Conference Session

Tools of Teaching

Collection

2002 Annual Conference

Authors

Richard Jacques; Mark Shields; John O'Connell; Matthew Mehalik

include: Cuts not even or not along lines; folds not smooth or not along lines; triangular stabilizers not folded to 45o; meteor reflective strips not in proper locations; IAC's not fully covering fire emission openings; FBH not in proper orientation; wrinkles.ASSISTANT SUPERVISOR: Assists Supervisor in the completion of overseeing entire production.SUPERVISOR: Oversees entire production process. Problem-solves & troubleshoots, responsible for Smooth work flows through steps, ultimately responsible for completion of quality products.The simulation began with the assembly sequence prescribed as a traditional division of labor withthe steps done in sequence. It produced no planes in fifteen minutes. At the end of the simulationrun

Collection

2001 Annual Conference

Authors

Thomas Walker; Patrick E. Devens

, • develop algorithms and apply decision and repetition structures to basic problem solving, and • use selected computer software.The semester databases do not reflect the average 1300 freshman-engineering studentnumbers entering Virginia Tech. Only students who have both a recorded SAT score andan EF1015 grade are entered in the database. There are several reasons for the difference Page 6.512.2Proceedings of the 2001 American Society for Engineering Education Annual Conference & ExpositionCopyright O 2001, American Society for Engineering Educationin initial student class numbers and the study's database entries. The primary

Collection

2000 Annual Conference

Authors

Murali Krishnamurthi

, andlaboratory exercises. The laboratory exercises required students to complete and submit by email Page 5.279.3several exercises on information system application design and development using MS-Access ™.3.1 Discussions: Getting engineering students to discuss in a newsgroup, listserv, or a chatsession on the concepts covered in the course, engage them in a constructive dialog, and helpthem reflect on the course material is generally a difficult task. Many of them would rather solvenumerical problems than convey their thoughts in writing. But there are several ways to enhancestudent – teacher interactions in asynchronous or synchronous

Collection

2000 Annual Conference

Authors

Graciela Munoz Padilla; Francisco J. Gonzalez

. BackgroundThe massification of education in our country has obliged educational institutions, in general, toimprovise their staff. Our school of engineering is not the exception, and since its enrollment hasbeen increasing for quite a number of years, the authorities have seen the need for improvisingits staff created out of its own alumni body, whose formal preparation had been focused towardsvery specific aspects of the curricula and little, if any, related to teaching and education.This improvisation has been extended to all other levels of education also, from elementaryschools to universities, whose consequences are reflected in the preparation levels with whichMexican professionals emerge. This situation is also related to other aspects of the

Conference Session

Innovative Pedagogical Techniques in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alex M. Phan, University of California, San Diego; Jenna Metera, University of California, San Diego; Sonia Fereidooni, University of California, San Diego; Cham Yang, University of California, San Diego; Minju Kim, University of California, San Diego; Carolyn L. Sandoval, University of California, San Diego; Phuong Truong, University of California, San Diego

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

facets of knowledge inlearning activities. Additionally, Krathwohl's revision of Bloom's Taxonomy [14] emphasizes theevolution of the framework, underlining the significance of metacognitive knowledge. This newlyintroduced category reflects advancements in cognitive psychology, stressing the importance ofstudents' awareness of their own cognitive processes—an aspect crucial for effective learning.Building on Bloom's Taxonomy, which originated in 1956 [16], the end goal has always been tocontribute to the development of students’ learning facilitated through a taxonomy of educationalobjectives and in this case, specific to engineering education. The taxonomy not only classifieseducational goals but also provides precision in discussing curricular

Conference Session

Tricks of the Trade in Teaching I

Collection

2010 Annual Conference & Exposition

Authors

David Chesney, University of Michigan; Ross Broms, The University of Michigan

Tagged Divisions

New Engineering Educators

before or just after related material during lecture;  Story Type 3: binary (0 or 1) about whether a story of type 3 (just a story to break up a long lecture) was told either just before or just after related material during lecture.In other words, the last three fields indicate whether or not a story was told in proximity to thematerial that was tested on the exam.Finally, a subset of students in the course kept journals that reflected on the stories that were told Page 15.230.4in the classroom. The students volunteered to participate in the study, with a clear indication thatparticipation

Conference Session

SE Capstone Design Projects, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Richard Stansbury, Embry-Riddle Aeronautical University, Daytona Beach; Massood Towhidnejad, Embry-Riddle Aeronautical University, Daytona Beach; Jayson F. Clifford; Michael P. Dop, Embry-Riddle Aeronautical University

