Conference Session

Women in Engineering Division (WIED) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Haroula M. Tzamaras, Pennsylvania State University; Sierra Hicks; Gabriella M. Sallai, Pennsylvania State University; Christine Mathilda Cummings; Lauren Elizabeth Dennis; Hannah Nolte, Pennsylvania State University; Andrea Mesa Restrepo; Cynthia Howard-Reed, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

in thecollege. Through this work, GradWIE seeks to continue supporting graduate students byinvolving them directly in group and event development, providing a potential example for otheruniversities.IntroductionWe formed the student organization “Graduate Women in Engineering (GradWIE)” at PennState in 2022 as graduate students in the College of Engineering. GradWIE welcomes people ofall gender identities to support the personal and professional wellbeing of graduate studentsthrough peer support, the creation of safe spaces, social events, and diverse resources. We choseto focus on women because they are a minority within the College of Engineering at Penn State,as reflected in the enrollment numbers of women from 2017 to 2021 seen in Table

Conference Session

Engineering and Engineering Technology Transfer and the Two-Year College Student Part 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew Ford, University of Washington, Tacoma; Aleya Dhanji, Highline Community College; Kira Glynn King; Jie Sheng, University of Washington; Skyler Roth, Highline Community College; Emese Hadnagy, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

completing freshman andsophomore level math, physics and engineering courses in order to complete their Bachelor’sdegree, with the majority of students transferring to the University of Washington (all 3campuses, which includes UWT). The pandemic has led to a decline in enrollment andpersistence of engineering degree seekers as the number of students facing financial pressures towork and support family increased. Additionally, mental health related issues, which are knownto disproportionately affect low-income students, spiked, further exacerbating the challenges thatthese students were facing. This reflects trends at the national level that show a decrease instudents’ financial security and well-being as indicated by employment status

Conference Session

Construction Engineering Division (CONST) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mostafa Batouli, The Citadel; Rebekah Burke, P.E., Pennsylvania State University; Ronald W. Welch, The Citadel; Nahid Vesali, P.E., Pennsylvania State University

Tagged Divisions

Construction Engineering Division (CONST)

. 5. Risk. Determine project risks within a specific context. Pedagogy: The textbook should be well-written, clear, and concise, with suitable examples andexplanations that facilitate student learning. It should also include exercises and other learning activitiesthat engage students and promote active learning. Current relevance: The textbook should be up-to-date and reflect current thinking and practices in thefield, including the latest research and developments in the subject area. Cost: The cost of the textbook should be reasonable and affordable for students. The textbook shouldbe available in both print and digital formats, and options for rental, used, or electronic versions should beavailable to help reduce costs

Conference Session

Cohort-Based Postdoctoral Scholars Program, Transforming the National Engineering Education, Defining Accountability, and Evaluating the Low-Stakes Assessment Performance

Collection

2023 ASEE Annual Conference & Exposition

Authors

Claude Brathwaite, City University of New York, City College

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

/ResearchScholars are full-time students in a mentored research relationship with faculty and must showprogress towards completion of the baccalaureate degree to continue participation in theprogram.New York City is an entry point for many immigrants to the US and this is reflected in theprogram participants that hail from over 18-23 different countries throughout North and SouthAmerica and Africa. However, more than a third were born in the US and nearly two thirdscompleted high school in the US. The program participants are very diverse in language, culture,majors and gender. Over 70% of our students participate in part-time work, extracurricular clubsor organizations, tutoring, and volunteer work. Scholars are very active on and off campus withsome

Conference Session

Committee on Educational Policy Presents: Pillars of Our Classrooms

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nirmala Gnanapragasam, Seattle University

Tagged Divisions

Civil Engineering Division (CIVIL)

institution, Seattle University, has an ABET accredited Civil Engineeringprogram. The average class size in a civil engineering discipline specific course is around 25.One of the missions of the department is for graduates to possess strong written and oralcommunication skills. Communication skills of the students are developed throughout the civilengineering curriculum starting with laboratory reports in the sophomore year through a year-long, industrially sponsored capstone design experience where students prepare writtenproposals, design reports, memos, reflection papers, and posters for an external project sponsor. CEEGR 3530 - Soil Mechanics is a 5 (quarter) credit junior level course required of allcivil engineering majors for graduation

