Displaying results 31 - 60 of 1116 in total
- Conference Session
- Supporting Biomedical Engineering Students in Holistic Development
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Ashley J. Earle, York College of Pennsylvania; Nozomi Nishimura, Cornell University; Isaac Smith, Brigham Young University; David M. Small, Cornell University
- Tagged Divisions
- Biomedical Engineering
in reflective learning and personal self reflection in engineering classes in addition to her passion for engineering ethics and conceptual learning.Nozomi Nishimura, Cornell UniversityProf. Isaac Smith, Brigham Young UniversityDr. David M. Small, Cornell University American c Society for Engineering Education, 2021 Enhancing the teaching of research ethics through encounters with patients and reflectionIntroductionResponsible conduct of research is a major element of all engineering disciplines but is especiallyimportant in biomedical engineering. Recently, there has been a movement toward more stringentresearch ethics practices due to
- Conference Session
- Preparing Engineering Students for Their Professional Practice
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Kanembe Shanachilubwa, Pennsylvania State University; Megan Ellery; Gabriella M. Sallai, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
learning, and engineering communi- cation. American c Society for Engineering Education, 2021 I Wish I Would Have Known Engineering Student's Reflections on Challenges and Support Experienced in Graduate ProgramsAbstractThe purpose of this research paper is to characterize the experiences of engineering doctoralstudents as they reflect upon what they wish they had known before beginning their program.Engineering graduate enrollment rates have been declining over the past few years, while studentwell-being issues are rising. This work is part of an overarching investigation examining thephenomenon of
- Conference Session
- Socially Responsible Engineering I: Context, Innovation, and Reflection
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Rider W. Foley, University of Virginia; Rachel Sinclair, University of Virginia; Araba Dennis, Purdue University
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
individual’s decision-making in the face of discrete moral or ethical quandaries. Yet,prior scholarship by Joseph Herkert [2] suggests there is a multi-layered set of ethical obligationsthat range for microethics––or individual decisions––to macroethics, which reflect theprofessional society’s values and ethical obligations. Macroethical dilemmas result in the“problem of many hands”, as described by van der Poel and Royakkers [3]. This brings to lightthe notion that individuals or even large organizations are not solely responsible for engineeringprocesses and uncertain outcomes. For it is clear that no individual or discrete organization hascomplete control and authority for the complex socio-technical innovation process from designto implementation
- Conference Session
- Understanding Students' Authentic and Reflective Experiences of Ethics Education
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Luan M. Nguyen, Iowa State University of Science and Technology; Cristina Poleacovschi, Iowa State University of Science and Technology; Kasey M. Faust, University of Texas at Austin; Kate Padgett Walsh, Iowa State University of Science and Technology; Michaela Leigh LaPatin P.E., University of Texas at Austin; Scott Grant Feinstein; Cassandra Rutherford
- Tagged Divisions
- Engineering Ethics
recommendations 10expressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation. 9. REFERENCES[1] L. M. Nguyen, C. Poleacovschi, K. M. Faust, K. Padgett-Walsh, S. G. Feinstein and C. Rutherford, "Conceptualizing a Theory of Ethical Behavior in Engineering," in American Society For Engineering Education , Virtual, 2020.[2] L. M. Nguyen, C. Poleacovschi, K. Faust, K. Padgett-Walsh, S. Feinstein, C. Rutherford and M. LaPatin, "The Culture of Disengagement in Engineering Education Revealed through the COVID-19 Pandemic," in Engineering Project Organization Conference, Virtual
- Conference Session
- Understanding Students' Authentic and Reflective Experiences of Ethics Education
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Stephanie Claussen, San Francisco State University; Shiloh James Howland, Brigham Young University; Swetha Nittala, Purdue University, West Lafayette; Brent K. Jesiek, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette
- Tagged Divisions
- Engineering Ethics
(Year 3), and repeat surveys and interviews during their eighth semester(Year 4) [26]. The survey included eight measures which reflect a wide variety ofcomplementary constructs and measurement domains, including both general and engineering-specific measures [26]. The semi-structured interviews are the focus of this paper and thus theinterview protocol will be discussed in more depth in the following section. Results from thisstudy have been previously published and include quantitative analysis of the initial and mid-point surveys, thematic qualitative analysis of the initial interviews, and qualitative analysis of asingle construct, such as moral disengagement [27-32]. An extensive analysis of our longitudinalquantitative data over the three
