Conference Session

Community-Engaged Engineering Education Challenges and Opportunities in Light of COVID-19 Paper Presentations 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Juan C. Lucena, Colorado School of Mines

Tagged Divisions

Community Engagement Division, Equity, Culture & Social Justice in Education, Liberal Education/Engineering & Society

NGOs decision-makingwith respect to the communities they serve. So it is ultimately their commitment andaccountability to their values (see 4.1.1.1 above) and accountability practices that determinetheir downward accountability with communities.Three key variables determine how NGO accountability to communities is reflected inpractice: depth, openness and frequency. Depth is related to communities' access to NGOmanagement, what knowledge communities have of NGOs, how relevant topics discussed atmeetings are to communities, who gets to speak at these meetings, and how controversialissues are handled at these meetings. Openness is reflected on meeting’s agenda, format andconduct. Can community concerns be formally aired during meetings with them

Conference Session

Pre-College Engineering Education Division Technical Session 13

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marcelo Caplan, Columbia College

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

https://www.facebook.com/EducacionMML/videos/674893209771107 b) Live broadcast. The Live broadcast is done through the social networks of the Municipality of Lima-Peru. While the facilitator presents the activity, the group members read the chat and comment/respond /interact with the participants (Figure 2). Figure 2. Live transmission example https://www.facebook.com/EducacionMML/videos/253309426000090c) Closure of activity. After participating in the activity, the group members share their reflections and attend to the participants' questions and communications through the Facebook Live chat (Figure 3). Figure 3. Close of the live transmission with the members of the

Conference Session

DISTINGUISHED LECTURE: 2020 Best PIC and Zone Papers

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Asmit De, Pennsylvania State University; Mohammad Nasim Imtiaz Khan; Karthikeyan Nagarajan, Pennsylvania State University; Abdullah Ash Saki; Md Mahabubul Alam; Taylor Steven Wood, Pennsylvania State University; Matthew Johnson, Pennsylvania State University; Manoj Varma Saripalli; Yu Xia, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Swaroop Ghosh, Pennsylvania State University; Kathleen M. Hill; Annmarie Ward

Tagged Topics

ASEE Board of Directors

3.07(1.07) 4.00(0.82) from other disciplines Accurately recognize goals that reflect the disciplinary backgrounds of 3.00(1.18) 4.00(0.82) other team members Talk about a project design using other discipline language 2.86(1.17) 3.86(1.07)rated as the least confident (M = 2.86). A total of 13 students completed 4 sets of knowledgequestions and confidence level rating in the survey. There were 8, 6, 10, and 3 students whoprovided the correct answers respectively.Post-survey: In student rating of the 8 topics in terms of their importance to future career, 3topics received the highest scores: Integration of

Conference Session

DISTINGUISHED LECTURE: 2020 Best PIC and Zone Papers

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ron Averill, Michigan State University; Sara Roccabianca, Michigan State University; Geoffrey Recktenwald, Michigan State University

Tagged Topics

ASEE Board of Directors

partial credit defined in the rubric. Moredetails about the rubric and the grading scheme are described in [8,9].Locating, classifying and correcting errors on exams can be a very important part of the learningprocess. This is referred to as reflection by cognitive scientists [2], and we prefer that studentsrather than graders glean this benefit. We hope that this process leads to higher accuracy andgrades in the future, all while developing an engineering mindset for checking work and locatingmistakes.Early and Frequent Assessment. In this new course design the timing and frequency ofassessment is important. It is recommended that students get two or three early assessmentsduring the first five weeks of the semester. If the assessments are left

Conference Session

Women in Engineering Division Technical Session 10

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cristian Saavedra-Acuna, Universidad Andres Bello, Concepcion, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile

Tagged Divisions

Women in Engineering

responsibilities, as reflected in a study carried out by the National Commission forScientific and Technological Research (CONICYT, for its acronym in Spanish), which identifiedthat, in engineering careers, women have 14.9% more difficulties in being able to combine bothaspects than do their male colleagues.Some institutions and governments have carried out various initiatives intending to reduce gendersegregation in STEM disciplines. Some of them, for example, are attributed to the UNESCOproject known as SAGA (STEM and Gender Advancement) [6], whose objective is to supportgovernments in developing and formulating policies that reduce the Gender Gap in education andresearch. In Chile's case, some initiatives developed by the government include the

Conference Session

Military and Veterans Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Raymond Vetter, United States Military Academy

