Conference Session

Redefining Manufacturing Education Practices

Collection

2022 ASEE Annual Conference & Exposition

Authors

Casey Keulen, University of British Columbia, Vancouver; Christoph Sielmann, University of British Columbia, Vancouver; Dean Richert

experience in accordancewith their interests. This option will be discussed in a subsequent section.The program started in 2019 with funding to develop new laboratories with modernmanufacturing equipment. Undergraduate teaching labs on either campus are designed tocomplement each other, offering students a variety of equipment and experiences whileminimizing equipment redundancy at both campuses. The lab facilities have been developed toreflect the manufacturing engineering specialization of each campus with faculty expertisesimilarly chosen to reflect the needs of each location.The facilities developed in Vancouver are primarily contained in one laboratory space, the‘Maker Space’. The laboratory was setup to house the equipment required to perform

Conference Session

Design Experiences in Manufacturing Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Katie Basinger, University of Florida; Benjamin Elgan, University of Florida; Sean Niemi, University of Florida

comes withclass performance [7].Traditional evaluation methods are challenging to implement in an experiential learning course,where the outcome of students' learning is their performance or physical parts created. Therefore,surveys are standard methods of evaluation. Pre and post-surveys are most beneficial to evaluatestudent learning outcomes from an assignment and measure the impact of that activity [8]. Thesesurveys are a reflection on the student's performance as well as how impactful the assignmentwas to the learning outcome. Therefore, well-designed and well-placed surveys can be abeneficial and insightful tool for evaluating student performance and the course itself. Inaddition, using ANOVA strategies (with appropriate sample sizes) to

Conference Session

Manufacturing Workforce Development

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sergio Luna, University of Texas at El Paso; Amit Lopes; Ahmed Bahabry, United States Military Academy; Aditya Akundi, The University of Texas Rio Grande Valley

development, workforce development, job postinganalysis, MBSE, digital engineeringIntroductionThe design, development, and management of complex systems are expected to continueincreasing in complexity as traditional federated systems transition towards multidisciplinarycollective systems that incorporate software, networks, and decentralization concepts. Complexityis reflected in the integration of independent systems to create new capabilities, an increase in thenumber of interfaces to be managed, behavioral adaptation to rapidly evolving scenarios, morelines of code to be written, and participation of more stakeholders across the system’s lifecycle.For example, the Mars Pathfinder was launched in 1997, at the time it consisted of 4 instrumentswith

Conference Session

Project Based and Experiential Learning in Manufacturing

Collection

2022 ASEE Annual Conference & Exposition

Authors

Immanuel Edinbarough, The University of Texas Rio Grande Valley; Jose Taha-Tijerina, The University of Texas Rio Grande Valley; Aditya Akundi, The University of Texas Rio Grande Valley

, Alamgir Choudhury, James Kamman, et al, “Industry-sponsored Design Competition: Opportunities and Challenges for a Capstone Senior Design Project”, American Society for Engineering Education, 2006.6. Todd Kaiser, “Robosub: “A Contest-based Multidisciplinary Senior Design Capstone Project” ASEE’s Annual Conference and Exposition, New Orleans, LA, June 26-29, 20216.7. Robert J. Fornaro Margaret R. Heil Alan L. Tharp, “What Clients Want – What Students Do: Reflections on Ten Years of Sponsored Senior Design Projects” Proceedings of the 19th Conference on Software Engineering Education & Training (CSEET’06).8. Mark J. Paulik, and Mohan Krishnan “A Competition-Motivated Capstone Design Course: The Result of a Fifteen-Year

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

research is interdisciplinary as she has collaborated with colleagues from across the university. She has over 30 years of evaluation experience, conducting community-level assessments and evaluating collaborative research efforts. Dr. Mobley has also been involved in extensive applied work in the community, reflecting an explicit integration of her teaching, research and service endeavors.Marisa K. Orr Marisa K. Orr is an Associate Professor in Engineering and Science Education with a joint appointment in the Department of Mechanical Engineering at Clemson University. Her research interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of

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

Frequentists’ approach. After completing those analyses, wewill report our findings to make further contributions to the field in this area.AcknowledgementsThis material is based upon work partly supported by the National Science Foundation (NSF)under grant No. 1612445. Any opinions, findings and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect those of NSF.References[1] Walck-Shannon, E. M., Rowelli, S. F., and Freys, R. F., “To What Extent Do StudyHabits Relate to Performance?” CBE—Life Sciences Education, 20:ar6, 1–15, Spring 2021[2] Kaur, J., and Singh. P., “Study Habits And Academic Performance: A ComparativeAnalysis,” European Journal of Molecular & Clinical Medicine

