Conference Session

Civil Engineering Division - Integration of Engineering and/or Technical Rigor with Diversity, Equity, Inclusion and Justice (DEIJ)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kristen Sanford, Lafayette College; Philip Parker, University of Wisconsin - Platteville; Frederick Paige, Virginia Polytechnic Institute and State University; Rodolfo Valdes-Vasquez, Colorado State University; Elizabeth Diacik, Lafayette College; Timothy Larsen, Lafayette College; Peter Canevari, Lafayette College

, “Transformation in the U.S. Higher Education System: Implications for Racial Equity,” presented at the Symposium on Imagining the Future of Undergraduate STEM Education, Oct. 2020.[17] K. DeGood, A. Cassady, K. Walter, and R. Frederick, “Building Progressive Infrastructure,” Center for American Progress. https://www.americanprogress.org/issues/economy/reports/2019/01/31/465687/building-pro gressive-infrastructure/ (accessed Jan. 23, 2021).[18] D. S. Hurwitz, K. L. Sanford Bernhardt, R. E. Turochy, and R. K. Young, “Transportation Engineering Curriculum: Analytic Review of the Literature,” Journal of Professional Issues in Engineering Education & Practice, vol. 142, no. 3, pp. 1–10, Jul. 2016, doi

Conference Session

Engineering Ethics Division: Computing, Technology, and AI

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brooke Odle, Hope College; Kate Finley, Hope College; Victoria Longfield, Hope College

Postdoctoral Fellow in the Department of Biomedical Engineering at Case Western Reserve University, working in the Motion Study Laboratory at the Advanced Platform Technology Center (Louis Stokes Cleveland Veterans Affairs Medical Center). There, she developed and evaluated control systems to restore standing balance after paralysis, explored experimental biomechanical and computational modeling techniques to investigate interactions between the upper extremities and walkers during static and quasi-static standing postures, and investigated the feasibility of neural stimulation to facilitate assisted transfers after paralysis. She received her Ph. D. and M. S. in Biomedical Engineering from New Jersey Institute of Technology

Conference Session

LEAD Technical Session 1: Fostering Leadership Identity Development and DEI in Engineering Students and Professionals

Collection

2022 ASEE Annual Conference & Exposition

Authors

John Park, Pennsylvania State University; Dena Lang, Pennsylvania State University; Meg Handley, Pennsylvania State University; Mihee Park, Pennsylvania State University

engineering problems but also how to lead others in the organizations. In sum,the potential to advance knowledge from this research is evident in the applicability ofengineering leadership development for both men and women engineering students.References[1] Block, K., Gonzalez, A. M., Schmader, T., & Baron, A. S. (2018). Early gender differencesin core values predict anticipated family versus career orientation. Psychological Science, 29(9),1540-1547.[2] Hill, C., Miller, K., Benson, K., & Handley, G. (2016). Barriers and Bias: The Status ofWomen in Leadership. American Association of University Women.[3] Skervin, A. E. (2015). Success factors for women of color information technology leaders incorporate America (Doctoral dissertation

Collection

ASEE Zone 1 Conference - Spring 2023

Authors

Heather Lai, State University of New York at New Paltz; Graham Werner, State University of New York at New Paltz

Stand T ECP Systems Pendulum Test Stand P Student Project Variable Speed Single-Plane Balancer B Student Project Mechanical Wave Generator W Vibration and Waves Kit Vibration Absorber A Faculty Ball Bearing Shock Stand S Faculty Vibration Isolation I FacultyImages of the equipment are included on the following page.Images of Equipment (a) Rectilinear Test Stand (b) Torsional

Conference Session

Engineering Physics and Physics Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bala Maheswaran, Northeastern University; Andrew Bard, Northeastern University; Andrew Sozio, Northeastern University; Samuel Haggans, Northeastern University; Nicholas Tarallo, Northeastern University; Timothy Bennett, Northeastern University

table. Table 3: A small excerpt of the data collected from Trial 2.After we recorded the data for each trial, we plotted the total energy generated over time for Trial1 and Trial 2 shown in Figures 13a and 13b, respectively. The first trial generated 7.23 mJ over aflow time of 60 seconds, while the second trial generated 7.29 mJ over the same amount of time,resulting in an overall average energy generation of 7.26 mJ between the two trials. Figure 13a: Graph of Total Energy (mJ) vs. Time (s) for first sink trial Figure 13b: Graph of Total Energy (mJ) vs. Time (s) for second sink trialWe also created plots of the voltage, current, and power over time for each of the two trials. It isimportant to