Tagged Divisions

Multidisciplinary Engineering, Systems Engineering

disadvantages of modified process are discussed.We hope this paper serves as a guideline for course instructors who are considering going agilefor a capstone design course for computer engineers, software engineers, or multi-disciplinaryteams.Crystal Clear ProcessCrystal Clear is designed specifically to work with small to medium sized teams. Some of theproperties of this process include: frequent delivery via 2–4 week iterations; processimprovement via reflection workshops at the end of each iteration; osmotic communication byco-locating teams, and utilizing charts and boards to share information; personal safety; focusthrough a flexible plan that identifies fixed deliverables per iteration; and a technicalenvironment capable of supporting automated

Conference Session

Track 1 - Session I - Student Development

Collection

2013 ASEE International Forum

Authors

Robyne Bowering, Monash University

Tagged Topics

Invited - Student Development

only serveas a foundation for career development, but can also be applied to transform local andinternational communities’.[19]At the start of the semester, the STP students participate in a series of workshops on:understanding how we construct and retain knowledge, different learning styles, effectivecommunication and presentation skills, motivation, goal setting, lesson planning, leadershipand reflection. They are then placed into a suitably matched school to plan, organise andteach a STEM-based unit of work. The STP students specifically design their unit of work(project) around the brief given to them by their supervising teacher and the interests andcapabilities of the children that they work with. The projects are typically 12+ hours

Conference Session

Track 8: Technical Session 7: Designing an open course to highlight the work of underrepresented STEM scholars

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Brianna B Buljung, Colorado School of Mines; Seth Vuletich, Colorado School of Mines; Madison Schaefer

Tagged Topics

CoNECD Paper Sessions, Diversity

faculty to find appropriate materials, creating barriers both to underrepresented scholars andto those who seek to use their work [9].The glaring gap in guidance for faculty led us to develop the Representation in STEM (RIS) openmini-course. This course was designed to provide faculty with a single page of adaptable contentrelated to representation in a specific discipline or topic area that can be easily used in theirdisciplinary courses. The full course currently contains five modules with the following content: 1. Introduction – details on course development and guidance for using and adapting the course 2. Disciplines – 16 single page lessons for STEM disciplines with readings, videos, websites to explore, and reflection

Conference Session

Training and Support for NEEs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, University of Toronto; Sherif N Kinawy, University of Toronto; D. Grant Allen, University of Toronto; Chris Damaren, University of Toronto; Susan McCahan, University of Toronto; Bryan Karney

Tagged Divisions

New Engineering Educators

Page 23.1003.5used to draw connections between engineering and other areas of higher education.4 Felder andBrent’s work in this area discusses the program at North Carolina State University with ratingsand critique for each of the areas of teaching they focus on.5 Velasquez describes a similarprogram but in the context of online learning at Purdue University.6METHODOLOGYThe PPIT program is divided into a number of components that allow its participants to engagein learning and reflection activities about learning theories and instructional practices. Theprogram includes a series of 12 seminars in addition to a course on teaching that runs alongsidethe seminars for one term. This section outlines this course structure as well as other elements

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ella Willard-Schmoe, University of Massachusetts Lowell; John J. Duffy, University of Massachusetts Lowell; Emmanuelle Reynaud, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell

Tagged Divisions

Community Engagement Division

professors “felt the students were able to demonstrate adeeper understanding for the subject areas than in earlier versions of these courses.”4 Thestudents, while agreeing that their learning was enhanced by the service aspect of their projects,were unsure about the net benefit of participating. Biology students were concerned thatperformance in traditional laboratory courses would be weighed more carefully thanparticipation in S-L courses by graduate schools and employers, and many students worried thatthe perception of a lack of scientific rigor would reflect poorly on them. A barrier to faculty’simplementation of S-L was a resistance to the idea of reflection as a learning or evaluation tool,in spite of its integral nature in the effective

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert J. Rabb P.E., Pennsylvania State University; Erin A. Hostetler, Pennsylvania State University; Patrick Joseph Tunno, Pennsylvania State University; Christine B. Masters, Pennsylvania State University

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

badgesoffer exciting opportunities beyond their traditional program of study [6]. Digital badges splitlearning into smaller units and are certified separately, allowing the student flexibility in whenand how far to further their skills.In addition to motivating learner engagement and achievement, digital badges can also be usedas a means of: 1. Supporting alternative forms of assessment, differing from standardized tests as the dominant form of knowledge assessment 2. Recognizing and credentialing learning, meeting the increasing workplace demands for evolving skills and competencies 3. Mapping learning pathways, scaffolding student exploration through a curriculum 4. Supporting self-reflection and planning, tracking what was