Conference Session

Chemical Engineering Division (ChED) Technical Session 2: Community Retrospectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Milo D. Koretsky, Tufts University; Lisa G. Bullard, P.E., North Carolina State University, Raleigh; Joshua A. Enszer, University of Delaware; Allison Godwin, Purdue University, West Lafayette ; Vanessa Svihla, University of Texas, Austin; Sindia M. Rivera-Jiménez, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

community and whatneeds are and are not met in the current journal format and offerings. In this paper, we presentthe results from focus groups collected from the community at the 2022 American Society forEngineering Education (ASEE) Annual Conference & Exposition and the 2022 ASEE/AmericanInstitute for Chemical Engineers (AIChE) Summer School. The Summer School is a week-longprofessional development opportunity with the goal of providing practical tools to get facultyrapidly and securely on track for a successful career in academia.We paid particular attention to qualitative data that reflected participants’ values, attitudes, andbeliefs and represented their perspective or worldview on chemical engineering education. Wefollow Saldaña’s [7

Conference Session

Community Engagement Division 1 - Empowering Students and Strengthening Community Relationships

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hannah Cooke, University of Connecticut; Rebecca Campbell-Montalvo, University of Connecticut; Todd Campbell, University of Connecticut; Chester Arnold; Maria Chrysochoou, University of Connecticut; Byung-Yeol Park, University of Connecticut; Peter C. Diplock

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

through avariety of roles and organizations. By using multiple survey items in our analysis, we are able tooffer a more sophisticated map that better reflects the complex array of nodes through whichvaluable resources like E-Corps become accessible to communities. Then, our interpretation ofqualitative items informed on the specific ways the flow of information worked through thenetworks. This offers an informed point of departure for other, more sophisticated analyses tomap the complex array through which people come to take part in consequential resources,including environmental remediation programming available through Project Local. A limitation on interpretation, the composition of the sample does not necessarily meanthat the

Conference Session

ERM: Instruction and Engagement

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rachel Sangree, The Johns Hopkins University

– 2018, but“chunked” into two to three - 20-minute lectures that were easier for students to digest.To ensure that students watched and retained some of the information from the video lectures,they were required to submit short electronic journal entries through the Learning ManagementSystem (LMS) before each class. This form of reflection is called “write to learn” and can helpstudents improve their ability to retrieve information, make connections between new and oldmaterial, and explain concepts in their own words. [14] These journal entries were used toassign the “preparation grade” (see Table 1), and the questions asked by students in their journalentries formed the basis of a short (10 – 15 minute) review of the lecture material at

Conference Session

ERM: Systematic Reviews!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ethan Geheb, University of Maine; Asli Sezen-Barrie, University of Maine; Karissa Tilbury

Engineering,” Journal of Engineering Education, vol. 105, no. 2, pp. 278–311, Apr. 2016.[28] A. Antink-Meyer and D. Z. Meyer, “Science teachers’ misconceptions in science and engineering distinctions: Reflections on modern research examples,” J. Sci. Teacher Educ., vol. 27, no. 6, pp. 625–647, 2016.[29] M. Koch, P. Lundh, and C. J. Harris, “Investigating STEM Support and Persistence Among Urban Teenage African American and Latina Girls Across Settings,” Urban Education, vol. 54, no. 2, pp. 243–273, Feb. 2019.[30] R. L. Carr and J. Strobel, “Engineering in the K-12 STEM Standards of the 50 U.S. States: An Analysis of Presence and Extent,” Journal of Engineering Education, vol. 101, no. 3, pp. 539–564, 2012.[31] M. Borrego

