Conference Session

ERM: Year of Impact on Racial Equity

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jeremi London, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Elizabeth Litzler, University of Washington

Paper ID #37244WIP: ASEE Year of Impact on Racial Equity: Impetus &VisionJeremi S London (Assistant Professor) Associate Professor of Engineering Education at Virginia Tech Chair of ASEE's CDEI during the Year of Impact on Racial EquityHomero Murzi Dr. Homero Murzi (he/él/his) is an Assistant Professor in the Department of Engineering Education at Virginia Tech with honorary appointments at the University of Queensland (Australia) and University of Los Andes (Venezuela). Homero is the leader of the Engineering Competencies, Learning, and Inclusive Practices for Success (ECLIPS) Lab where he leads a

Conference Session

Architectural Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

student empowerment to address climate change. Currently, Miguel Andrés is developing teaching and evaluation pedagogy that directs a philosophy of seeking excellence as a pillar to eradicate corruption.Victor ViteriHomero Murzi Dr. Homero Murzi (he/él/his) is an Assistant Professor in the Department of Engineering Education at Virginia Tech with honorary appointments at the University of Queensland (Australia) and University of Los Andes (Venezuela). Homero is the leader of the Engineering Competencies, Learning, and Inclusive Practices for Success (ECLIPS) Lab where he leads a team focused on doing research on contemporary, culturally relevant, and inclusive pedagogical practices, emotions in engineering

Conference Session

International Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Polytechnic Institute and State University; Tahsin Chowdhury, Virginia Polytechnic Institute and State University; Lloyd Morris, Virginia Tech Department of Engineering Education; Jose Torero

Paper ID #37098Understanding Academics Motivation to Engage in aVoluntary Research ProgramHomero Murzi (Assistant Professor) Dr. Homero Murzi (he/él/his) is an Assistant Professor in the Department of Engineering Education at Virginia Tech with honorary appointments at the University of Queensland (Australia) and University of Los Andes (Venezuela). Homero is the leader of the Engineering Competencies, Learning, and Inclusive Practices for Success (ECLIPS) Lab where he leads a team focused on doing research on contemporary, culturally relevant, and inclusive pedagogical practices, emotions in engineering

Conference Session

ERM: Year of Impact on Racial Equity

Collection

2022 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Polytechnic Institute and State University; Katey Shirey, eduKatey LLC; Malinda Zarske, University of Colorado Boulder; Elizabeth Litzler, University of Washington; Jeremi London, Virginia Polytechnic Institute and State University

Paper ID #37101WIP: ASEE Year of Impact on Racial Equity: P-12 Parentsand Guardians EngagementHomero Murzi (Assistant Professor) Dr. Homero Murzi (he/él/his) is an Assistant Professor in the Department of Engineering Education at Virginia Tech with honorary appointments at the University of Queensland (Australia) and University of Los Andes (Venezuela). Homero is the leader of the Engineering Competencies, Learning, and Inclusive Practices for Success (ECLIPS) Lab where he leads a team focused on doing research on contemporary, culturally relevant, and inclusive pedagogical practices, emotions in engineering

Conference Session

ERM: Year of Impact on Racial Equity

Collection

2022 ASEE Annual Conference & Exposition

Authors

Elizabeth Litzler, University of Washington; Jeremi London, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Kristen Billiar, Worcester Polytechnic Institute; Jordan Jarrett, Colorado State University; David Knight, Virginia Polytechnic Institute and State University; Linda Vanasupa, Franklin W. Olin College of Engineering

Chair of ASEE's CDEI during the Year of Impact on Racial EquityHomero Murzi (Assistant Professor) Dr. Homero Murzi (he/él/his) is an Assistant Professor in the Department of Engineering Education at Virginia Tech with honorary appointments at the University of Queensland (Australia) and University of Los Andes (Venezuela). Homero is the leader of the Engineering Competencies, Learning, and Inclusive Practices for Success (ECLIPS) Lab where he leads a team focused on doing research on contemporary, culturally relevant, and inclusive pedagogical practices, emotions in engineering, competency development, and understanding the experiences of traditionally marginalized people (e.g., Latinx, international students