Conference Session

ERM: ERM Medley Session!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Reagan Curtis, West Virginia University; Jason Gross, West Virginia University; Evana Nusrat Dooty, West Virginia University; Sumaia Ali Raisa, West Virginia University; Yu Gu, West Virginia University

science of learning and development. Applied Developmental Science, 24(2), 97-140.[3] Nasir, N. S., Lee, C. D., Pea, R., & Royston, M. M. (2021). Rethinking Learning: What the Interdisciplinary Science Tells Us. Educational Researcher, 50(8), 557-565.[4] Bean, J. C. (2011). Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom. John Wiley & Sons.[5] Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Reports. ERIC Clearinghouse on Higher Education, The George Washington University, Washington, DC.[6] Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson,W. E

Conference Session

Environmental Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Pfluger, United States Military Academy; Michael Butkus, United States Military Academy; Benjamin Michael Wallen P.E., United States Military Academy

the purpose of obtaining a high-quality solution under the given circumstances. For illustrative purposes only, examples of possible constraints include accessibility, aesthetics, codes, constructability, cost, ergonomics, extensibility, functionality, interoperability, legal considerations, maintainability, manufacturability, marketability, policy, regulations, schedule, standards, sustainability, or usability [7]. • Produce (student action). Make something using creative or mental skills. Perhaps also, make or manufacture from components or raw materials [8]. • Solution(s) (concept). Means of addressing or solving a problem [8]. Or action or process of solving a problem [9]. Note, the

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jody Zhong, University of Louisville; Patricia Ralston, University of Louisville; Campbell Bego, University of Louisville; Thomas Tretter

studentswith grades in the C or C+ range persisted to graduate in STEM. Wilkins et al.’s [18] modeldemonstrated that when controlling for students’ first mathematics course, on average, the gradein their first course is a statistically significant predictor of persistence to graduation inengineering. Krause et al. [1] also found that students who made an A or B in their firstmathematics course had odds 6.5 times higher to persist than someone who received a D, F or W.Further, students receiving C grades in their first course did not differ statistically in terms ofpersistence from those making a D, F or W.Tyson [17] considered high school and college physics and calculus course-taking andachievement to predict engineering degree attainment for

Conference Session

Pre-College Engineering Education Technical Session 7: Cybersecurity and Computing

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anni Reinking; Monica McGill, CSEdResearch.org

(Evaluation) Anni Reinking1 and Monica M. McGill2 1,2 CSEdResearch.org 1 anni@csedresearch.org, 2 monica@csedresearch.org Abstract According to the U.S. Department of Labor, cybersecurity jobs will grow 28% over the next few years, with 1.8 million of these jobs unfilled in 2022. These reports indicate a great need for individuals to be trained and employed in cybersecurity for the U.S.’s safety and security. Recognizing this, the Air Force Junior Reserve Officer Training Corps (AF JROTC) and partner organizations implemented a Cyber

Conference Session

Architectural Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacoba Ubidia, Universidad San Francisco de Quito; Miguel Andrés Guerra, Universidad San Francisco de Quito; Víctor Viteri, Universidad San Francisco de Quito; Homero Murzi, Virginia Polytechnic Institute and State University

, throughout their career architectsseek approval of their designs during critiques, while civil engineers have concrete indicatorsthat let them know if a design works or not with no personal involvement. Additionally, thisfinding may also suggest that architecture students value hierarchies more because theyseek to rank themselves higher, since their work I s more explicit to the public eye.This acceptance and disapproval of hierarchies may lead to communication-related barriers. Inpractice, architects are at the top of the project hierarchy due to being the design creators. So, itmay be difficult for them to accept criticism from civil engineers who are revising the structuraland system-related components of the infrastructure. At the same time

Conference Session

Systems Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Karlin, Minnesota State University, Mankato; L. James, Minnesota State University, Mankato; Lauren Singelmann, North Dakota State University