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Cromley; Joseph Mirabelli, University of Illinois at Urbana - Champaign; Karin Jensen, University of Illinois at Urbana - Champaign

-19 pandemic. These results can informrecommendations for proactive interventions, policies, and better information about resources tosupport graduate engineering students.AcknowledgmentsThis material is based upon work supported by the National Science Foundation (award number2034800). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. The authors thank our project evaluator Dr. Elizabeth Litzler for her support andguidance on this project and the authors thank Amanda Manaster, Joseph Strehlow, BrianGreene, and Austin Steinforth for assisting as pilot participants and for conversations whichguided the

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marcia Mardis, Florida A&M University - Florida State University; Faye Jones, Florida A&M University - Florida State University

-04 to 2019-20, but as Figure2 shows, Florida Computing and Information degree attainment has a downward trend inminorities’ when considering minorities as a percentage of the college-aged population or thepercentage of degrees/certificates.Figure 1. Number of degrees/certificates awarded by Floridapostsecondary institutions by race/ethnicity in Florida [4]Figure 2. Underrepresented minorities in Florida Earning ComputingDegrees/Certificates [5]Figure 2’s stagnant and declining rates suggest that more aggressive data-driven measures areneeded to understand and adopt influencers that assist minority students in navigating the STEMpipeline and that Florida is a logical place to begin.Community Colleges Reflect Diverse Students and Pathways to

Conference Session

DEED Technical Session 11 Empathy and Human-Centered Design 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rockwell Clancy, Colorado School of Mines; Qin Zhu, Colorado School of Mines; Diana Martin, Eindhoven University of Technology; Gunter Bombaerts

conceived as all belonging to the same cultural group– are closer to those of people in Zimbabwe, Israel, and Malaysia, respectively, than they are toeach other [13]. Regarding the second, the power of values to predict behaviors varies by culture[14]. The values of non-WEIRD (Western Educated Industrialized Rich and Democratic) groupssay less about how people will behave. Since values concern internal states, they can onlyultimately be accessed reflectively, through self-reports. By contrast, as norms concern externalbehaviors, they are publicly available and have been measured using various methods, not onlyself-reports but also experimental and quasi-experimental procedures, including economic gamesand mathematical models [15]–[19].One might

Conference Session

Faculty Development Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Vicki May, Dartmouth College; Diana Kardia

are contextualized by the overall health and functionality of the department and relate to qualities of the department that all members of the department can speak to (e.g., transparency; quality of mentoring). 2. Departmental climate data is the basis for self-reflection, not a research project. Data analysis in this context is fundamentally different in two ways. First, the people interpreting the data produced the data and thus have the necessary capacity to clarify and expand the meaning of the data that are available. Second, while research requires the interpreter to observe and analyze the data, climate data requires the interpreter to personally respond and, in many cases, consider

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebecca Komarek, University of Colorado Boulder; Angela Bielefeldt, University of Colorado Boulder; Daniel Knight, University of Colorado Boulder

that predicted high leadershipscores among engineering students: frequency of study with peers, student-faculty interaction,and participation in an internship/co-op [16]. Alternatively, in a case study, thirty-eight percentof civil engineering students included informal learning as contributing experience to theirleadership development [17], a concept backed up by a large-scale Canadian study ofundergraduate engineering students highlighting that leadership development takes place inextracurricular activities [18]. The results from these studies align with conclusions from studentdevelopment research that highlight adult influences, peer influences, meaningful involvement,and reflective learning as facilitating leadership development [19]. A

Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lori Houghtalen, Abilene Christian University; Timothy Kennedy, Abilene Christian University; Jody Jones, Abilene Christian University; M. Suzanne Clinton, University of Central Oklahoma; Kimberly Merritt, Oklahoma Christian University

and Shauman, 2003:91). The authors concluded thatfor all the attention focused on performance on standardized tests, coursework, orexpected work–family orientation, gender differences in these variables offer remarkablylittle leverage to explain gender differences in STEM major selection.Ceci, Williams and Barnett (2009) claim that there are gender differences in occupationalpreferences that occur between objects and people. Women are more likely to pursuepeople-oriented or organic fields, whereas men with similar mathematics and scienceability tend to pursue object-oriented fields. The research supports a common belief thatgender differences in occupational preferences reflect women’s deeply rooted preferencesfor caring or nurturing, that