Conference Session

ERM: Year of Impact on Racial Equity

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jeremi London, Virginia Polytechnic Institute and State University; Yareni Lara-Rodriguez, University of Puerto Rico, Mayaguez Campus; Cynthia Paschal, Vanderbilt University; Rebecca Atadero, Colorado State University; Sarah Vigmostad, The University of Iowa; Desen Ozkan, Tufts University; Amanpreet Kaur, University of Pennsylvania; Courtney Smith-Orr, University of North Carolina at Charlotte; Homero Murzi, Virginia Polytechnic Institute and State University; Elizabeth Litzler, University of Washington; Nicole Jefferson, Virginia Polytechnic Institute and State University

state of Colorado.Sarah Vigmostad (Associate Professor) Faculty in Biomedical Engineering and Interim Assoc Dean for Diversity, Equity and Inclusion at the University of IowaDesen Sevi Ozkan (Postdoctoral Researcher) Desen Ozkan is a Postdoctoral Researcher at the Center for Engineering Education and Outreach (CEEO) and the Institute for Research on Learning and Education (IRLI). She holds a Ph.D. from Virginia Tech in engineering education and a B.S. from Tufts University in Chemical Engineering. Her primary research is on interdisciplinarity and engineering decisions as they relate to broader social, political, and economic contexts.Homero Murzi Dr. Homero Murzi (he/él/his) is an Assistant Professor in the Department

Conference Session

Technical Session 3 - Paper 2: Inequities in “Stuckness”: Exploring mobility patterns to higher ranked institutions from undergraduate to graduate school based on students’ race/ethnicity and first generation in college status

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

David B Knight, Virginia Polytechnic Institute and State University; Dustin Michael Grote, Weber State University; Abdulrahman M Alsharif, Virginia Polytechnic Institute and State University; Maura J. Borrego, University of Texas at Austin; Anita Patrick, Spelman College; Maya Denton, University of Texas at Austin; Gabriella Coloyan Fleming, University of Texas at Austin; Walter C. Lee, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Sessions, Diversity

Tech. His research broadly focuses on inclusion, diversity, and educational equity—particularly related to students from groups that are historically marginalized or underrepresented in engineering. Lee received his Ph.D. in engineering education from Virginia Tech, his M.S. in industrial & systems engineering from Virginia Tech, and his B.S. in industrial engineering from Clemson University.Dr. Homero Murzi, Virginia Polytechnic Institute and State University Homero Murzi (he|´el|him|his) is an Assistant Professor in the Department of Engineering Education at Virginia Tech with honorary appointments at the University of Queensland (Australia) and University of Los Andes (Venezuela). Homero is the leader of the

Conference Session

First-Year Programs Division Technical Session 7: Teamwork, Reflection, and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Abdulrahman Alsharif, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University; David Knight, Virginia Polytechnic Institute and State University; Saleh Alatwah

that peer assessment can promote effective teamwork (Bacon, 2005;Chowdhury & Murzi 2019; Riebe et al., 2016). These peer assessments often contain bothrating and open-ended questions that reveal students' opinions about their interactions with theirteammates. In reality, many researchers utilize quantitative metrics acquired via surveys for this kindof data collection, and they depend on predefined rubric guidelines that may not considercertain aspects of students' opinions (Balahadia et al., 2016). It is important to note thatinstructors need to monitor not only team progress toward completion of tasks and activities, butalso to evaluate students' self-assessment and peer-assessment on a frequent basis. If aninstructor teaches

Conference Session

NOTE NEW TIMESLOT: Technical Session 7 - Paper 1: Auto-ethnographic Reflections : Lessons from Leading a STEM Initiative for Girls in School While We Ourselves Were in School

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Kayli Heather Battel, Tufts University; Kritin Mandala, Saguaro High School; Sreyoshi Bhaduri, Society of Women Engineers; Natalie Anna Foster, Sisters in STEM - Saguaro High School; Lilianny Virguez, University of Florida; Lissa Erickson, Battel Engineering; Krishna Pakala, Boise State University

Tagged Topics

CoNECD Paper Sessions, Diversity

mathematics: STEMing the tide and broadening participation in STEM careers. Policy Insights from the Behavioral and Brain Sciences, 1(1), 21–29 Retrieved from https://journals.sagepub.com/doi/pdf/10.1177/2372732214549471[8] J. W. Creswell, & J. D. Creswell, (2017). Research design:  Qualitative, quantitative, and mixed methods approaches. Sage  publications. [9] H. M. Matusovich, H. Murzi, D. Gray, B. Chambers, and M. James,  (2020, January). An Autoethnography: Outcomes from Faculty  Engagement in Course Development in a Large First-Year Engineering  Program. ASEE Conferences. [10] L.Anderson, (2006). Analytic autoethnography. Journal of  contemporary ethnography, 35(4), 373-395