." New directions for adult and continuing education 94 (2002): 3-11. 8. J. L. David, "Collaborative Inquiry." Educational Leadership 66.4 (2009): 87-88.9. B. Thorsten, D. Urhahne, S. Schanze, and R. Ploetzner, “Collaborative Inquiry Learning: Models, Tools, and Challenges.” International Journal of Science Education, 2010, 32 (03), pp.349-377.10. K. J. Dooley, "A complex adaptive systems model of organization change." Nonlinear dynamics, psychology, and life sciences 1.1 (1997): 69-97.11. S. Chan, "Complex adaptive systems." ESD. 83 research seminar in engineering systems. Vol. 31. Cambridge, MA, USA: MIT, 2001.12. D. J. Snowden and M. E. Boone, "A leader's framework for decision making." Harvard business review 85.11

Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathleen Colbry, Michigan State University; Dirk Colbry, Michigan State University; Marta Dark, Spelman College; Vincent Melfi, Michigan State University; Tiffany Oliver, Spelman College

about thespeaker’s education and career pathways, and their experiences in data science.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.2123260. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation. This project has received funding from the Alfred P. Sloan Foundation under grantnumber G-2021-16976.References[1] K. Domdouzis, P. Lake, and P. Crowther, “Big Data,” in Concise Guide to Databases: A Practical Introduction, K. Domdouzis, P. Lake, and P. Crowther, Eds. Cham: Springer International Publishing, 2021, pp. 141–163. doi: 10.1007/978-3-030

Conference Session

Engineering Ethics Division: Perspectives on Engineering Ethics Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Madeline Polmear, University of Florida; Angela Bielefeldt, University of Colorado Boulder

emeritusprofessor (n=2). Participants were not asked to identify their race/ethnicity during the interview.The participants were assigned a pseudonym using a random name generator to maintainconfidentiality.Table 1: Participant information Pseudonym Gender Course(s) Taught that Included Ethics/Societal Impacts Beth Woman Intro to engineering Brody Man Intro to engineering Deb Woman Intro to computer engineering Kim Woman Senior design (chemical engineering) Bill Man Senior design (electrical engineering) Elizabeth Woman Senior design (environmental engineering) Aaron Man Senior design (chemical engineering) Dan Man

Conference Session

Computers in Education 4 - Online and Distributed Learning I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chelsea Gordon, zyBooks, A Wiley Brand; Frank Vahid, University of California, Riverside; Roman Lysecky, The University of Arizona

tertiary teaching," Higher education research and development, 8(1), 7-25. 1989. 7. N. Entwistle and S. Waterston. "Approaches to studying and levels of processing in university students," British journal of educational psychology, 58(3), 258-265. 1989. 8. M. Prosser and R. Millar. "The “how” and “what” of learning physics," European journal of Psychology of Education, 4(4), 513-528. 1989. 9. P. Ramsden. Learning to teach in higher education. Routledge. 2003. 10. E. J. van Rossum, and S. M. Schenk. "The relationship between learning conception, study strategy and learning outcome," British Journal of Educational Psychology, 54(1), 73-83. 1984. 11. T. F. Nelson Laird, R. Shoup, and G. D. Kuh. "Measuring deep

Conference Session

Research Frameworks for Identity and Equity: Equity, Culture & Social Justice in Education Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Umair Shakir, Virginia Polytechnic Institute and State University; Sarah Ovink, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University

–369, 2014.[3] S. Goldrick-Rab, Paying the Price: College Costs, Financial Aid, and the Betrayal of the American Dream. Chicago, IL, UNITED STATES: University of Chicago Press, 2016. Accessed: Mar. 25, 2020. [Online]. Available: http://ebookcentral.proquest.com/lib/vt/detail.action?docID=4519377[4] G. T. Henry, R. Rubenstein, and D. T. Bugler, “Is HOPE Enough? Impacts of Receiving and Losing Merit-Based Financial Aid,” Educ. Policy, vol. 18, no. 5, pp. 686–709, Nov. 2004, doi: 10.1177/0895904804269098.[5] B. L. Castleman, B. T. Long, and Z. A. Mabel, Financial Barriers to STEM Study in College: Causal Effect Estimates of Need-Based Grants on the Pursuit and Completion of Courses and Degrees in STEM Fields. Society for