Conference Session

ERM: Exploring Educational Technology in Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Danielle Dickson; Rafal Jonczyk; Elif Gunay; Janet Van Hell, Pennsylvania State University; Zahed Siddique, University of Oklahoma

associations to determine whether an answer ismore or less distant in semantic space from the prompt word, with more distanced responsewords receiving higher creativity scores. The highest performing model combines output frommultiple semantic models of English word associations. However, the utility of SemDis has notbeen systematically tested on AUT outcomes produced across linguistically diverse students andsecond language learners.This is relevant for two main reasons. First, the models underlying the automated rating systemassume a uniformity of language exposure and ability that might not be reflected in morelinguistically diverse populations. Depending on language experience, some multilinguals mayhave smaller, and less accessible vocabularies

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Beata Johnson, Purdue University at West Lafayette (COE); Joyce Main, Purdue University at West Lafayette (COE)

also help inform university programming and advising tosupport students in these choices. In future research, we plan to explore further the interactions ofstudent participation in multiple extra-/co-curricular activities and how this participationinfluences students individually.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grants1842166 and 1505006. Any opinions, findings, conclusions, or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. We thank Tram Dang, Athena Lin, Jocelyn Nardo, Christina Pantoja, Li Tan, andCasey Wright for their helpful feedback throughout the analysis and writing

Conference Session

Graduate Studies Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jutshi Agarwal, University of Cincinnati; Samieh Askarian, University of Cincinnati; Gregory Bucks, University of Cincinnati; Teri Murphy, University of Cincinnati

Feedback from other participants, peers, self -reflection Instructor level feedback Feedback of TAs from instructor of record, mentoring faculty Program level feedback Broader than individual feedback, such as standardized tests, department level review Unclear/Need more information Response open to multiple interpretations and leading to ambiguous coding Don’t know Respondent not sure what evidence should be needed for TPD evaluation No responseFindings Table 2 shows the distribution of responses across the codes for each of the questionsasked in the survey with some example responses. It must be pointed out that several responsesmentioned

Conference Session

Computers in Education 4 - Online and Distributed Learning I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mariana Silva, University of Illinois at Urbana - Champaign; Geoffrey Herman, University of Illinois at Urbana - Champaign; Yucheng Jiang; Seth Poulsen, University of Illinois at Urbana - Champaign; Matthew West, University of Illinois at Urbana - Champaign; Yueqi Jiang, University of Illinois at Urbana - Champaign

team roles can lead students to default intodomineering team leaders or passive free-loaders [25]. Evidence-based practices such as pairprogramming [12], role scripting [26, 27] and Process Oriented Guided Inquiry Learning(POGIL) [9, 13] have shown that providing students with structured roles can help themparticipate more equally during collaborative learning. Structured roles are designed to createpositive interdependence between the roles.In our classes, we based our structured roles on POGIL roles. The “recorder” writes the team’sanswers to problems, the “manager” is responsible for keeping the team on task, and the“reflector” is responsible for guiding the team in reflection activities on their learning process.POGIL has primarily been

Conference Session

Civil Engineering Division - Changing How We Teach: Flipping, Project-Based Learning, and More!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Monique Head, University of Delaware; Christos Aloupis, University of Delaware; James Hanson, Rose-Hulman Institute of Technology; Allen Jayne, University of Delaware

both the virtual and in-personlearning environment.BackgroundThe abrupt interruption of human interaction, caused by COVID-19 pandemic, forced manyeducational institutions, globally, to seek alternatives to the conventional face-to-face instruction[1-4]. With the first pandemic wave hitting during the spring semester of 2020, universities in anattempt to deescalate the transmission of the virus pivoted to deliver instruction online in themiddle of the semester. With summer break intervening, the education community regrouped andhad some time to reflect on delivering high quality instruction online and how to improveexisting pedagogies when teaching in the virtual environment [5, 6], in order to get ready andpivot given the uncertainties of the