Conference Session

Student Division Technical 4: Student Experience & Competencies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brandon Chi-Thien Le, Texas A&M University; Sunay Palsole, Texas A&M University

visual and performing arts, but no assessment on anyform of digital skill or technology usage [24]. For many states without an assessment orgraduation requirement for digital competency, there are no viable means by which to measuremastery of the topic post-education.MethodologyTo obtain a better understanding of what employers and higher education expect children tounderstand in terms of digital competency, we created a survey intended to be distributed toemployers of various industries and collegiate advisors to capture their opinions on the value ofdigital competency. We found that it would be most useful to include a combination of both theDigital Competency Framework as well as the ISTE Student Standards. In order to mostaccurately reflect

Conference Session

ERM: Self-Efficacy, Motivation, and MORE!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Nagel, James Madison University; Bethany Popelish, James Madison University; Melissa Aleman, James Madison University; Tobias Reynolds-Tylus, James Madison University

three interviews up to 90 minutes long.The first interview focused on early experiences in making and what drew the student to thisprogram. The second interview focused on making experiences in the program. In the finalinterview, participants reflect on their journey up to this point and their identity as a maker. Therewere five men and four women interviewed. Three of the nine students self-identified as part of aracial or ethnic minority; the remainder were white. Four students were sophomores at the timeof the interview or had just completed their sophomore year and not yet begun their junior year.One was a junior, and the remaining four were seniors. Interviews were audio recorded andtranscribed.The qualitative data were analyzed by the

Conference Session

DEED Technical Session 7 Design Mental Frameworks

Collection

2022 ASEE Annual Conference & Exposition

Authors

Zahed Siddique, University of Oklahoma; Md Tanvir Ahad, University of Oklahoma; Mehri Mobaraki-Omoumi; Megan Marshall; Tess Hartog, University of Oklahoma

opinions, findings, and conclusions or recommendations expressedin this material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] F. E. Jones, “Predictor variables for creativity in industrial science.,” Journal of Applied Psychology, vol. 48, no. 2, p. 134, 1964.[2] C. D. McDermid, “Some correlates of creativity in engineering personnel.,” Journal of applied psychology, vol. 49, no. 1, p. 14, 1965.[3] T. B. Sprecher, “A study of engineers’ criteria for creativity.,” Journal of Applied Psychology, vol. 43, no. 2, p. 141, 1959.[4] M. A. Robinson, P. R. Sparrow, C. Clegg, and K. Birdi, “Design engineering competencies: future requirements and predicted changes in the

Conference Session

Technology Integration in Manufacturing Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ismail Fidan, Tennessee Technical University; Marshall Norris, Tennessee Technological University; Mithila Rajeshirke, Tennessee Technological University; Orkhan Huseynov, Tennessee Technological University; Suhas Alkunte, Tennessee Technological University; Mohammad Alshaikh Ali, Tennessee Technological University; Joji Jeevan Kumar Dasari, Tennessee Technological University; Zhicheng Zhang, Tennessee Technological University

;fromopenview=true.[24] “LinkedIn - Wikipedia.” https://en.wikipedia.org/wiki/LinkedIn (accessed Feb. 02, 2022).[25] “About LinkedIn.” https://about.linkedin.com/ (accessed Feb. 02, 2022).[26] “LinkedIn Learning Review 2022.” https://self-starters.com/linkedin-learning- review/?single_page=true (accessed Feb. 03, 2022).[27] “LinkedIn Learning - Wikipedia.” https://en.wikipedia.org/wiki/LinkedIn_Learning (accessed Feb. 02, 2022).[28] R. Krishnamoorthy and K. Keating, “Education Crisis, Workforce Preparedness, and COVID-19: Reflections and Recommendations,” Am. J. Econ. Sociol., vol. 80, no. 1, pp. 253–274, Jan. 2021, doi: 10.1111/AJES.12376.[29] “YouTube.” https://en.wikipedia.org/wiki/YouTube (accessed Feb. 03, 2022

Conference Session

ERM: Teamwork makes the dream work!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Morgan Fong; Hongxuan Chen, University of Illinois at Urbana - Champaign; Geoffrey Herman, University of Illinois at Urbana - Champaign; Liia Butler, University of Illinois at Urbana - Champaign

. We iterated on and revised thecode book based on actual observations. Table 1 reflects the latest version of the code book.The coding process was iterative. For each 30-second increment, we identified and classifiedeach students’ contributions using the code book, and within each increment, one kind of activitywas only recorded once for each student to keep the observation protocol at a high level and forease of recording observations. For example, if a student asked two questions within oneincrement, we only recorded “ask” once for this student. Code Definition Ask Person asks a question Contribute Person asks group or member to contribute (aligns with manager role) Check Person asks group or member if they