Conference Session

Civil Engineering Division - Integration of Engineering and/or Technical Rigor with Diversity, Equity, Inclusion and Justice (DEIJ)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Manish Roy, University of Connecticut; Maria Chrysochoou, University of Connecticut; Connie Syharat, University of Connecticut

effect ofinclusive teaching strategies on neurodivergent learners versus all learners across I-Courses.AcknowledgementsThis material is based upon work supported by the National Science Foundation underIUSE/PFE: RED Grant No. 1920761. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation. References[1] J. Singer, "Odd People in: The Birth of Community Amongst People on the Autistic Spectrum. A Personal Exploration Based on Neurological Diversity." , University of Technology, Sydney, 1998.[2] H. A. White and P. Shah, "Creative style and achievement in adults with

Conference Session

CIT Division Technical Session #8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Friday James, Kansas State University; Joshua Weese, Kansas State University

effectiveness of the Assistants too.References[1] Lavilles, R.Q., and Arcilla, M. J. B., Enrollment forecasting for school management system,”International Journal of Modeling and Optimization, vol. 2, no. 5, p. 563, 2012.[2] Al-Shehri, H., Al-Qarni, A., Al-Saati, L., Batoaq, A., Badukhen, H., Alrashed, S., Alhiyafi, J.,and Olatunji,S.O. “Student performance prediction using support vector machine and k-nearestneighbor,” in 2017 IEEE 30th Canadian conference on electrical and computer engineering(CCECE). IEEE, 2017, pp. 1–4.[3] Slim, A., Hush, D., Ojah, T., and Babbitt, T. “Predicting student enrollment based on studentand college characteristics.” International Educational Data Mining Society, 2018.[4] Yang, S., Chen, H.-C., Chen, W.-C and C.-H. Yang

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Renata Revelo, The University of Illinois at Chicago; Joseph Hummel

detailed report of theadjustments made to ERSP at UIC.AcknowledgementsThe adoption of ERSP at UIC was enabled by a larger project supported by an NSF Grant(#1821501). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] M. Barrow, S. Thomas, and C. Alvarado, “Ersp: A structured cs research program for early- college students,” in Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education, 2016, pp. 148–153.[2] n.d., “ERSP | Instructor resources.” [Online]. Available: http://ersp.ucsd.edu/index.php/instructor-resources/. [Accessed: 28-Jan-2020].

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tiago Forin, Rowan University; Stephanie Farrell, Rowan University; Harriet Hartman, Rowan University; Kauser Jahan, Rowan University; Stephanie Lezotte, Rowan University; Savanna Dautle, Rowan University; Adriana Trias Blanco, Rowan University; Theresa Bruckerhoff

orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation.References 1. T.S. Popkewitz and L. Fendler, Critical Theories in Education: Changing Terrains of Knowledge and Politics. Psychology Press, 1999. 2. P. Layne, “Diversity by Numbers,” Leadership and Management in Engineering, vol 1 ed. (4), pp. 65-71. Oct, 2001. 3. B.M. Ferdman, “The practice of inclusion in diverse organizations,” in Diversity at work: The practice of inclusion, B. Ferdman and B. R. Deane, Ed. New York: Wiley 2014, pp 3-54. 4. R. Jost, Benchmarks for Cultural Change in Engineering Education. University of Newcastle, 2004. 5. T. Forin, B. Sukumaran, S. Farrell

Conference Session

ERM: Diversity, Equity, and Inclusion

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cory Brozina, Youngstown State University - Rayen School of Engineering; Aditya Johri, George Mason University

infrastructure to more strongly support NTSE. Moreresearch is needed to identify what kinds of theories and models might be more appropriate forNTSE support.AcknowledgmentThis material is based upon work supported by the National Science Foundation under grantnumber 2044347 within the IUSE program. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation.References 1. National Academy of Engineering (NAE) (2005). Educating the engineer of 2020: Adapting engineering education to the new century. National Academies Press, Washington D.C. 2. Lowell, B. L., & Salzman, H. (2007). Into the eye of the storm