Tagged Divisions

Military and Veterans

, p. 14]. Face to facediscussions can carry over to the virtual setting through online discussion boards. Blog entries aswell as and question/answer forums can clarify points of confusion from in-class conversations.Students have more time to reflect and answer questions posed online than in the classroom.Perhaps most importantly, blended learning requires students to work more on their own for theonline portion of the class. This active learning has been shown to yield greater test performanceand subject mastery [4, pp. 22-23]. Flipped classrooms are a subset of blended learning, but the rapid increase in theirpopularity make them worthy of examination. The underlying idea for a flipped classroom is thatteachers assign students to

Conference Session

CoNECD Session : Day 1 Slot 4 Technical Session 1

Collection

2021 CoNECD

Authors

Niesha C. Douglas, Educate, Activate, Transform; Cathy Howell, University of North Carolina at Charlotte; Lisa R. Merriweather, University of North Carolina at Charlotte; Anna Sanczyk, University of North Carolina at Charlotte

Tagged Topics

CoNECD Paper Submissions, Diversity

able to see their future selves as scientists. If there is a gap between the perception ofself and one's' imagined future self, identity incongruence will occur. Alston [30] states “Identitycongruence speaks to the space between how black men see themselves and how they see otherscientists” (p. 50). Identityy incongruence can be problematic for URM students and can serveas a deterrent for those students seeking graduate degrees in STEM. Guy [20] further explainsthat “pathways to science learning” (p. 23) are in part determined by how they understand whoand what a scientist looks like. To the extent that students do not see themselves reflected in thetraditional image of scientist, they might be best steered toward an “everyday

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 1

Collection

2021 CoNECD

Authors

Taylor Lightner, Virginia Polytechnic Institute and State University; Monica E. Cardella, Purdue University at West Lafayette; Natali Huggins, Virginia Polytechnic Institute and State University; Cynthia Hampton, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Submissions, Diversity

of SEEK was displayed on the whiteboard or posters on the wall. Asnoted earlier in the paper, the SEEK mission is "To increase elementary school students' aptitudein math and science and their interest in pursuing STEM (science, technology, engineering,math) career fields, by having them engage in interactive, team-based engineering projects."Along with the children's drawings, this mission statement does not mention participants' race.Other images and messages in the classroom did not mention or show race, although this variedfrom site to site. Desai (2010) states, “the avoidance of racial terms not just in the discourse butin images reflects color blindness approaches.” These drawings reveal how SEEK’s visualculture approach can sometimes

Conference Session

CoNECD Session : Day 2 Slot 7 Technical Session 4

Collection

2021 CoNECD

Authors

Luke Alao P.E., Swinburne University of Technology

Tagged Topics

CoNECD Paper Submissions, Diversity

[3], [4], instead of theme categories.Defending a career in engineeringFor an academic engineering director, collecting student’s personal experience stories and reflection is thepinnacle of raw data narrative data required for research investigation. One of these unique stories came fromone of the Australian veterans. Here is Lane’s story, one of the personal accounts that we currently use toencourage voices of marginalised and minority groups to tell their academic story and to encourage others to doengineering. In engineering education research, this would include women, LGTBIQ and indigenous people toexplore alternative career by becoming a professional engineer. Here is Lane’s narrative through the eye of thenarrator. During service in

Conference Session

Enacting Culturally Relevant Pedagogy for Underrepresented Minorities in STEM Classrooms: Challenges and Opportunities

Collection

2021 CoNECD

Authors

Moses Olayemi, Purdue University; Jennifer Deboer, Purdue University at West Lafayette (COE)

Tagged Topics

CoNECD Paper Submissions, Diversity

time’: A model of culturally and linguistically supportive professional development for -12 STEM educators,” Cult. Stud. Sci. Educ., vol. 12, no. 3, pp. 637–660, 2017.[15] H. R. Milner, “Where’s the race in culturally relevant pedagogy?,” Teach. Coll. Rec., vol. 119, no. 1, pp. 1–32, 2017.[16] J. L. Young, J. R. Young, and D. Y. Ford, “Culturally relevant STEM out-of-school time: A rationale to support gifted girls of color,” Roeper Rev., vol. 41, no. 1, pp. 8–19, 2019, [Online]. Available: http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=134540367&site=ehost- live.[17] T. C. Howard, “Culturally relevant pedagogy: Ingredients for critical teacher reflection,” Theory Pract., vol. 42, no. 3

Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

Margarita Otero-Diaz, Humboldt State University; Melissa Salazar, ESCALA Educational Services