Conference Session

Technical Session 5 - Paper 2: Opportunities from Disruption - How lifelong learning helped create more connected classrooms

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Krishna Pakala, Boise State University; Sreyoshi Bhaduri, Society of Women Engineers

Tagged Topics

CoNECD Paper Sessions, Diversity

, immigrating, educator of color, whowas the first in his family to receive graduate education, and who continues to weather thewrath of the pandemic separated by many thousand miles from his family.Creswell and Creswell (2017) describe auto-ethnography as a research methodology thatanalyzes a phenomenon through the use of self-narratives, which would otherwise remain“private or buried.” Auto-ethnography was an appropriate strategy to use in this study becauseit provides the primary authors the opportunity to shift from being an outsider to an insider inthe research, which further enables their voices to be better heard within the community, thuspromoting convergence and inclusion.Similar to Matusovich, Murzi, Gray, Chambers and James (2020) we

Conference Session

ERM: Teamwork makes the dream work!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Li Tan, Purdue University at West Lafayette (COE); Siqing Wei, Purdue University at West Lafayette (COE); Matthew Ohland, Purdue University at West Lafayette (COE)

7 on peer ratings of teammates between international and domestic students. American Society for Engineering Education Annual Conference & Exposition.West, J., & Graham, J. L. (2004). A linguistic-based measure of cultural distance and its relationship to managerial values. MIR: Management International Review, 44(3), 239-260.Woods, J. C., Murzi, H., & Schuman, A. L. (2021). Effects of uncertainty avoidance and country culture on perceptions of power distance in the learning process. 2021 ASEE Virtual Annual Conference Content Access. 8

Conference Session

DEED Technical Session 6 Design Pedagogy

Collection

2022 ASEE Annual Conference & Exposition

Authors

Johanna Acosta, Universidad San Francisco de Quito; Miguel Andrés Guerra, Universidad San Francisco de Quito

C. C. Yanicelli, “El modelo flipped classroom,” International Journal of Developmental and Educational Psychology, vol. 4, no. 1, pp. 261–266, 2017.[8] G. Onofrei and P. Ferry, “Reusable learning objects: a blended learning tool in teaching computer-aided design to engineering undergraduates,” International Journal of Educational Management, 2020.[9] S. Hrastinski, “What do we mean by blended learning?,” TechTrends, vol. 63, no. 5, pp. 564–569, 2019.[10] H. Murzi et al., “Cultural dimensions in academic disciplines, a comparison between Ecuador and the United States of America,” 2021.[11] O. J. Alkhatib, “An interactive and blended learning model for engineering education,” Journal of Computers in Education, vol. 5

Conference Session

First-Year Programs Division Technical Session 12: Work-in-Progress Postcard Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Miguel Andrés Guerra, Universidad San Francisco de Quito; Jacoba Ubidia; MariaEmilia Mariño; Francisco Jativa Valverde

.[17] M. A. Guerra, H. Murzi, J. Woods Jr., and A. Diaz-Strandberg, “Understanding Students’ Perceptions of Dimensions of Engineering Culture in Ecuador,” in 2020 ASEE Virtual Annual Conference Content Access Proceedings, Virtual On line, Jun. 2020, p. 35429. doi: 10.18260/1-2--35429.[18] H. Murzi et al., “Cultural Dimensions in Academic Disciplines, a Comparison Between Ecuador and the United States of America,” presented at the 2021 ASEE Virtual Annual Conference Content Access, Jul. 2021. Accessed: Feb. 04, 2022. [Online]. Available: https://peer.asee.org/cultural-dimensions-in-academic-disciplines-a-comparison-between- ecuador-and-the-united-states-of-america[19] L. Paura and I. Arhipova, “STUDENT DROPOUT RATE

Conference Session

Civil Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Johanna Acosta, Universidad San Francisco de Quito; Jacoba Ubidia, Universidad San Francisco de Quito; Miguel Andrés Guerra, Universidad San Francisco de Quito; Vanessa Guerra, University of Virginia; Cristina Gallardo, Universidad San Francisco de Quito