Conference Session

ERM: New Research Methods and Tools

Collection

2022 ASEE Annual Conference & Exposition

Authors

Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University; Cassandra McCall, Utah State University

the project summary mentioned but did not specify will be widely disseminated to academic methods of dissemination. research audiences, as well as educational practitioners and stakeholders in Example Studies: Award #2120443, 2208680, engineering and industry who share the 1653854, 1734347, 1760002, 1825328 [13-18] goal of increasing the representation of females in engineering.” [18] Category 2. Dissemination is specified: The Example Statement(s): summary discussed several specific means of dissemination. “Broad dissemination of project results

Conference Session

ERM: Engineering Identity: (Identity Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kelsey Scalaro, University of Nevada, Reno; Indira Chatterjee, University of Nevada, Reno; Derrick Satterfield, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Jeffrey Lacombe, University of Nevada, Reno; Mackenzie Parker, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

, 2012.[9] J. C. Major, A. R. Carberry, and A. N. Kirn, “Revisiting a Measure of Engineering Design Self- Efficacy*,” Int. J. ofEngineering Educ., vol. 36, no. 2, pp. 749–761, 2020.[10] E. Wenger, Communities of Practice Learning: Meaning, and Identity. Cambridge University Press, 1998.[11] J. R. Morelock, “A systematic literature review of engineering identity: definitions, factors, and interventions affecting development, and means of measurement,” Eur. J. Eng. Educ., vol. 42, no. 6, pp. 1240–1262, Nov. 2017.[12] S. L. Rodriguez, C. Lu, and M. Bartlett, “Engineering identity development: A review of the higher education literature,” Int. J. Educ. Math. Sci. Technol., vol. 6, no. 3, pp. 254–265, 2018.[13

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Minju Kim, University of California, San Diego; Celeste Pilegard, University of California, San Diego; Huihui Qi, University of California, San Diego; Curt Schurgers, University of California, San Diego; Marko Lubarda, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Alex Phan, University of California, San Diego

. Forexample, participating in oral exams may affect students’ motivation to learn, and this relationshipmay not be separable from students’ personal background and identity factors (e.g., see [25] fordiscussion on academic support, oral exam experience, and student motivation).AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.2044472. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation. We thank the following colleagues for the helpful discussion: Carolyn Sandoval, HeLiu, Josephine Relaford-Doyle, Leah Klement, Maziar Ghazinejad, Mia Minnes, and NathanDelson

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ayatollah Yehia, University of Virginia; Jacqueline Chao, University of Virginia; Connor Lyons, University of Virginia; Mehrdad Shafiei Dizaji, University of Virginia; Devin Harris, University of Virginia

Paper ID #37783A Case Study on Leveraging Augmented Reality forVisualization in Structural DesignAyatollah Yehia Ayatollah (Aya) Yehia is a Ph.D. student (Systems Engineering) in the i-S²EE Lab. She received her B.S. in Civil Engineering from the American University of Sharjah in Sharjah, United Arab Emirates and a MSc in Civil Engineering (concentration: Transportation Engineering) from the University of British Columbia in Vancouver, Canada. She is currently working on building a digital twin that utilizes data from multiple sensors for more holistic modeling and simulations for structural health

Conference Session

Incorporating Technology in the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mariana Silva, University of Illinois at Urbana - Champaign; Matthew West, University of Illinois at Urbana - Champaign; Sascha Hilgenfeldt, University of Illinois at Urbana - Champaign; Philipp Hieronymi; Nicolas Nytko, University of Illinois at Urbana - Champaign; Akshit Deshpande, University of Illinois at Urbana - Champaign; Jer-Chin Chuang, University of Illinois at Urbana - Champaign

midway through Semester Milestones Trad #s Comp #s Fall 2019 Curriculum re-design and development of IPython 812 – notebooks for 5 computational lab assignments Spring 2020 Pilot Honors section; introduction of group work 791 24 in discussion sections of the Traditional course Fall 2020 First offering of the Computational course as a 513 253 special section of the Traditional course; develop- ment of homework and exam questions associated with lab content Spring 2021 Second offering of the Computational course as 456 420