Tagged Topics

Diversity

while Synchronous Individualistic and students worked on completing assignments within groups in breakout Collectivistic For several assignments, students had to create videos explaining specific Asynchronous Individualistic content, experimental design, results, etc. For several assignments, students had to peer review and provide feedback Asynchronous Collectivistic on other students/group assignments (depending on the class and assignment this had a different structure). Corrected errors on problem sets. Asynchronous Individualistic Corrected errors and reflected on midterm score (had opportunity to work Both

Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

Sam B Siewert, California State University, Chico

, evaluate, and create parallel programs thatwill provide significant improvement over sequential programs solving the same problem. Veryoften, students will achieve success in one or two of the three learning objectives for parallelprograms: 1) Correct numerical methods with verified mathematical accuracy and precision. 2) Correct C and C++ programs that run without error. 3) Parallel programming that provides significant speed-up on parallel hardware.The value of the course re-design to de-emphasize the exam-based programming frees up timefor students to repeat a programming problem with greater mastery (speed-up achieved,numerical accuracy and precision, algorithmic correctness, and efficiency). The value of thisapproach is reflected in

Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

Harly Ramsey, University of Southern California

Tagged Topics

Diversity

skills and tasks being achievable. Thenegative comment expressed to an unmet need for competence, reflecting frustration that taskswere unachievable because unclear. As noted in Figure 5 above, these three comments reflectbest practices of online teaching (or their absence), in particular the practices of communication,clarity, and repetition of information. The third most frequent comment addressed instructorhelpfulness and caring, which could also be connected to frequent communication, a bestpractice of online teaching. Notably, comments about the instructor being “helpful” (meetingoutside of class, for instance) are categorized differently than comments about instructorfeedback being “helpful” in the learning process: while both comments

Collection

2008 GSW

Authors

James B. Farison; Zhuocheng Yang

37 individualprogram ratings for 2008 from Table 1 are also shown graphically in Figure 1. This graphreflects the published ratings range from 4.5 to 3.0, noted previously. It also reflects the ratingties, appearing as horizontal segments due to their equal ratings. The “flattening” of the curve isa critical property of the data, and is explored further in the subsequent analysis.Figure 1 and the subsequent Ratings graph groupings of programs in Figures 2-9 have a verticalscale that results in higher ratings appearing higher on the vertical scale. Specifically, Figures 2-9 provide that rating data graphically for the six years (2003, 2004, 2005, 2006, 2007 and 2008)for equally rated sets of these 37 programs, grouped according to the 2008

Conference Session

Environmental Engineering Technical Session 4: Environmental Issues and the Impacts of Intersectionality

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shannon Katherine Gilmartin, Stanford University; Angela Harris, North Carolina State University; Christina Martin-Ebosele, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering, Women in Engineering

students’ labor market outcomes. Whether macro or microscale, however, these examples reflect educational practice firmly anchored to the experiences ofstudents journeying through the real problem spaces of our time.In this paper, we take the school-to-work pathways view one step further and place ourinvestigation in a specific real world context: the pathways of environmental engineeringundergraduate students within a time of environmental decline and climate crisis. We see thistime as a revealing societal moment in which beliefs, decisions, and leadership about ourenvironment move us towards sustainable solutions or away from them. We considerenvironmental engineering students as designers and agents of these sustainable solutions, aswell as

Collection

2021 Northeast Section Meeting

Authors

Saurav Basnet; Amir Poudel

present in front of their devices. faculties as a standard method.• Difficult in doing extended discussions on topics: Many • Evaluation of faculties’ performance: Students (mainly students said that they prefer to learn through repeated from the Development Finance) identified the need to have discussions for theory classes which require in depth one mid-term assessment of the faculties- particularly in analysis, reflections, queries and responses. Both faculties the current time of crisis where they want to communicate and students reported that it was challenging to convey the issues and opportunities of the current online teaching contents

Collection

2021 Northeast Section Meeting

Authors

Dirk R. Albrecht

simple resistance sensor using a 1 MΩ resistor and bare wires (Fig. 5).They measure resistance between their fingers on opposite hands with different grip strength andskin wetness, then build a moisture sensor by inserting wires into a paper towel and drippingwater onto the towel to reduce resistance between the wires as reflected in the output voltage.Lab 2. LEDs, Capacitors, and Frequency FiltersThe second lab introduces students to new electrical components: light emitting diodes (LEDs)and capacitors. Students gain experience with diode polarity, knee voltage, minimal voltage toilluminate different LEDs, and brightness levels at difference series resistance values andcurrents. After this, students are able to incorporate LED indicators in

Conference Session

Engineering Technology Potpourri

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gregory Lyman, Central Washington University; Rowdy A. Sanford, University of Idaho; Jeff R. Wilcox, Central Washington University; Timothy L. Sorey, Central Washington University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