: Interdisciplinary Design Engineering and Service", Int. J. Serv. Learn. Eng. Humanit. Eng. Soc. Entrep., pp. 165- 179, dic. 2014, doi: 10.24908/ijsle.v0i0.5546.[12] A.-T. Järvenpää, A. Pavlik, y T. K. Gustavsson, "Contextual Communicative Competence in Multinational Infrastructure Projects", Buildings, vol. 11, no. 9, p. 403, sep. 2021, doi: 10.3390/buildings11090403.[13] Y. Gamil y I. Abdul Rahman, "Identification of Causes and Effects of Poor Communication in Construction Industry: A Theoretical Review", Emerg. Sci. J., vol. 1, no. 4, ene. 2018, doi: 10.28991/ijse-01121.[14] H. Murzi et al., "Cultural dimensions in academic disciplines, a comparison between Ecuador and the United States of America", 2021.[15] M. Dickson

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nelson Granja, Universidad San Francisco de Quito; Miguel Andrés Guerra, Universidad San Francisco de Quito; Vanessa Guerra, University of Virginia

, 2002.[4] C. W. Struthers, R. P. Perry, and V. H. Menec, “An examination of the relationship among academic stress, coping, motivation, and performance in college,” Res. High. Educ., vol. 41, no. 5, pp. 581–592, 2000.[5] M. A. Guerra and C. Gopaul, “IEEE Region 9 Initiatives: Supporting Engineering Education During COVID-19 Times,” IEEE Potentials, vol. 40, no. 2, pp. 19–24, Mar. 2021, doi: 10.1109/MPOT.2020.3043738.[6] C. Ramming and R. Mosier, Time Limited Exams: Student Perceptions and Comparison of Their Grades versus Time in Engineering Mechanics: Statics. 2018. doi: 10.18260/1-2--31144.[7] M. A. Guerra, H. Murzi, J. Johnny C. Woods, and A. Diaz-Strandberg, “Understanding Students’ Perceptions of Dimensions of

Conference Session

Multidisciplinary Engineering Division Technical Session - Integrated Engineering and Interdisciplinary Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alisson Bedón, Universidad San Francisco de Quito; Holbeein Velásquez, Universidad San Francisco de Quito; Miguel Andrés Guerra, Universidad San Francisco de Quito; Milagros Jiménez, Universidad San Francisco de Quito

student experience», Stud. High. Educ., vol. 44, n.o 3, pp. 554-570, 2019.[2] I. Ashby y M. Exter, «Designing for interdisciplinarity in higher education: Considerations for instructional designers», TechTrends, vol. 63, n.o 2, pp. 202-208, 2019.[3] P. Brandão y A. Remesar, «Interdisciplinarity-Urban Design practice, a research and teaching matrix», W Terfront, n.o 16, pp. 3-33, 2010.[4] H. Murzi et al., «Cultural dimensions in academic disciplines, a comparison between Ecuador and the United States of America», 2021.[5] M. A. Guerra, H. Murzi, J. Woods Jr, y A. Diaz-Strandberg, «Understanding Students’ Perceptions of Dimensions of Engineering Culture in Ecuador», 2020.[6] A. Sedaghat, «Factors affecting the team formation and work in

Conference Session

LEES 7: Experiments in Experiential and Project-Based Learning

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joanna Burchfield, University of South Florida; Olukemi Akintewe, University of South Florida; Jamie Chilton, University of South Florida

, and practice of teamwork and intercultural communication are taught inengineering classrooms; in short, they are not. Although engineering programs work towardhelping their students develop teamwork competencies, teamwork in engineering classrooms hasbeen largely bereft of direct teaching about the communication-rooted components of teamwork(Kedrowicz & Nelson, 2007), tending instead to focus on the process and organizationalelements of teamwork and various levels of assessment, such as peer-assessment and observation(Chowdhry & Murzi, 2019). Intercultural competency in engineering classrooms suffers asimilar fate (Warnick, 2011; Ndubuisi, et al., 2020) and is often discussed in essentialist termswherein intercultural competency is