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nrupaja Bhide, Purdue University; Yash Ajay Garje, Purdue University; Siddhant Sanjay Joshi, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

thequestion: How are metaphors used for epistemological boundary-making in engineeringeducation research (EER)? The first section on epistemological views in EER defines epistemology and synthesizesliterature to illustrate 1) why it is essential to study epistemologies in EER, 2) why EER needsepistemic pluralism, and 3) why it is significant to reflect on the language we use to engage withdiverse epistemologies. The second section on crystalizing epistemological lenses synthesizesliterature across disciplines to show how metaphors crystallize the fluid concept of epistemology.Finally, in the section on seeing the spectrum, we briefly review how metaphors have been usedin EER to clarify epistemologies and propose a study design to investigate

Collection

2005 ASEE Midwest Section Conference

Authors

Stephanie Ivey; Anna Lambert

learningstyles and needs of engineering students, and (2) to disseminate this knowledge in a manner thatpromotes curricular modification to reflect these findings. The Kolb LSI, therefore, is a naturalfit with our purposes.A brief review of the Kolb LSI is important in the distribution/interpretation processes of thismetric. The Kolb LSI identifies four different types of learners, or learning preferences. To dothis, Kolb suggests that there are four distinct styles, and they are labeled as “divergers”,“assimilators”, “convergers,” and “accommodators”. The designation of a preferred learningstyle results from a combined score for preferred modes of perception (concrete experience vs.abstract conceptualization) and preferred methods of processing

Conference Session

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Malliga P, National Institute of Technical Teachers Training and Research, Chennai; Dinesh Kumar KSA; Janardhanan Gangathulasi, National Institute of Technical Teachers Training and Research Chennai, ; Shanmuganeethi Velu P.E.; Arivalagan S

Tagged Divisions

Educational Research and Methods Division (ERM)

method of teaching, which emphasises memorization and standardised testingthrough lectures, rote learning, and memorization, may impede the development of criticalthinking, problem solving, and creative thinking skills that are essential in everyday life. Inaddition, the conventional teaching methods can be monotonous and inflexible, which cancause students to lose interest and motivation in their studies. To make students more attentivein class, students centered approach need to be implemented.Variety of instructional strategies are in practice to engage the students in learning, to enhancestudent learning, and also to provide opportunity for students to reflect on their learning. Onesuch student-centered instructional strategy is Process

Conference Session

Problem- and Project-Based Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrew Olewnik, University at Buffalo, The State University of New York; Laine Schrewe, University at Buffalo; Scott M. Ferguson, North Carolina State University at Raleigh

Tagged Divisions

Educational Research and Methods Division (ERM)

Paper ID #37979Understanding Expert Perceptions of PBL Integration in IntroductoryAerospace Engineering Courses: Thematic Analysis of Focus Groups withPBL and Aerospace Engineering InstructorsDr. Andrew Olewnik, University at Buffalo, The State University of New York Andrew Olewnik is an Assistant Professor in the Department of Engineering Education at the Univer- sity at Buffalo. His research includes undergraduate engineering education with focus on engineering design, problem-based learning, co-curricular involvement and its impact on professional formation, and the role of reflection practices in supporting engineering

Conference Session

First-Year Programs Division (FYP) - Technical Session 1: Course Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matilde Luz Sánchez-Peña, University at Buffalo, The State University of New York; Jennifer L Zirnheld, University at Buffalo, The State University of New York; Kevin M. Burke; Julia Latorre; Carl F. Lund, University at Buffalo, The State University of New York; Andrew Olewnik, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

. His research includes undergraduate engineering education with focus on engineering design, problem-based learning, co-curricular involvement and its impact on professional formation, and the role of reflection practices in supporting engineering undergraduates as they transition from student to professional. ©American Society for Engineering Education, 2023 Using the CAP model to Equitably Redesign a First-Year Engineering SeminarIntroductionThe student body in higher education keeps changing, making it critical to pay attention to newgenerations' challenges toward achieving their academic goals [1]. Generation Z students are the core ofthe current student population at colleges and

Collection

ASEE-NE 2022

Authors

Kai Ren, Wentworth Institute of Technology

conditions in solvingproblems other than periodic structures, which is easy to implement. FEKO also have a free limitedversion for students and instructors. To help students maximize the transferable knowledge fromEM field theory to antenna theory, brief review on vector analysis, coordinate systems, Maxwell’sequations, and plane wave solution in unbounded free space were addressed at the beginning of thecourse. To visualize antenna parameters, such as reflection coefficients, radiation patterns, andrealized gains, FEKO-based antenna simulations were introduced. A guided lab about designing adipole antenna was provided to help students get familiar with FEKO simulation environment andantenna design process and optimization. Three lab assignments