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Assad Iqbal, Utah State University; Oenardi Lawanto, Utah State University

receive timelyfeedback. This feedback is then used by instructors to adjust and improve their instruction and bythe students to reflect on their own learning, correct their misconceptions, and revise theirlearning strategies at an early stage. Providing students with the opportunity to self-assess theirlearning, receive feedback, identify, and correct misconceptions, and revise and refine theirlearning strategies has implications for promoting self-directed, self-regulated life-long learning. Large class sizes (particularly in fundamental engineering courses make it difficult forinstructors to frequently administer formative assessments for practice purposes and providepersonalized feedback to students. Fortunately, recent developments in

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

-curricular reflection in curricula as well as supporting PDS to collect data from both the studentsand academic and industry administrators.ConclusionFollowing the need to identify how students engage in different co-curricular activities, weanalyzed self-reported participation trends of a cohort of students who had engaged in only oneunique co-curricular activity (either Research, Technical, Non-technical, Service, Intramurals,Clubs) during the year. Results of descriptive and inferential analysis between co-curricularactivities revealed students self-report gaining a significantly higher number and type ofprofessional skills in the Technical work experiences as compared to others. Career security maybe a driving factor for students to turn towards

Conference Session

Curriculum Development 2

Collection

ASEE Southeast Section Conference

Authors

Andrea Arce-Trigatti, Tallahassee Community College; Pedro E. Arce, Tennessee Technological University; Sabrina H. Buer, Tennessee Technological University; Carlos Roberto Galindo, Oakley STEM Center at Tennessee Tech University

Tagged Topics

Diversity, Professional Engineering Education Papers

Foundry1 as the core pedagogical platformcoupled with Resources, like the Rural Reimagined Grand Challenge, Science OlympiadCollegiate Scholars, and the university’s STEM Center to offer students learning opportunitiesthat would help them to acquire skills aligned with those of holistic engineers. The program alsoleveraged the KAP and KTP as respective training sessions and research developmentrespectively in the creation of a PIT that addressed societally relevant challenges. Further, theHolistic FUEL program provided the support and structure for participants to integrate severalhigh-impact practices (HIPs) inherently reflective of the Foundry.1, 13 These includedcollaborative and active learning, faculty-student engagement, real-world

Conference Session

First Year and Cross-Disciplinary

Collection

ASEE Southeast Section Conference

Authors

Patrick J Martin, Virginia Commonwealth University; Joseph Adams Shelton, Virginia State University

Tagged Topics

Diversity, Professional Engineering Education Papers

team. Initial surveyson time availability and interests would have helped to pair students who would have had a betterworking chemistry. Despite these issues, significant progress was made on the project. Allstudents prepared a final presentation of their work, gaining additional presentation practice fortheir Institution-specific assessments. We believe that earlier, reflective surveys would have beenmore useful for pairing students who shared similar interests, which might have helped move theproject closer to completion.ConclusionThis project provided an experiential learning experience to two sets of students from differentdisciplines and institutions. The project idea was to incorporate cyber security for roboticsystems. The students from

Conference Session

Curriculum Development 1

Collection

ASEE Southeast Section Conference

Authors

Pedro E. Arce, Tennessee Technological University; Andrea Arce-Trigatti, Tallahassee Community College; Dipendra Wagle

Tagged Topics

Professional Engineering Education Papers

societal challenge and leveraged the Foundry as a guide as noted above.The resulting PITs did not necessarily contain specific sustainability elements from the EOPframework and were evaluated by an interdisciplinary team of judges that reflected expertise inengineering, education, and/or business through a validated rubric instrument that encompassedthese major areas. In the semester of the BioFoundry Initiative implementation, judges had anopportunity to volunteer follow-up questions or comments through an anonymous survey platformregarding the student-team PITs that could be beneficial in improving the end result. Thepreliminary results herein are representative of an analysis conducted on these evaluative datawhich provided a guideline for the

Conference Session

K-12 and Outreach

Collection

ASEE Southeast Section Conference

Authors

Georg Pingen, Union University; Betsy Pingen, Union University

Tagged Topics

Diversity, Professional Engineering Education Papers

, and the 5th-12th gradestudents, as illustrated with the 4-spoked assistivetechnology collaboration wheel shown in Figure 1. We Figure 1: Assistive Technologywill provide a brief overview of the mentorship and Collaboration Wheelcollaboration approach, give an overview of the fourassistive technology teams and their projects, andprovide reflections on the Make:able projects from the 2021/22 year.The Mentorship and Collaboration ApproachBy participating in the Make:able challenge, we pursue three goals: 1. Generate excitement for engineering and technology among 5th-12th grade students 2. Provide opportunities for growth and leadership to university engineering students 3. Improve the day-to-day life of someone with a