Conference Session

LEES 1: Critical Humanities and Serious Play

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, Amazon; Krishna Pakala, Boise State University; Addison Totman, Boise State University; Cherie Edwards, Virginia Commonwealth University; Michelle Soledad, Minnesota State University, Mankato

engineering. In Proceedings, American Society for Engineering Education, “Integrating Comics Into Engineering Education To Promote Student Interest, Confidence, and Understanding”.[13] Matuk, C., Hurwich, T., Spiegel, A., & Diamond, J. (2019). How do teachers use comics to promote engagement, equity, and diversity in science classrooms?. Research in Science Education, 1-48.[14] Matusovich, H. M., Murzi, H., Gray, D., Chambers, B., & James, M. (2020, January). An Autoethnography: Outcomes from Faculty Engagement in Course Development in a Large First-Year Engineering Program. ASEE Conferences.[15] Pitura, J., & Chmielarz, D. (2017). “Creating a comic strip is very creative and thanks to it we learn and

Conference Session

Student Division Technical 3: Mixed - Research, Engineering Design, Design Thinking, and Curriculum Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Abigail Clark, Miami University; Rachel Kajfez, The Ohio State University

Adaptation for Children with Disabilities: A Translatable Means to Engage Engineering Students in Community Engaged Learning,” Adv. Eng. Educ., vol. 8, no. 3, pp. 1–19, 2021.[31] G. B. Rossman and S. F. Rallis, Learning in the field: An introduction to qualitative research. Thousand Oaks, CA: SAGE Publications, Inc., 2003.[32] R. A. Louis, M. J. Mohammadi-Aragh, and W. C. Lee, ““Wait... There is a Ph.D. in engineering education?" The first-year experience of three students in an engineering education department,” in American Society for Engineering Education - Southeastern Section Annual Conference, 2012.[33] H. M. Matusovich, H. Murzi, D. Gray, B. D. Chambers, and M. B. James, “An autoethnography

Collection

ASEE-NE 2022

Authors

Hugh L Mcmanus, Northeastern University; Kris Jaeger-Helton, Northeastern University

, Barella EM, Nagel RL, Nagel JK, Henriques J & Imholte, DD (2013). An innovative two-year engineering design capstone experience at James Madison University. Proceedings of the American Society for Engineering Education, Atlanta, GA.Ozkan DS, Murzi HG, Salado A (2018). Reality gaps in Industrial Engineering senior design or capstone projects. Proceedings of the American Society for Engineering Education, Salt Lake City, UT.Ramos L, Yoshii HJ, Beyer K, Corliss MR, McCoy BC, Hill Jr. AT & Arnett, KP (2021). Design review: A teaching tool for project-based learning. Proceedings of the American Society for Engineering Education, Long Beach CA.Salalahi RM (2019). Understanding Vygotsky’s Zone of Proximal Development for Learning

Conference Session

International Division Technical Session 1: Looking at Study Abroad through an enhanced lens

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jemal Bedane Halkiyo, Arizona State University

. pp. 40-42.[26]. G. Morrison, S. Ross, J. Morrison and H. Kalman, "Designing effective instruction", John Wiley and Sons, 2019. [Online]. Available: http://www.sciepub.com/reference/362684. [Accessed: 03- Feb- 2022].[27]. H. Murzi, M. Greene-Havas and J. Woods, "Understanding international students' barriers in their first-year at a UNITED STATES University", Core.ac.uk, 2019. [Online]. Available: https://core.ac.uk/display/286433352. [Accessed: 03- Feb- 2022].[28]. A. Nichols Hess and K. Greer, "Designing for Engagement: Using the ADDIE Model to Integrate High-Impact Practices into an Online Information Literacy Course", Comminfolit, vol. 10, no. 2, p. 264, 2016. Available: 10.15760/comminfolit.2016.10.2.27

Conference Session

Faculty Development Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Madeline Polmear, University of Florida; Denise Simmons, University of Florida

, “Development of assessment tool for workforce sustainability,” Journal Construction Engineering and Management, vol. 146, no. 4, p. 04020017, Apr. 2020.[17] F. W. Ngunjiri, K.-A. C. Hernandez, and H. Chang, “Living autoethnography: Connecting life and research,” Journal of Research Practice, vol. 6, no. 1, art. 1, Aug. 2010.[18] N. W. Sochacka, Kelly. W. Guyotte, and J. Walther, “Learning together: A collaborative autoethnographic exploration of STEAM (STEM + the arts) education,” Journal of Engineering Education, vol. 105, no. 1, pp. 15–42, 2016.[19] H. M. Matusovich, H. Murzi, D. Gray, B. D. Chambers, and M. B. James. (June 2020). An autoethnography: Outcomes from faculty engagement in course development in a large first