Conference Session

Faculty Development Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Evelyn Sowells-Boone, North Carolina Agricultural and Technical State University (CoE); Karreem Hogan

. Faculty Guild is a platform foronline, or blended, faculty learning communities focused on practice improvement. They providefaculty a space to reflect on their current teaching practice, collaborate with peers, and set goalsfor their future teaching. Faculty grow their thinking, approaches, and ability to innovate withintheir teaching practice through the platform. In two-hour sessions each week over the course ofthree semesters, faculty grow in their ability to curate innovative teaching ideas. This model isbased on six years of research, development, application and analysis. The original project, titledGlobal Skills for College Completion, started in 2010 and was funded by the Bill and MelindaGates Foundation and the Kresge Foundation. It

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

and graphics of all varieties, math, software, and more. • Conclusion/evaluation – comparing the results from the model to real world situation. This is a reflective process as well as an opportunity to determine both limitations of the model and opportunities to extend and/or formalize their thinking. • Communication – rather than a stand-alone phase, the communication element calls out the collaborative nature of the entire process. Participants bring their own knowledge and experiences, learn from those of their co-participants, and develop both their understanding of the problem and potential solutions in collaboration with those who experience the problem in their day-to-day world

Conference Session

Pedagogy in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sidney Stone, The University of Toledo; Breanne Crockett; Kevin Xu, The University of Toledo; Matthew Liberatore, The University of Toledo

information may be presented in the text along with theassociated images, the information is not guided and may require significant cognitive load toconnect visuals with concepts conveyed in text.Educational animations research on learning and instruction applies the cognitive load theoryframework to design animations for learning by reducing the cognitive load on working memory.Multimodal learning, or multimedia learning, is defined as learning through the use of picturesand words that construct mental representations for learning [12]. Principles of reflection,feedback, and pacing apply the cognitive load theory of multimodal learning environments foreducational animation design [17, 24]. Text (words) and visual (pictures) appearing togethercreate

Conference Session

Social Justice and the Curriculum: Equity, Culture & Social Justice in Education Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathryn O'Harra, The University of Alabama

diversify and reflect the society which they serve,due to a myriad of institutional, structural, and systemic barriers.[3] Representation and retentionof students from marginalized groups in STEM fields have certainly increased in recent decades;however, these efforts have sometimes been characterized (or criticized) as chasing numbers andattracting participants rather than shifting climate and creating inclusive educational cultures.[4]While this work takes time, some approaches may be limited in efficacy, evidenced the still laggingpresence and persistence of underrepresented groups across several engineering and computerscience disciplines. Consideration of this requires expansion beyond conventional perspectives ofdiversity and equity, which

Conference Session

Student Division Technical 2: Instruction & Learning Delivery

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, Amazon; Kritin Mandala; Zoë Dailey; Lilianny Virguez, University of Florida; Kayli Battel; LISSA ERICKSON

] and focused on pragmatic reflections and takeaways rather thanemotions related to a phenomenon.Research quality was of importance as we conducted this autoethnographic exercise. Ourresearch team ensured that the methods followed were in line with recommendations of expertsin the field. We began with a reflection protocol which was developed collaboratively by thethree engineering educators on our research team during multiple meetings. The protocol wasintentionally kept broad and general and did not align with any specific Theoretical Framework(such as those related to Identity Development or Motivation), thus allowing reflections to begrounded in the insights of the participants’ experiences, and the themes to be emergent andanalysis

Collection

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

Authors

Laura Albrant, Michigan Technological University; Pradnya Pendse; Laura E Brown, Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Jon Sticklen, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University

National Science Foundation award #2142309. Recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNSF. Any opinions, findings, conclusions, or recommendations expressed in this material arethose of the authors and do not necessarily reflect the views of the NSF.References[1] L. C. Ureel II, “Integrating a colony of code critiquers into webta,” in Seventh SPLICE Workshop at SIGCSE 2021 “CS Education Infrastructure for All III: From Ideas to Practice”, 2021.[2] L. C. Ureel II, Critiquing Antipatterns In Novice Code. PhD thesis, Michigan Technological University, Houghton, MI, Aug 2020.[3] L. Albrant, P. Pendse, M. E. Benjamin, M. E. Jarvie-Eggart, J. Sticklen, L. E. Brown, and L