% of the students believing they already had at least some or good competencyaround robotics topics [7]. Although post-survey results for the ETSC 277 course shows a dropin confidence, as students performed our inquiry-based engineering lesson, we view this as arecalibration of their personal reality as they were ultimately able to make positive learning gainstoward our robotics lesson. This was reflected in learning assessments throughout the quarter. Infact, student frustration with inquiry-based lab curricula is well documented in science education,where lab students valued more authentic scientific exposure. In general, experiencing thecomplexity and frustrations faced by practicing scientists is challenging and may explain thewidespread

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

for Engineering Education, 2021Seeing the invisible: The year this white woman spent learning at an HSIIntroductionI have spent over 40 years in engineering. When I first attended the university to learnengineering, I was full of the messages of the 1970’s: Women can do anything men can do(better), I can have it all, the doors to access professional success are wide open. However, littledid I know that while this may be true, the cost to anyone not a tall white male from a privilegedbackground was great. It took me years to interpret what I experienced through the lens of thewhite patriarchy, but for the last 20 years, I have studied and reflected on how we in Engineeringand Education have participated in the inequities we see all around us

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Cavalli, Western Michigan University; Anetra Grice, Western Michigan University

Tagged Divisions

First-Year Programs

the survey were entered into a drawing for one of three $50 gift cards. Threehundred fifty-seven eligible students were initially invited to participate in the study; elevenstudents requested a total withdrawal from their classes and these were removed from theanalysis, leaving a potential pool of three hundred forty-six students. Ninety-two FTIACstudents responded to the initial survey – a participation rate of 26.6%. Tables 1 and 2 show thedemographics of the FTIAC participants as well as the overall demographics of the Fall 2020CEAS FTIAC group, respectively. Female students were significantly overrepresented in therespondent group but the racial distribution was reflective of the overall population.Table 1: Demographics of Fall 2020 start

Conference Session

Construction Engineering Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicholas Tymvios, Bucknell University; Miles Book, Bucknell University

Tagged Divisions

Construction Engineering

contractor would require to build a perimeter offormwork around the foundations and strip footings. The reinforcement pieces for the stripfootings were printed in two parts and connected using epoxy glue. Figure 1: Site Layout for 3X3 set-up Figure 2: Footing Formwork Pieces (left), and Footing Formwork on the Site (right)Once formwork for the foundations is complete, the next step requires the placement of thereinforcement for the column foundations and the strip foundations, shown in black in figure 3.One section of the building will have a concrete wall, and that is reflected in the foundation aswell, where the reinforcement has reinforcement extended to be connected to the wall. Thatportion of the foundation is

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda Johnston, Purdue University, West Lafayette; Kerrie A. Douglas, Purdue University, West Lafayette; Julie P. Martin, Ohio State University; Taylor Short, Ohio State University

Tagged Divisions

Educational Research and Methods

) Before DuringFigure 3. Students' identified support grouped by type of support Common themes from the open-ended responses emerged regarding how students’ socialinteractions and supports changed during the pandemic. Here we describe these themes usingquotes from the students by situating them within the framework and give preliminaryrecommendations for strategies to support students’ social support during remote instruction. SeeFigure 4 for a summary of recommendations.Support Peer-to-Peer Interactions The students reflected on how the pandemic impacted social interaction they had withtheir peers. Students expressed the value of peer support and how they missed face-to-faceinteractions with peers during the pandemic. For example

Conference Session

Mathematics Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patricia A. Ralston, University of Louisville; Campbell R. Bego, University of Louisville

Tagged Topics

Diversity

Tagged Divisions

Mathematics

college, so we can more easilyimplement evidence-based practices with potential to improve retention, of which there are several.Recently, we have focused on implementing formative assessment, which has been shown to improveretention of at-risk students and under-represented minorities [3], [4]. This paper presents and reflects onthe implementation of formative assessment in our Calculus I course for engineering students.Theoretical Framework: Formative assessmentFormative assessment is an instructional technique in which teachers quickly assess students during oroutside class for minimal reward/penalty, with emphasis on improving learning. Formative assessmenthelps both students and teachers to identify knowledge gaps and misconceptions, and

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John R. Reisel P.E., University of Wisconsin - Milwaukee; Wilkistar Otieno, University of Wisconsin - Milwaukee; Christine Beimborn, University of Wisconsin - Milwaukee