- Conference Session
- Understanding Students' Authentic and Reflective Experiences of Ethics Education
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Madeline Polmear, University of Florida; Angela R. Bielefeldt, University of Colorado Boulder; Chris Swan, Tufts University; Daniel Knight, University of Colorado Boulder
- Tagged Divisions
- Engineering Ethics
students’understanding of the role of ethics and societal impacts (ESI) in engineering. Socializationdescribes the process of learning the skills and values required for membership in a group. Thisresearch paper draws on data from three focus groups that were conducted with a total of 26undergraduate engineering students at three U.S. universities. The students were enrolled inengineering courses with ESI content, and the focus groups included discussion of the specificcourse that was being studied by the research team as a potential exemplar of ESI instruction andof students’ broader exposure to ESI inside and outside the classroom. In all three courses, thestudents were seniors and thus could reflect on their undergraduate experience. The focus groupswere
- Conference Session
- Socially Responsible Engineering I: Context, Innovation, and Reflection
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Marie Stettler Kleine, Colorado School of Mines; Kari Zacharias, Concordia University; Desen Sevi Ozkan, Tufts University
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
in this article.Dr. Marie Stettler Kleine’s research on humanitarian and integrated engineering programsinspired her reflection on how different forms of contextualization and the vocabulary used todescribe them signal different ways to best teach engineers. Her graduate training in science andtechnology studies and human-centered design prepared her to see that these forms ofcontextualization are much more nuanced than using particular language, but this varyinglanguage fundamentally changes the engineering pedagogy in practice. She continues tointerrogate why and how engineering educators learn from other disciplines to explicitlyprioritize contextualization.For Dr. Kari Zacharias, this project has been an opportunity to reflect on the
- Conference Session
- Understanding Students' Authentic and Reflective Experiences of Ethics Education
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Landon Bassett, University of Connecticut; Jennifer Pascal, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Kevin D. Dahm, Rowan University; Daniel D. Burkey, University of Connecticut; Scott Duplicate Streiner, Rowan University
- Tagged Divisions
- Engineering Ethics
previous funded research has explored the effects of implicit bias on ethical decision making in the engineering classroom.Dr. Kevin D. Dahm, Rowan University Kevin Dahm is a Professor of Chemical Engineering at Rowan University. He earned his BS from Worces- ter Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has pub- lished two books, ”Fundamentals of Chemical Engineering Thermodynamics” and ”Interpreting Diffuse Reflectance and Transmittance.” He has also published papers on effective use of simulation in engineer- ing, teaching design and engineering economics, and assessment of student learning.Dr. Daniel D. Burkey, University of Connecticut Daniel Burkey is the Associate
- Conference Session
- Community Engagement Division Technical Session 5
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Srinivas Mohan Dustker, Purdue University, West Lafayette; Bandi Surendra Reddy, Hyderabad Institute of Technology and Management; Rohit Kandakatla, KG Reddy College of Engineering and Technology; Gopalkrishna H. Joshi, KLE Technological University; William C. Oakes, Purdue University, West Lafayette
- Tagged Divisions
- Community Engagement Division
Paper ID #34247Role of Reflection in Service Learning-based Engineering Programs: ACross-cultural Exploratory and Comparative Case Study in India and theUSAMr. Srinivas Mohan Dustker, Purdue University, West Lafayette Srinivas Dustker is a Ph.D. student in Engineering Education at Purdue University. He received his B.E. in Industrial Engineering and Management from B.M.S. College of Engineering, Bengaluru, India and his M.S. in Industrial and Operations Engineering from University of Michigan, Ann Arbor, USA.Mr. Bandi Surendra Reddy, Hyderabad Institute of Technology and Management Surendra Bandi has been with Hyderabad
- Conference Session
- Empathy and Human-centered Design 1
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Rohan Prabhu, Pennsylvania State University; Elizabeth Marie Starkey, Pennsylvania State University; Mohammad Alsager Alzayed, Kuwait University
- Tagged Divisions
- Design in Engineering Education