Conference Session

CPDD Technical Session 1 - Design of Professional Development Curricula

Collection

2022 ASEE Annual Conference & Exposition

Authors

Navid Yaghoubisharif, Oregon State University; Shane Brown, Oregon State University; Amy Brooks, Oregon State University

course content and future lesson plans. Implementation of interactivefeedback can be beneficial for instructors. He often asks students to provide feedback by self-reflecting on their learning instead of simply recalling facts learned in lectures. He mentioned thelimitation of getting feedback in some online classes resulted in less effective activities duringthe course. "But I think that the in-person, it's much easier because you get that feedbackfrom the students, right? You can see people's faces." In this situation, he used daily quizzesas a tool to gather additional feedback. This helped him for future activity design andimplementation. According to the instructor, after implementing feedback in the quizzes, they"realized that the students

Conference Session

WIED: Support for All in the WIED Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nivia Diaz, Universidad Andres Bello; Angeles Dominguez, Tecnologico de Monterrey, Mexico; Universidad Andres Bello, Chile.

study is qualitative inductive, with an initial field immersion, data collection throughsemi-structured interviews, and interpretation of the content. The scope of the research isdescriptive [19]. The research design is non-experimental and cross-sectional, locating andcategorizing the data to provide the vision of the mining community in Chile. The sample selectionwas non-probabilistic.The study made a reflective, in-depth analysis with a complete description of the situation. Theparticipation requirement was to be a mining or supply company manager, a member of miningleadership associations, managers of universities, managers of mining research institutes, orprofessionals with experience working in companies and the university in teaching

Collection

ASEE Zone 1 Conference - Spring 2023

Authors

Sadan Kulturel-Konak, Pennsylvania State University, Berks Campus; Abdullah Konak, Pennsylvania State University, Berks Campus; David Robert Schneider; Khanjan Mehta, Lehigh University

Tagged Topics

Diversity

. Brookfield, Engaging imagination: Helping students become creative and reflective thinkers. San Francisco: John Wiley & Sons, 2014.[36] K. Samson, "NerveCenter: MIT competition a catalyst for student innovation," Annals of neurology, vol. 6, no. 68, pp. A13-A14, 2010.[37] D. R. Mikesell, D. R. Sawyers, and J. E. Marquart, "External engineering competitions as undergraduate educational experiences," in 2012 ASEE Annual Conference & Exposition, 2012, pp. 25.624. 1-25.624. 14.[38] L. Bridgestock, "Six reasons to participate in student competitions," 2021. [Online]. Available: https://www.topuniversities.com/blog/six-reasons-participate-student- competitions.[39] S. Kulturel-Konak, A. Konak

Conference Session

Student Success and Interactions

Collection

2022 ASEE Zone IV Conference

Authors

Michael Sekatchev, University of British Columbia; John Graeme Dockrill, University of British Columbia, Vancouver; Agnes Germaine d'Entremont P.Eng., University of British Columbia, Vancouver

Tagged Topics

Conference Submission, Diversity

also felt they know enough to make problems, which may reflect their havingcompleted the course(s) in the topics they were working on. Shakurnia et al. found learningbenefits for students who created 60 multiple choice questions covering different topics over thelength of the term, which is closer to the experience of the OER students than the coursestudents. OER students overall reported that their understanding of mechanics increasedfollowing their work term.Course students seemed to stick with topics they were comfortable with (e.g. Work-Energy), andwere not required to revise and correct their problems. The students who completed the problemcreation activity and the post-survey did not indicate substantial gains in confidence in the

Conference Session

Computers in Education 3 - Modulus I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Deorio, University of Michigan; Christina Keefer, University of Michigan

use theresults of this study to validate our data. This paper then looks beyond the queueing tool toanalyze how automated feedback mechanisms affect wait times.4 MethodsIn this section, we describe data collection from peer teaching office hours queues, the context ofthe computer science curriculum, the different types of automated feedback mechanisms, and ourstatistical methods.The raw office hours queue data contains 195251 records, and after cleaning and filtering, thereare 105941 records reflecting 17 unique courses: 2 100-level, 4 200-level, 2 300-level, and 9400-level. The records occur between September 2016 and December 2019, before theCOVID-19 pandemic began.4.1 Data CollectionOur data set was collected from two web-based