Collection

2023 Rocky Mountain Section Conference

Authors

Paul McMullin

is now built or under construction and ranges from guardrail to large, complex industrialfacilities. When the work my students prepare is on par with that of practicing engineers, I considerthis the best metric possible. Yes, some do sub-par work, but that’s life in school.How else do I know? My students tell me in their reflections, and in written reviews. This feedbackcomes from the fall of 2022, which a student submitted to the UVU’s Office of Teaching andLearning.“Paul understands that lecturing the entire class is not effective. Students need to get involved in adiscussion to actually learn something. Paul led a hybrid course where he discussed/lectured for 30-45 minutes and then let us work on our homework in class. This allowed us to

Collection

2023 Rocky Mountain Section Conference

Authors

Kayson Christensen; Jordan Hunt; Brayden Parady; Melanie Butts; Abdennour Seibi; Mohammad Shekaramiz; Mohammad Masoum

Airflow Velocity Measurements: A Project-Based Learning ExperienceAbstract: This paper describes the involvement of undergraduate students in a multidisciplinary team-basedresearch project between three engineering programs. The paper focuses on the contribution of a subgroup ofmechanical engineering students working on the airflow measurements around a single fan, triple fans, and asmall-scale wind turbine. The paper outlines the process undertaken by students to design and perform theexperiments and reflects on the challenges and lessons learned. Three different experiments were conducted tomeasure the airflow around the fans and wind turbine with the aim of defining a “No Fly Zone” for drones. Thesingle fan

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

S6A: Full Papers - Out with the Old, In with the New

Collection

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

Authors

Kevin Calabro, University of Maryland, College Park; Catherine Marie Hamel, University of Maryland, College Park; Joshua Cocker, University of Maryland - Keystone Program

Tagged Topics

Full Papers

whenconstructing individualized feedback for 40+ students. Lastly, and related to the benefits of RQ2,instructors’ time may be freed up if students ask the tool questions instead of the instructor,particularly for quick, verifiable questions.One primary complication of ChatGPT being used in ENES100 is the inability of an instructor todistinguish between work done solely by a student and work done by (or with the assistance of)ChatGPT. This introduces a challenge of how to assess student work. For example, when theprompts for a reflection assignment was given to ChatGPT, it produced a narrative that wasindistinguishable from a typical student-written response (RQ1 lines 937-964). This may not beproblematic for students who are responsibly using ChatGPT to

Conference Session

S6C: Full Papers - Cannot Have Too Much Math!

Collection

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

Authors

Todd France, Ohio Northern University; Tena L. Roepke; Karli Katterle; Dua Chaker, University of Colorado Boulder

Tagged Topics

Full Papers

entails, arguably one reason that first-year college engineeringstudents commonly cite math as a key area of struggle. Much like Wendy’s classic “Where’s thebeef?” catchphrase in 1984 (which implored potential customers to reconsider the quantity ofbeef in other restaurants’ burgers), educators might ask a similar question today about thequantity of math in K-12 engineering activities.Initial discussions for this study began when faculty and undergraduates from Ohio NorthernUniversity’s Math Education and Engineering Education programs collaborated on classroomactivities intended to embed math content within hands-on engineering. Upon reflection of theirown experiences, the research team (one math ed. faculty, one math ed. undergraduate

Conference Session

Electrical and Computer Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Arash Takshi; Chris Ferekides, University of South Florida

the feedback review sessions with those who didnot. Additionally, I present results from a short two-item survey asking for student experiences inthe review session. These results are preliminary and are documented to review and reflect on theneed for alternative feedback providing methods on student homework’s, and assignments inorder to improve overall participation and learning. Method of implementationFor this study three groups of students were considered: I) Students in the Electronics I classbefore the pandemic (Spring 2019, Fall 2019), II) Students during the pandemic participating inthe online classes and the weekly MSTeams meetings (Fall 2020 and Spring 2021), and III)Students attending in-class

Conference Session

Mathematics Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gary Koenig, University of Virginia

overall lower test scores relative to predictions based onprevious math course grades. Also, female students in the credit/no credit cohort had lower testscores compared to predictions relative to male students. When combined, these results suggestthat students who chose credit/no credit were experiencing lower test scores relative to thoseexpected based on prior math course grades before the credit/no credit option was even known tobe available. Thus, the observed credit/no credit differences relative to predictions of studentperformance likely reflected other confounding factors outside of changes in student motivationdue to the knowledge of the credit/no credit option. Confounding factors may have includeddifferent student experiences with