Paper ID #33808Student Reflections on Sustainability and Empathy: The Outcomes of aSustainability Workshop in First-year Design CoursesMr. Rohan Prabhu, Pennsylvania State University Rohan Prabhu is a PhD Candidate in Mechanical Engineering at Penn State with a doctoral minor in Psychology. He holds a master’s degree in Engineering Design and a bachelor’s degree in Mechanical Engineering. His research interests are to study designers’ use of design for additive manufacturing in their creative problem-solving process. He is also studying the development of effective educational interventions on design for additive
- Conference Session
- Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- David A. Copp, University of California, Irvine; Alexander J. Headley, University of Memphis
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
- Conference Session
- Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Soheil Fatehiboroujeni, Cornell University; Matthew Jordan Ford, Cornell University; Hadas Ritz, Cornell University; Elizabeth Mills Fisher, Cornell University
- Tagged Divisions
- Educational Research and Methods
- Conference Session
- Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Lauren Singelmann, North Dakota State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
- Conference Session
- Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Karen C. Davis, Miami University
- Tagged Divisions
- Educational Research and Methods
Award for Women in Engineering Education in 2016. Dr. Davis received a B.S. degree in Computer Science from Loyola University, New Orleans in 1985 and an M.S. and Ph.D. in Computer Science from the University of Louisiana, Lafayette in 1987 and 1990, respectively. American c Society for Engineering Education, 2021 Examining the Efficacy of Exam Wrappers in a Computer Science CourseAbstract (Evidence-based Practice)An exam wrapper is a guided reflection activity that students undertake following an exam.Students are typically asked to reflect on their preparation, performance, and plans for preparingfor the next exam. The
- Conference Session
- Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Kaela M. Martin, Embry-Riddle Aeronautical University, Prescott; Todd M. Fernandez, Georgia Institute of Technology; Richard Mangum, Embry-Riddle Aeronautical University, Prescott
- Tagged Divisions
- Educational Research and Methods
- Conference Session
- Engineering Education Culture: Mental Health, Inclusion, and the Soul of Our Community
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jessica R. Deters, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
during an event designed to disrupt the educational enterprise [11]. TheCOVID-19 pandemic thus provides an opportunity to investigate dimensions of engineeringculture during a crisis, which can open new avenues for conversations about equity andaccessibility in engineering by identifying which aspects of culture are most and least amenableto change. In other words, disasters can help uncover ‘what really matters’ and potentially offer anew avenue for cultural change.This paper and its larger research project aim to capture student experiences and reflections, intheir own words, in order to understand how dimensions of engineering culture interacted withpractices in engineering education during COVID-19. This research project will then allow
- Conference Session
- Sociotechnical Thinking II: Interpretation, Curricular Practices, and Structural Change
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jenifer Blacklock, University of Colorado - Boulder; Kathryn Johnson, Colorado School of Mines; Randy Cook, Colorado School of Mines; Natalie Ann Plata; Stephanie Claussen, San Francisco State University
- Tagged Divisions
- Liberal Education/Engineering & Society
education within the U.S.As evidenced by these programs, sociotechnical thinking is gradually emerging as an importanttheme within engineering education. More faculty are seeking to implement these concepts intheir classrooms. In this paper, we therefore seek to share insight from our team’s experienceswith sociotechnical integrations and our perceptions of the impacts of these integrations on ourstudents, including how we can use our experiences for formative classroom purposes.This paper presents the results of a qualitative analysis of faculty reflection logs written by twoinstructors who implemented sociotechnical thinking in their classrooms. As has been argued byBrent and Felder, writing and thinking, as is required for these logs, provokes
- Conference Session
- NSF Grantees Poster Session
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Tara E. Prestholdt, University of Portland; Heather Dillon, University of Washington Tacoma; Eric Anctil, University of Portland; Carolyn McCaffrey James, University of Portland; Stephanie Anne Salomone, University of Portland; Valerie J. Peterson, University of Portland
- Tagged Topics
- NSF Grantees Poster Session
