona State University; Talia Makarov, Clemson University

they be assessed?. Journal of Engineering Education, 94(1), 41-55.4. Khan, H. N. (2017). Scaling Moore's wall: Existing institutions and the end of a technology paradigm. Doctoral dissertation. Carnegie Mellon University.5. Benham, M., Foster, T., Gambell, T., & Karunakaran, S. (2020). The resilience imperative for medtech supply chains. McKinsey & Company. Available at: https://www.mckinsey.com/business-functions/operations/ourinsights/the-resilience- imperative-for-medtech-supply-chains.6. Batur, D., Bekki, J. M., & Chen, X. (2018). Quantile regression metamodeling: Toward improved responsiveness in the high-tech electronics manufacturing industry. European Journal of Operational Research, 264(1), 212-224.7

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jocelyn Jackson, University of Michigan; Jesse Gilbert-Sovern, University of Michigan; Aileen Huang-Saad, Northeastern University; Joi-lynn Mondisa, University of Michigan

technology innovation and entrepreneurship: Moving beyond research funding through the NSF I- CORPS™ program. Technology & Innovation, 19(4), 773-786. [3] Rao, G. N., Williams, J. R., Walsh, M., & Moore, J. (2017). America's seed fund: How the SBIR/STTR programs help enable catalytic growth and technological advances. Technology & Innovation, 18(4), 315-318. [4] Fechner, H., & Shapanka, M. S. (2018). Closing diversity gaps in innovation: Gender, race, and income disparities in patenting and commercialization of inventions. Technology & Innovation, 19(4), 727-734. [5] Gassmann, O. (2001). Multicultural teams: increasing creativity and innovation by diversity

Conference Session

DEED Technical Session 5 Design Teams

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shulong Yan; Eunice Kang; Andrew Katz, Virginia Polytechnic Institute and State University; Avneet Hira, Boston College

pathway for sustainability,” Sustainable Development, vol. 15, no.6, pp. 370–381, 2007, doi: 10.1002/sd.322.[3] Z. Fadeeva, “Promise of sustainability collaboration—potential fulfilled?,” Journal of CleanerProduction, vol. 13, no. 2, pp. 165–174, Jan. 2005, doi: 10.1016/S0959-6526(03)00125-2.[4] A. L. Powers, “An Evaluation of Four Place-Based Education Programs,” The Journal ofEnvironmental Education, vol. 35, no. 4, pp. 17–32, Jul. 2004, doi: 10.3200/JOEE.35.4.17-32.[5] D. X. Román, M. Castro, C. Baeza, R. Knab, S. Huss-Lederman, and M. Chacon, “Resilience,collaboration, and agency: Galapagos teachers confronting the disruption of COVID-19,” The Journal ofEnvironmental Education, vol. 52, no. 5, pp. 325–334, Sep. 2021, doi: 10.1080

Conference Session

First-Year Programs Division Technical Session 12: Work-in-Progress Postcard Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ingrid Paredes, New York University Tandon School of Engineering; Rui Li, New York University; Chris Woods, New York University; Jack Bringardner, New York University Tandon School of Engineering; Victoria Bill, New York University Tandon School of Engineering; Sooah Kwak, New York University Tandon School of Engineering; Marie Burns, New York University Tandon School of Engineering; Ameya Palav, New York University Tandon School of Engineering; Mei Schuerch

equity, inclusion, and diversity activities in first-year engineering classes," in 2019 ASEE Annual Conference & Exposition, 2019 [Online]. Available: https://peer.asee.org/32782[4] L. Mohandas, N. Mentzer, A. Jaiswal, and S. Farrington, "Effectiveness of Undergraduate Teaching Assistants in a First-Year Design Course," in 2020 ASEE Virtual Annual Conference Content Access, 2020 [Online]. Available: https://peer.asee.org/34503[5] A. M. Phillips, K. M. Kecskemety, and D. A. Delaine, "First-year Engineering Teaching Assistant Training: Examining Different Training Models and Teaching Assistant Empowerment," in 2018 ASEE Annual Conference & Exposition, 2018 [Online]. Available: https

Conference Session

Statics Fanatics 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hadas Ritz, Cornell University; Sanjit Basker; JINGJIE YEO, Cornell University

platform is encouraged as it broadens the types ofproblems that instructors can successfully implement in the platform.AcknowledgmentsThis work was completed under Cornell University IRB protocol #2108010487. We thank Dr.Mariana Silva and Nicolas Nytko for their helpful conversations about how best to implementexploded FBD support in PL and technical assistance incorporating the new object into theplatform. We thank also Dr. Erika Mudrak from Cornell Statistical Consulting Unit for invaluableassistance with the statistical analysis.References [1] P. Cornwell and A. H. Danesh-Yazdi, “Good strategies to avoid bad fbds,” in 2019 ASEE Annual Conference & Exposition, Tampa, Florida, 2019. doi: 10.18260/1-2--32877 [2] K. N. Leipold and S. R

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Pavlo Antonenko; Zhen Xu; Do Hyong Koh; Christine Wusylko, University of Florida; Kara Dawson; Swarup Bhunia; Amber Benedict