Tagged Topics

NSF Grantees Poster Session

Content Access, Virtual On line . 10.18260/1-2—3500310. Hartenstine, D., & Fizzano, P., & Brobst, J. A., & Litzler, E., & Barber DeGraaff, R. (2020, June), CS/M Scholars Program - an NSF S-STEM Project Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2— 3436011. Burckhard, S. R., & Kant, J. M., & Michna, G. J., & Abraham, R. P., & Reid, R. (2018, June), Reflections of S-STEM Faculty Mentors Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2—3092512. Reisel, J.R., & Cancado, L., &Walker, C.M., & Mitrayani, D. (2015, June), Defining a Successful Undergraduate

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nourhan Emad El-Atky, Rowan University; Smitesh Bakrania, Rowan University

Tagged Divisions

Educational Research and Methods

madedecisions, respectively. Similarly positive responses were received for Q6, Q7, Q9, and Q10.These questions were related to having productive meetings, trust, the right team members, andthe desire to be in the team, respectively.Q3, however, showed lower ratings. This statement was related to how the team makes time toevaluate how effective they work as a group. Relatively lower rates were also related to membersbeing held accountable and members’ willingness to take on new responsibilities. In other words,statements related to reflective strategies and member initiatives received lower rates. Figure 2. Team Culture Summary of ratings per question. Ratings reference: 1 = Never, 2 = Occasionally, 3 = Mostly True, 4

Conference Session

Computers in Education 7 - Modulus 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anu Aggarwal, University of Illinois Urbana Champaign

Tagged Divisions

Computers in Education

website,black board and lab access over vpn were used for course delivery. This caused some confusionamong students and instructors. Therefore, in Fall 2020 semester (still affected by covid), it wasdecided to deliver the course over a single platform, viz, blackboard. As such, zoom links forlectures, office hours and exams were posted on blackboard, all lecture notes, recordings, HWs,labs, project and exams were delivered through blackboard. Labs were moved to a platform thatwas free (PSPICE) to students and could be installed on their laptops. So, problems encountereddue to remote log in were not there. This was reflected in better student performance and betterinstructor evaluations in the Fall 2020 semester than in the Spring 2020 semester

Conference Session

Electrical and Computer Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ramsin Khoshabeh, University of California, San Diego; Vikash Gilja

Tagged Divisions

Electrical and Computer

thinking.This is only natural as their own personal experience was reflective of that style of educationmore often than not. Unfortunately, for those of us who have had to build consumer products, wevery well know that a microcontroller and some sensors does not a system (nor a product) make!Teaching students about embedded systems is valuable knowledge, but the objective of this classgoes beyond that oversimplification. When designing this course for our students, we observed athree-fold deficiency in the student body. Firstly, ECE students lacked hands-on experiencebuilding a complete system. We had an excellent theoretical program teaching students thefundamentals of ECE, but all of our lab-oriented classes focused on small, self

Conference Session

Computers in Education 9 - Technology 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Computers in Education

same technology to solve these two questions.  26% of the participants correlated to solve Q1 and Q2 by using the same technology, calculator.  33% of the participants correlated to solve Q2 and Q3 by using a calculator.  35% of the research participants selected different technologies for all three questions.Figure 16 below reflects a summary of the correlation analysis. Correlation Analysis of the Three Research Questions  Different Tech  35%  Q2&3  33%  Q1&3  52%  Q 1&2

Conference Session

Architectural Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Luis Horacio Hernandez-Carrasco, Tecnologico de Monterrey; Monica Daniela Hernandez-Sanchez, Tecnologico de Monterrey; Miguel X. Rodriguez-Paz, Tecnologico de Monterrey

Tagged Topics

Diversity

Tagged Divisions

Architectural Engineering

virtual visit.Additionally, students answer if they felt that they interact more with their classmates throughhearing their doubts in the visit. A majority of 61.98% (n=75) score this interaction with thehighest score, we obtain that results tend to the lower half of the scale more than any otherquestion before, but we can still observe that the results are overall positive. Fig. 8. Scale of motivation gained in learning new topics from students’ perspectiveIn the questionnaire, the participants were able to reflect the level of satisfaction provided by thevirtual activity. The students were asked the question “Considering the pandemic period, do youfind the virtual site visit to be an equivalent and effective alternative to maintain

Conference Session

Bringing a Different Perspective

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Josué Njock Libii, Purdue University Fort Wayne

Tagged Divisions

Mechanics

penalties on late homework caused that the perception of the students to perceive the instructor as not being very instructor by the students suffered helpful to them. These feelings were reflected on the every semester of the study, due evaluations of the course by the students. The course- to the enforcement of the penalties evaluation instrument that was used consisted of many on late homework. Table 1 line items, one of which asked the students to score the 13. extent to which they perceived the instructor as being helpful. In semester 1, the score given was 3.78/4; in semester 2, that score