Conference Session

Equity and Ethics in Engineering-II

Collection

2022 ASEE Zone IV Conference

Authors

James Gordon Walker, Seattle Pacific University, College of Arts and Sciences, Engineering Department; Gina Howe P.E., Seattle Pacific University; Melani Plett, Seattle Pacific University

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Conference Submission, Diversity

faculty can best facilitate student learning. American c Society for Engineering Education, 2022 Interdisciplinary engineering capstone course sequence designed for career preparationAbstractThe engineering senior design year-long capstone course sequence at Seattle Pacific University(SPU) is designed to mimic a high technology incubator and involves students working ininterdisciplinary, diverse teams to implement a design project while developing professionalskills. This paper will describe the course sequence including the design process, teamingguidance, project ideation, professional skills development; and grading/assessment

Conference Session

Innovation In Teaching - I

Collection

2022 ASEE Zone IV Conference

Authors

Matthew J Haslam, Embry-Riddle Aeronautical University - Prescott

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Conference Submission

. 2The authors have also noted how students in the capstone courses struggle with the requiredteamwork. These difficulties stem, in part, from the fact that team projects in pre-capstonecourses do not prepare students for what is required in capstone. Table 1 documents how teamprojects differ in courses that lead up to capstone and the projects expected in capstone courses.Table 1: Pre-capstone Projects Compared with Capstone Projects Pre-capstone Projects Capstone Projects Team Size 2–5 5 – 14 Team Varies from 1 week to 2 semesters Duration the full semester Team

Conference Session

Innovation In Teaching - I

Collection

2022 ASEE Zone IV Conference

Authors

Heather Marriott, Embry-Riddle Aeronautical University - Prescott

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Conference Submission

educational applications8 and was incorporated into thisapplication to improve student interest. This research was conducted to see if this style of gamecould successfully be used to help computer science students learn their course material. Giventhat exercise and movement have been shown to benefit some students6,9, the motivation for thisresearch is to add an exercise component to the traditionally sedentary activity of computerscience.2 The AppThe mobile application used was designed by senior software engineering capstone students atEmbry-Riddle Aeronautical University in 2021. The capstone project was a demonstration of theability of the students to use map functionality and augmented reality as their SoftwareEngineering Capstone project. The

Conference Session

Poster Session

Collection

2022 ASEE Zone IV Conference

Authors

Mirna Mattjik, Colorado School of Mines; Megan Sanders, Colorado School of Mines; Amy Hermundstad Nave, Colorado School of Mines; Wieke Gur, ICQ Global Asia; Muhammad Husni Mubarak Lubis, Pertamina University

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Conference Submission

Paper ID #35904Studies on teaming experience through embedding psychological safety,motivational driver, and cognitive diversity into pedagogyProf. Mirna Mattjik, Colorado School of Mines Mirna Mattjik is a Teaching Associate Professor in the Engineering, Design, and Society Division, Cor- nerstone Design@Mines Program. Mirna is also faculty in the McBride Honors Program, and faculty affiliate for Entrepreneurship and Innovation. Mirna’s formal education is in industrial technology, in- ternational political economy, project management and leadership. Her active research agenda is about improving teaching and learning for

Conference Session

Engineering and Society

Collection

2022 ASEE Zone IV Conference

Authors

Rebekah Oulton P.E., California Polytechnic State University, San Luis Obispo; Amro El Badawy, California Polytechnic State University, San Luis Obispo

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Conference Submission

sharingpersonal, real life and relatable experiences, students could explore the nuances of theindividuals’ situations without getting sidetracked by political discord that might otherwise enterinto this kind of discussion. All of the social and environmental justice material in this 300-levelclass challenged students to demonstrate mid-level Bloom’s cognitive domain skills of “apply”and “analyze” and affective domain skills of “respond” and “value.”The capstone classes in our program are designed so student teams develop preliminary designsfor a real-world project, over the course of the academic year. For both the CE and ENVEcapstone classes, social/environmental justice considerations were made integral elements of thedesign challenge itself. For the

Conference Session

Innovation In Teaching - II

Collection

2022 ASEE Zone IV Conference

Authors

Harly Ramsey, University of Southern California; Yee Lan Elaine Wong

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Conference Submission, Diversity

other engineering education institutions: at heart, the project aims to helpstudents better understand, and hence be better prepared for, their post-graduation futures. Lackof student preparation in all dimensions needed to succeed in the engineering environment–a“misalignment” between engineering education and practice has long been noted, and manyengineering graduates still endure a challenging transition to the workforce [1], [2]. To addressthis need, engineering educators have incorporated project-based learning in the curriculum [3],[4], [5], including capstones [6] and design projects [7]. [7] proposes more broadly that“curriculum developers and instructors should employ an integrative approach where studentscan connect their use of

Conference Session

Innovation In Teaching - II

Collection

2022 ASEE Zone IV Conference

Authors

Amin Malek, California State University, Bakersfield; Robert Hernandez

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Conference Submission, Diversity

Delivered Course”, in 2017 ASEE Annual Conference & Exposition, 2017 [8]. Devanshi Shah, Elisabeth Kames, et. All, “Examining the Differences in Student Motivation for Industry Projects and Non-Industry Projects in Senior Capstone Design”, in 2019 ASEE Annual Conference & Exposition, 2019 [9]. Savage, Nick, et al. “Motivation of Engineering Students in Higher Education.” Engineering Education, Vol. 6, 2011 [10]. Gero, Aharon, and Gershon Abraham. “Engineering Preparatory Programs: Students’ Academic Motivation.” In Proceedings of the Canadian Engineering Education Association (CEEA), Queen’s University Library, Nov. 2018. [11]. Malek Mohammadi, A., & Hajrasouliha, A., & Cleary

Conference Session

Virtual Engineering

Collection

2022 ASEE Zone IV Conference

Authors

Indumathi Jeyachandran, San Jose State University; Laura E Sullivan-Green, San Jose State University

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Conference Submission, Diversity

the department have adapted the use of formative andsummative assessments in Fall 2020. The courses and the assessments used in these courses areprovided below.The undergraduate course (part of the capstone experience) previously used a midterm exam, acourse quiz, final exam and a student project for assessment. This course was offered in Fall2020 in a combination of synchronous and asynchronous delivery methods. With the redesign toadapt to the online learning environment, weekly Canvas module quizzes were used as formativeassessments. Although, the formative assessments were low-stake quizzes, the formativeassessments enabled the instructor to assess student learning periodically, identify topics thatstudents struggled with, and address

Conference Session

Curriculum Challenges

Collection

2022 ASEE Zone IV Conference

Authors

Christoph Johannes Sielmann P.Eng., University of British Columbia, Vancouver; Casey James Keulen, University of British Columbia, Vancouver; ANGELA Mercy RUTAKOMOZIBWA

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Conference Submission

format typically use specially equipped rooms with cameras,microphones, and large projection screens. When executed well, multi-campus courses providestudents with a variety of study options, extend the reach of exceptional instructors, and offerinstitutions opportunities for cost savings. In some contexts, courses taught using ICT helpbridge cultural boundaries, improve cross-pollination of ideas between institutions, and bringcomprehensive, sophisticated programs to rural areas [1]–[4].Despite dramatic innovations in teaching and communications technology, there remainsignificant challenges to implementing multi-campus programs effectively. Educators, includinginstructors, course designers, teaching assistants (TA), and program directors must