, M., Abuhamdeh, S., & Nakamura, J. (2021). Flow. Natur & Kultur Allmänlitteratur.Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109.Interpol. (2020). COVID-19 Cybercrime Analysis Report. https://www.interpol.int/en/News- and-Events/News/2020/INTERPOL-report-shows-alarming-rate-of-cyberattacks-during- COVID-19Krauss, C., Chokshi, N., & Sanger, D. (2021, May 12). Gas pipeline hack leads to panic buying in the southeast. The New York Times. https://www.nytimes.com/2021/05/11/business/colonial-pipeline-shutdown-latest- news.htmlMcKenney, S., & Reeves, T. C

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jeremy Rickli, Wayne State University; Yinlun Huang, Wayne State University

, J.C., Small, M.J., Shonnard, D.R., Hokanson, D.R., Zhang, Q., Chen, H., Sorby, S.A., James, V.U., Sutherland, J.W. and Schnoor, J.L., “Sustainability science and engineering: the emergence of a new metadiscipline.” Environmental science & technology, 37(23), pp.5314-5324, 2003.3. Brundtland, G.H., Khalid, M., Agnelli, S., Al-Athel, S. and Chidzero, B., “Our common future.” New York, p.8, 1987.4. Haapala, K. R., Zhao, F., Camelio, J., Sutherland, J. W., Skerlos, S. J., Dornfeld, D., Jawahir, I. S., Clarens, A. F., and Rickli, J. L., "A Review of Engineering Research in Sustainable Manufacturing." J. Manufacturing Science and Engineering, 135 (4): 041013, 2013.5. Nidumolu, R., Coimbatore P. K., and

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Catherine Mobley, Clemson University; Marisa Orr, Clemson University; Catherine Brawner; Rebecca Brent; Jessica Manning, Clemson University; Michael Tidwell, Clemson University

Science Foundation for support of this research (Award # EEC-1734347). The views expressed herein are solely the authors’. References[1] R. Brent, M. Orr, C. E. Brawner, and C. Mobley, “Who tells your story? A card-sort activity for eliciting authentic narratives,” International Journal of Qualitative Methods, vol. 20, pp. 1-11. 2021.[2] R. W. Lent, S. D. Brown, and G. Hackett, Social cognitive career theory,” in Career choice and development, 4th ed., D. Brown, Ed. San Francisco, CA: Jossey-Bass, 2002, pp. 255- 311.[3] K. Meyers, V. Goodrich, S. Blackowski, and E. Spingola, “Factors affecting first-year engineering students’ choice of majors,” International Journal of

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessica Vaden, University of Pittsburgh; Melissa Bilec, University of Pittsburgh; April Dukes, University of Pittsburgh; Amy Nave; Amy Landis; Kristen Parrish, Arizona State University

Teaching Practices, Students’ Self-Perceptions, and Gender,” Rev. High. Educ., vol. 24, pp. 173–191, Dec. 2001, doi: 10.1353/rhe.2000.0028.[3] J. Ponterotto, “Racial/ethnic minority and women students in higher education: A status report,” New Dir. Stud. Serv., vol. 1990, pp. 45–59, Aug. 2006, doi: 10.1002/ss.37119905206.[4] S. J. Quaye and S. R. Harper, “Faculty Accountability for Culturally Inclusive Pedagogy and Curricula,” Lib. Educ., vol. 93, no. 3, pp. 32–39, 2007, Accessed: Jan. 26, 2022. [Online]. Available: https://eric.ed.gov/?id=EJ775570[5] J. Milem, M. Chang, and A. Antonio, “Making Diversity Work on Campus: AResearch- Based Perspective,” May 2012.[6] G. L. Bauman, L. T. Bustillos, E. M. Bensimon, M. C. B. Ii, and R

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kristen Wendell, Tufts University; Jessica Watkins, Vanderbilt University; Natalie De Lucca, Vanderbilt University; Tyrine Jamella Pangan, Tufts University; Rae Woodcock; Chelsea Andrews, Tufts University

based upon work supported by the National Science Foundation under GrantNos. 2010237 and 2010139. We wish to thank the student participants in the Design Talksproject.ReferencesBloome, D., Carter, S. P., Christian, B. M., Otto, S., & Shuart‐Faris, N. (2004). Discourse analysis and the study ofclassroom language and literacy events: A microethnographic perspective. Mahwah, NJ: RoutledgeCapobianco, B.M., DeLisi, J., & Radloff, J. (2018). Characterizing elementary teachers’ enactment of high-leveragepractices through engineering design-based science instruction. Science Education. 102(2), 342–376.Carlone, H. B., Mercier, A. K., & Metzger, S. R. (2021). The Production of Epistemic Culture and Agency during aFirst-Grade Engineering