Conference Session

Technological and Engineering Literacy - Philosophy of Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joshua Gross; Keyoni McNair

knowledge to build a morediverse and representative future.References [1] S. Zweben, J. Tims, and Y. Timanovsky, “ACM-NDC study 2019—2020: eighth annual study of non-doctoral-granting departments in computing,” ACM Inroads, vol. 11, no. 3, pp. 26–37, Aug. 2020. [Online]. Available: https://dl.acm.org/doi/10.1145/3410475 [2] S. Zweben and B. Bizot, “2017 CRA Taulbee survey,” Computing Research News, vol. 30, no. 5, pp. 1–47, 2018. [Online]. Available: https://cra.org/resources/taulbee-survey/ [3] E. M. Mercier, B. Barron, and K. M. O’connor, “Images of self and others as computer users: The role of gender and experience,” Journal of Computer Assisted Learning, vol. 22, no. 5, pp. 335–348, 2006, publisher: Wiley Online Library. [4

Conference Session

Works in Progress: Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Wilson, University of Kentucky; Tracy Carter, Northeastern University; Amy Karlsson; Janie Brennan, Washington University in St. Louis; Joanne Beckwith, University of Michigan; Samira Azarin; Chris Barr, University of Michigan

] Bucak, Seyda, Zoya Tuiebakhova, and Neset Kadirgan. "Bridging the gap between chemical engineering education and industrial practice." INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION 23.6 (2007): 1219. [6] Carter, T. L., & Wilson, S. A., & Azarin, S., & Brennan, J., & Karlsson, A. J., & Barr, C. (2019, June), Work in Progress: Utilizing Change Strategies and Chemical Process Safety Resources to Incorporate Process Safety Education in the Unit Operations Courses in Public and Private Universities Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33578 [7] Feisel, L., and Peterson, G.D., “A Colloquy on Learning Objectives for Engineering

Conference Session

ERM: Student Professional Development: Professional Skills and Moving Beyond the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

different conceptual frameworks is possible. Students and even academicpractitioners may carry out their curricular and co-curricular duties without ever noticing oracknowledging such perspectives and their clash thereof. As a remedial alternative to neglectingconceptual frameworks altogether, it may be useful to acknowledge multiple epistemological andconceptual perspectives in PDS or more broadly curricular and co-curricular programming [22].This is because the quality of students’ professional skill development can be dependent on theconceptual and pedagogical lens that is adopted by the learner(s), supervisor, and otherindividuals involved in a learning environment such as a co-curricular experience [6].The PDS survey can in its basic form

Conference Session

LEES 3: Assessing/Addressing Mental Health

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Wilson, University of Kentucky; Courtney Wright, University of Kentucky; Melanie Miller; Lucy Hargis; Ellen Usher; Joseph Hammer; Natalie Ban; Halle Shannon, University of Kentucky

to also understand stressors that students are experiencing thatare not directly related to their training.AcknowledgmentsA grant from the National Science Foundation (2024394) supported this study.References[1] L. O. Oyewobi, G. Bolarin, N. T. Oladosu, and R. A. Jimoh, "Influence of stress and copingstrategies on undergraduate students' performance," Journal of Applied Research in HigherEducation, 2020.[2] A. S. Negi, A. Khanna, and R. Aggarwal, "Psychological health, stressors and copingmechanism of engineering students," International Journal of Adolescence and Youth, vol. 24, no.4, pp. 511-520, 2019.[3] L. Acharya, L. Jin, and W. Collins, "College life is stressful today–Emerging stressors anddepressive symptoms in college

Conference Session

Mechanical Engineering 2

Collection

ASEE Southeast Section Conference

Authors

Aaron Smith, Mississippi State University; Alta Knizley, Mississippi State University; Morgan Green, Mississippi State University

Tagged Topics

Professional Engineering Education Papers

Education, 2023will survey engineers in industry in the southeastern region of the U. S. to determine the directand indirect benefits of training in engineering science and analysis.MethodA survey has been developed which includes questions related to the value of training inengineering science and analysis for engineering jobs. Engineers from a variety of industries inthe southeastern U.S. will be approached for completing this survey. The survey is focused onthree major areas: 1. Direct use of advanced engineering science and analysis techniques 2. Communicating with engineering analysts, specialists, and/or contractors about ad- vanced engineering science and analysis techniques 3. Making engineering decisions