Conference Session

Statics Fanatics 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yemisi Oyewola, Utah State University; Brian Cowburn, Rochester Institute of Technology (COE); Ryan Barlow, zyBooks, A Wiley Brand; Wade Goodridge, Utah State University; Kurt Becker, Utah State University - Engineering Education

asked in a semi-structured interview. The questions will providea deeper understanding of quantitative results when students are able to contextualize theiranswers to the previous survey. One set of questions will attempt to answer, “What are thereasons provided by students, with regards to a change in self-efficacy, reflective of theimplementation of environmental and biological engineering problems in a statics course?”.Another set of questions will attempt to answer, “How does the composition of study groupswithin Statics impact self-efficacy of students engaged in solving homework problems?”.Also, more data would be collected in future semesters to reach a conclusion about the impact ofthese problems solely on biological and environmental

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

least one-half of the selected embedded indicator assignments. For example, keyword “A” is “public health”, which was addressed in 8 embedded indicator assignments (2 timesin Course #1, 3 times in Course #2, and 3 times in Course #2). As we had selected 16 totalembedded indicator assignments across the three courses for SO 2, we were able to achieve the50% goal (i.e., 8 embedded indicator assignments address key word “A” of the 16 totalassignments, or 50%). Similarly, we were able to exceed the 50% goal for key words “B”through “H” (ranging from 9 / 16 (56%) to 13 / 16 (81%)).However, after reflection and in the vein of continuous improvement, we determined that ourinitial assessment approach captured in Table 3 failed to reach the level of

Conference Session

ECE Division Technical Session 2: Long-Term Institutional Outcome Evaluations and Capstone Innovations

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alexander Mackay, University of Toronto; Hamid Timorabadi, University of Toronto

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

that cybersecurityjobs will grow over 28% over the next few years [1], while the Center for Cyber Safety and Ed-ucation similarly reports that there will be 1.8 million unfilled cybersecurity jobs by the end of2022, reflecting a 20% increase from 2015 [2]. These reports indicate a great need for individualsto be trained and employed in cybersecurity for the U.S.’s safety and security. To help address thisissue, in 2020 the Air Force Junior Reserve Officer Training Corps Headquarters (AF JROTC HQ)and CSforALL formed a partnership to investigate how computer science (CS) and cybersecurity 1Reinking and McGill ASEE 2022education

Conference Session

Graduate Studies Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kaitlin Mallouk, Rowan University; Darby Riley, Rowan University; Jacob Troutman, University of Texas at Austin

accessibility of education. Her current research is focused on the adoption of pedagogy innovations by instructors, specifically the use of reflections and application of the entrepreneurial mindset. Her previous research experience includes examination of implicit bias in the classroom, and application of VR technologies to improve student engagement. Darby hopes to pursue a career in STEM education and educational research.Kaitlin Mallouk (Assistant Professor) Kaitlin Mallouk is an Assistant Professor and Undergraduate Program Coordinator in Experiential Engineering Education at Rowan University. Prior to beginning that role, she spent five years an Instructor in the Mechanical Engineering and Experiential Engineering

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rick Hill, University of Detroit Mercy; Jocelyn Bennett Garraway, University of Detroit Mercy

of our high school STEM pathways program pilot, we havedemonstrated promising results in spite of the challenges presented by the COVID-19 pandemic.Based on student surveys from the 2020-2021 academic year, participation in the dual enrollmentcourses and co-curricular activities of the iDRAW program has demonstrated a positive impacton STEM career interest and students’ perception of impact of the program on their preparationfor college and a potential career in a STEM-related field. Somewhat surprisingly, these surveysdid not show an increase in student STEM self-efficacy. This needs to be investigated further andpossibly reflects the impact of the pandemic and the fact that the courses were taught remotelyfor the entire year.The potential