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Muhammad Dawood, New Mexico State University; Rachel Boren, New Mexico State University; Melissa Guynn; Patti Wojahn, New Mexico State University; John Tapia, New Mexico State University

we know some prior distribution of the parameter 𝜃𝜃, it can be used to generate valuesfor 𝛽𝛽0 and 𝛽𝛽1. In this case since we don’t have any prior knowledge about the distribution of theparameters 𝛽𝛽0 and 𝛽𝛽1, we model 𝜃𝜃 as normally distributed with mean 0 and the standarddeviation σ: 𝜃𝜃~𝑁𝑁(0, σ). On average, these priors will yield Pr( 𝐸𝐸 ≤ 69) = Pr( 𝐸𝐸 > 69) = 0.5,i.e., equally likely, indicating self-reported study habits are equally likely to predict bothoutcomes.MethodsA. ParticipantsThe participants in this study were students enrolled in one of four classes, ElectricalEngineering (EE)351, EE310, Engineering Technology (ET)240, and Engineering (ENGR)100,spread over 1, 7, 3, or 1 semester(s), respectively, for

Conference Session

Civil Engineering Division - The New Normal: Enduring Technology Improvements in the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sotiria Koloutsou-Vakakis, University of Illinois at Urbana - Champaign; Christopher Tessum; Eleftheria Kontou; Hadi Meidani; Lei Zhao

thecontributions of many graduate teaching assistants who have coded questions. Specifically, forthis presentation, we acknowledge the contributions of Priyam Mazumbar, who helped create theJupyter workspace example and Advai Podduturi who enabled autograding of R Jupyterworkspace cells, building upon the R autograder developed by Dirk Eddelbuettel for PL:https://github.com/eddelbuettel/pl-r-demosReferences[1] J. Sweller, "Cognitive load during problem solving: Effects on learning" Cognitive Science, vol. 12, no. 2, p. 29, 1988. https://doi.org/10.1016/0364-0213(88)90023-7.[2] J. L. Sewell, L. Santhosh, and P. S. O’Sullivan, “How do attending physicians describe cognitive overload among their workplace learners?” Med Educ. 54: 1129

Conference Session

ERM: Year of Impact on Racial Equity

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

’ reflective growth practices.Malinda S Zarske (Teaching Associate Professor) Dr. Malinda Zarske is the Chair of ASEE's Commission on P-12 Engineering Education. She is also a Teaching Professor in the Integrated Design Engineering program at the University of Colorado Boulder. She teaches undergraduate product design and core courses in engineering, as well as STEM education courses for pre-service teachers and professional development around equitable STEM teaching for inservice teachers.Elizabeth Litzler (Director) Elizabeth (Liz) Litzler, Ph.D., is the Director of the Center for Evaluation & Research for STEM Equity (CERSE) at the University of Washington (UW) and an Affiliate Assistant Professor in UW Sociology. She

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

acknowledge thecorresponding author Dr. Bahar Memarian for the analysis and write-up of the research studyand Dr. Andrew Olewnik for providing resources and guidance on this work.References[1] L. Riebe and D. Jackson, “The Use of Rubrics in Benchmarking and Assessing Employability Skills,” J. Manag. Educ., vol. 38, no. 3, pp. 319–344, 2014.[2] K. Elias and C. Drea, “The Co-Curricular Record: Enhancing a Postsecondary Education,” Coll. Q., vol. 16, no. 1, 2013.[3] M. Ohland, S. Sheppard, G. Lichtenstein, O. Eris, D. Chachra, and R. Layton, “Persistence, engagement, and migration in engineering programs,” J. Coll. Stud. Dev., vol. 97, no. 3, pp. 259–278, 2008.[4] G. Clark, R. Marsden, J. Whyatt, L. Thompson, and M

Conference Session

S6B: Full Papers - One Size Does Not Fit All

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Robin A.M. Hensel, West Virginia University; Susie Huggins, West Virginia University

Tagged Topics

Diversity, Full Papers

conveniencefor the actors, facilitators, and students. Whether or not it returns to an on-campusimplementation in future years will be decided collaboratively by those who plan this event andthe theatre personnel who implement it. Additional considerations regarding futureimplementations of the Theatre Sketch productions are related to the time, effort, and cost ofproduction and the university and department budgetary resources.AcknowledgmentThis material is based upon work supported by the National Science Foundation. Any opinions,findings, 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. The authors alsothank the Partnership for Equity

Conference Session

S6C: Full Papers - Cannot Have Too Much Math!

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Karen D Alfrey, Indiana University - Purdue University Indianapolis; Jeffrey Watt; Christine Krull, Indiana University - Purdue University Indianapolis

Tagged Topics

Diversity, Full Papers

semester.Our results suggest that PLTL in Calculus 1 strongly supports student success, with particularlystrong gains for students typically underrepresented in engineering. While the focus ondeveloping problem-solving skills and engagement with course content is important, intentionalcommunity-building to foster peer connections that lead to mutual academic support appears tobe a crucial aspect of these gains. Thus, linking PLTL to a LC or incorporating intentionalcommunity-building directly into early PLTL sessons will help maximize achievement gains.References[1] J. A. Middleton, S. Krause, S. Maass, K. Beeley, J. Collofello, and R. Culbertson, “Early course and grade predictors of persistence in undergraduate engineering majors