Conference Session

PCEE Session 9: Virtual Summer Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Aziz Shekh-Abed, Ruppin Academic Center; Nael Barakat, The University of Texas at Tyler

’ performance within thisSTEM course during this unusual year of the pandemic. The only change in educational practiceswas that all PBL steps were carried out using remote tools and in a social distance setting. Thechange in results raised many questions regarding the resilience of the used methods andtechniques as well as its level of reliance on circumstances as significant factors in its effectiveness.These observations triggered this study where the target was of twofold: First, the study targetedunderstanding the factors influencing PBL effectiveness reflected by students’ performancedeterioration and identifying the subgroup of factors which were altered by the COVID-19situation. Second, based on findings from the first part, the target was to

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kristen Moore, University at Buffalo, The State University of New York; Liesl Folks, The University of Arizona; Erin Rowley, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

infiltrates many areas of engineering andscience. Yet within engineering programs, students often have few opportunities to developexpertise in data science or even to explore how data science is relevant to their degreespecializations. This paper reports on an NSF-funded study of a program that prepares STEMstudents to engage with data science in coursework and then mentors them as they secureinternships and complete a capstone that demonstrates their application of data science expertise.Drawing on a mixed-methods study, including student reflections, capstone project assessment,and survey reporting, this paper suggests not only that students make deep connections betweentheir existing majors and data science but also that students trained in our

Conference Session

Design in Engineering Education Division (DEED) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University of Science and Technology; Diane T. Rover, Iowa State University; Henry Duwe, Iowa State University of Science and Technology; Mani Mina, Iowa State University of Science and Technology; Phillip H. Jones III, Iowa State University of Science and Technology

Tagged Divisions

Design in Engineering Education Division (DEED)

education and develop structures and systems tosupport more effective design among both novice and advanced designers [7]. While the resultsof this area of study have been widespread and influential, it is widely acknowledged that there isno “one right way” to practice design, no single way designers think. In part, this finding reflectsthe diversity of design practitioners, who may experience design in a variety of ways [8]. In part,this finding also reflects the diversity of settings in which design is practiced, the changingnature of those settings over time [7], and expansion of design thinking outside of the traditionaldesign settings (e.g., architecture, product design) from which it emerged [4].One important setting for novel applications of

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Betul Bilgin, The University of Illinois, Chicago; Hasiya Najmin Isa; Emily Seriruk; Cody Wade Mischel

Tagged Topics

NSF Grantees Poster Session

Engineering ProgramsAbstractChemical engineering education needs to be updated to reflect its growth and inclusion ofelements from various fields, such as pharmaceuticals, renewable energy, biotechnology, andconsumer products. As the industry continues to expand and there is a greater need forcommunication and leadership abilities in the 21st century, engineers who are working areanticipated to possess both technical expertise and professional skills. However, the typicalchemical engineering undergraduate core curriculum has not adapted to prepare students for themultiple needs encompassed by the chemical industry. Lack of industry-relevant examples/topicsand applications in the course contents results in less motivated and/or engaged

Conference Session

Impact of COVID-19 on Design Education 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Victoria Bill, New York University, Tandon School of Engineering; Anne-Laure Fayard, New York University, Tandon School of Engineering

Tagged Divisions

Design in Engineering Education

, thecommunity of academic makerspace managers began to meet monthly to discuss PPEproduction and makerspace operational recommendations.Over March 2020 - February 2021, this community of practice had nine regular meetingsto continue to share practices about how each space reacted and pivoted to pandemicchanges. Several new members from local academic makerspaces were included in themeetings as they progressed, reflecting a growing and true community of practice withdiffering levels of interaction and involvement. The first author co-hosted these meetings.The methodology used for this exploratory study is a qualitative approach, combining in-depth ethnographic interviews and a “diary” [13]. Interviews were conducted overJanuary and February 2021 via

Conference Session

Cooperative and Experiential Education Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Candyce Hill, Michigan State University; Katy Luchini-Colbry, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

engineeringdisciplines, and the context of their research varied considerably. Some students were part oflarge, established experimental laboratories while other students worked individually or in smallgroups on computational or theoretical projects. As this course was launched in Fall 2020,students in this class experienced the additional challenge of starting college (and undergraduateresearch) remotely during a global pandemic. The design and content of this course wereevaluated using anonymous feedback and a review of reflective discussion posts in order todetermine whether the course supported the stated learning goals. This evaluation indicates thatstudents found the course material helpful in understanding their role as undergraduate researchassistants