Conference Session

Engineering Design Graphics Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Derek Yip-Hoi, Western Washington University

cohortof students surveyed in MFGE 261, it is important not to let the introduction of new modalitiesundermine their face-to-face experiences. As shown in Figure 11, 70% of the class felt that useof remote attendance should be limited to either exceptional circumstances or to no more than25% of the class meeting times. At the same time the cohort was unanimous that remoteattendance should in some way be an option. This likely reflects their positive impressions of theadditional flexibility that this option provides when they encounter difficulties attending classesduring the term. Figure 11. Responses to Question on Conditions for Remote Class Attendance Post-PandemicMore narrowly, when asked if Microsoft Teams® should be available and used in

Conference Session

PCEE Technical Session 6: Engineering Design in High School

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sherri Youssef, The Ohio State University; J. Hylton, Ohio Northern University; Todd France, Ohio Northern University; Patrick Herak, The Ohio State University; Bruce Wellman, Olathe Northwest High School

the sub-populations of interest have a general lack of interest in engineeringand do not connect well to the ideas presented in the items.5. Conclusions & Future WorkThe application of an Engineering Design Value Expectancy Scale (EDVES) grounded inExpectancy-Value theory as proposed by Eccles and Wigfield and synthesized from several pre-existing instruments readily allows evaluators of such an instrument to reflect on their self-efficacy, value-expectancy, and identity with engineering and engineering design [3-6] [9-10].Such an instrument also allows educators to determine where students stand and dynamically teachrelevant concepts in a manner that enhances all three of these facets for students. In particular,applying this tool in the

Conference Session

WIED: Support for All in the WIED Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ilknur Aydin; Mary Villani, State University of New York, College of Technology at Farmingdale; Lisa Cullington, State University of New York, College of Technology at Farmingdale

away package content, and other logistics during the execution day. Itconcludes with discussion on lessons learned by hosting faculty members from the design andimplementation process. A. Target groupInitially, only first-time, incoming (both frosh and transfers) women students were considered asthe target group of invitees, but, due to extremely small numbers, the returning female studentswere also invited. As a result of including incoming and current students, the program wasrenamed a (re)orientation program to reflect the diversity in the student participants.Additionally, many students spent their entire first year remotely due to COVID19, thustechnically returning, but would be new to attending classes on campus. Due to this

Conference Session

First-Year Programs Division Technical Session 3: Online Learning and the Impact of COVID-19

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tahsin Chowdhury, Virginia Polytechnic Institute and State University; Juan David Ortega-Alvarez, Virginia Tech (primary) and Universidad EAFIT (secondary); Catherine Twyman, Virginia Polytechnic Institute and State University; Matthew James, Virginia Polytechnic Institute and State University; Benjamin Chambers, Virginia Polytechnic Institute and State University

members, creating andapplying project management skills and being able to provide constructive feedback. Thislearning outcome maps to the definition of the following themes: Managing projects, working inteams and Iterating with Peer Feedback. Another learning outcome of the course is to“Demonstrate proficiency with implementing an engineering design process” which includescollect, analyze, represent, and interpret data and to use systematic methods to develop solutionsfor problems maps to the definition of the following themes: Data-driven Design andPrototyping with a Purpose. Students' reflection on themes directly related to the studentlearning outcomes supports the argument that this course was a success in promoting a learningenvironment even

Conference Session

Engineering Physics and Physics Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hüseyin Sarper P.E, Old Dominion University; Nebojsa Jaksic, Colorado State University - Pueblo

an actual5 m/s impact speed, it is inferred that equation 𝑚𝑚𝑒𝑒 𝑉𝑉𝑡𝑡 = 𝐼𝐼 should yield 5/0.7545 = 6.63 m/s. Eachlaunch has two major inputs: total mass and total impulse of the engines included (and actuallyfired) in the mass. The impulse equation results in either an effective mass of 8.66/6.63 =1.31 kg(vs. 0.3138 kg in Table 4) or a total impulse of only 0.3138 x 6.63 = 2.08 N-s if the original massis kept. This approximation worked well. Effective mass is the average launch and arrival masses.It is not practical to procure engines with any desired impulse value. It was easier to add excessmass to busses to reduce the impact speeds, but no bus was made heavy enough as reflected inthe example above. Each team made its busses