Conference Session

CPDD Technical Session 2 - Trends in Student and Faculty Support

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathleen Colbry, Michigan State University; Astri Briliyanti; Dirk Colbry, Michigan State University; Julie Rojewski, Michigan State University

: 10.1016/j.surg.2020.06.008.[8] A. Chandrashekar and J. Mohan, “Preparing for the National Health Service: the importance of teamwork training in the United Kingdom medical school curriculum,” Adv Med Educ Pract, vol. 10, pp. 679–688, Aug. 2019, doi: 10.2147/AMEP.S203333.[9] M. Alsabri et al., “Impact of Teamwork and Communication Training Interventions on Safety Culture and Patient Safety in Emergency Departments: A Systematic Review,” Journal of Patient Safety, vol. 18, no. 1, p. e351, Jan. 2022, doi: 10.1097/PTS.0000000000000782.[10] T. M. Chowdhury and H. Murzi, “The Evolution of Teamwork in the Engineering Workplace from the First Industrial Revolution to Industry 4.0: A Literature Review,” presented at the 2020

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

. M., & Purzer, S., & Menekse,M., & Brophy, S. P. (2016, June), Inspiring Computational Thinking in Young Children'sEngineering Design Activities (Fundamental) Paper presented at 2016 ASEE Annual Conference& Exposition, New Orleans, Louisiana. 10.18260/p.25732[16] Small, G. W., et al. (2020, June). Brain Health Consequences of Digital Technology Use
.Dialogues in Clinical Neuroscience. Retrieved February 7, 2022, fromhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC7366948/[17] Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, andmixed methods approaches. Sage publications.[18] Matusovich, H. M., Murzi, H., Gray, D., Chambers, B., & James, M. (2020, January). AnAutoethnography: Outcomes

Conference Session

Energy Conversion and Conservation Technical Session 3: Design of Novel Energy-Related Courses and Course Materials

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amanda Simson, The Cooper Union; Benjamin Davis

Sustainability in Higher Education, vol. 14, no.4, pp. 404–433, 2013.[21] B. A. Davis and M. A. Fisher, “Science and global sustainability as a course context forNon-Science Majors,” Sustainability in the Chemistry Curriculum, pp. 119–127, 2011.[22] J. Woolschlager, “Implementation of Sustainability Concepts in Environmental EngineeringCurriculums,” ASEE PEER Document Repository, 02-Jul-2015. [Online]. Available:https://peer.asee.org/19715. [Accessed: 06-Feb-2022].[23] H. Murzi, A. Mazzurco, I. Pikaar, and B. Gibbes, “Measuring development ofenvironmental awareness and moral reasoning: A case-study of a civil engineering course,”European Journal of Engineering Education, vol. 44, no. 6, pp. 954–968, 2019.[24] M. K. Watson, C. Noyes, and M. O. Rodgers

Conference Session

Aerospace Division Technical Session: Pedogogy and Training

Collection

2022 ASEE Annual Conference & Exposition

Authors

Srikanth Gururajan, Saint Louis University; Samantha Carlowicz; Justin Fantroy, Saint Louis University; haochen rong, Saint Louis University; Claire Schuessler, Saint Louis University

Engineering” Paper presented at2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah. 10.18260/1-2--31111[4] D. Sevi Ozkan, H. Gregorio Murzi, A. Salado, C. Gewirtz, "Reality Gaps in IndustrialEngineering Senior Design or Capstone Projects" Paper presented at 2018 ASEE AnnualConference & Exposition, Salt Lake City, Utah. 10.18260/1-2--30918[5] “Saint Louis University Parks College of Engineering, Aviation & Technology 2017-2018Aerospace Engineering Curriculum Plan.” Available: https://www.slu.edu/parks/pdfs/aerospace-sample-curriculum.pdf. [Accessed May 14, 2022]Appendix Table 2. Survey Questions Number Question Type of Response 1

Conference Session

International Division Technical Session 6: Monitoring, Evaluating and Research

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nicholas Dang, Purdue Engineering Education; Kirsten Davis, Purdue University at West Lafayette (COE); Brent Jesiek, Purdue University at West Lafayette (COE)