practicesand shift institutional culture, the research team hosted a symposium focused on theimportance of teaching at the core of an institution. The attendees included 98 STEMfaculty from several universities all interested in the topic of reflective teaching. Many ofthe participants had been trained in evidence-based instructional practices and faculty peerobservation. A survey of participants asked these faculty to reflect on the idea of a T1classification and how it might be framed in the broader conversation about enhancingSTEM teaching. The survey responses were grouped based on change quadrants. Theresponses indicated alignment around reflective teaching, inclusive classroom practices,and recognition of excellence in pedagogy.Introduction and
- Conference Session
- Sociotechnical Thinking II: Interpretation, Curricular Practices, and Structural Change
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Melissa C Kenny, Wake Forest University; Olga Pierrakos, Wake Forest University ; Monique O'Connell, Wake Forest University
- Tagged Topics
- Diversity
- Tagged Divisions
- Liberal Education/Engineering & Society
understanding of global and societal contexts in orderto solve some of the grand challenges facing humanity. This task is made no less difficult by thenecessity of multidisciplinary teams, diverse stakeholders, and innovative communicationmethods in an increasingly complex world. This vision for a modern engineer is reflected in the2004 and 2005 National Academies publications of “The Engineer of 2020” [1] and “Educatingthe Engineer of 2020” [2]. For historical context, Figure 1 showcases the call for action assummarized in the Grinter Report of 1955 [3] to the call of action as summarized in the Engineerof 2020 reports of 2004 and 2005. Ultimately, all of these reports (starting in 1955) urged for amore well-rounded engineer. The Engineer of 2020
- Conference Session
- Cooperative and Experiential Education Division Technical Session 4
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- John H. Callewaert, University of Michigan; Joanna Mirecki Millunchick, University of Michigan; Cassandra Sue Ellen Jamison, University of Michigan; Kevin Cai Jiang, University of Michigan
- Tagged Divisions
- Cooperative and Experiential Education
. He received a BSE in biomedical engineering from the University of Michigan in 2018. American c Society for Engineering Education, 2021 Assessing and Communicating Professional Competency Development through Experiential LearningThis is a work-in-progress paper submitted to the ASEE Cooperative & Experiential EducationDivision.AbstractA new experiential learning initiative at a large R1 institution seeks to provide students with aframework to intentionally explore learning opportunities, meaningfully engage in experiences,iteratively reflect on their learning, and clearly communicate their development of one or morekey professional competencies
- Conference Session
- Ethics Integration in Engineering Design
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Irini Spyridakis, University of Washington
- Tagged Divisions
- Engineering Ethics
withunsustainable packaging, conduct and report on research that examines sustainability and ethicalproblems related to the selected packaging, and redesign the packaging, solving the identifiedproblems. They also participate in groups to peer review other students’ reports. This module isimplemented in a junior level communication, design, and engineering core course in theDepartment of Human Centered Design & Engineering in the College of Engineering at theUniversity of Washington. Outcomes were qualitatively assessed by examining samples ofstudents’ reports versus requirements and students’ reflections on the module and reportassignment. Outcomes have been positive and reveal that students gain an understanding ofsustainable and ethical design
- Conference Session
- Empathy and Human-centered Design 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Cole Hatfield Joslyn, University of Texas at El Paso
- Tagged Divisions
- Design in Engineering Education
sociotechnical nature of design to identify underlying principles that inform andguide best practices for teaching design and operationalizing humanistic purposes in engineeringeducation. Opportunities exist particularly in the open-ended, ill-defined, reflective, and socialnature of design. Leveraging these in teaching practices and curriculum promotes a broad andwell-rounded education that inspires and enables a creative and productive life, and that isnecessary to understand the impact of engineering solutions in a global and societal context. Assuch, design provides a unique opportunity to incorporate and promote the underlyinghumanistic qualities that operationalize humanistic purposes in engineering curricula.IntroductionPeters c.f. [1] developed
- Conference Session
- Construction Engineering Division Technical Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Saeed Rokooei, Mississippi State University; Michelle Garraway, Mississippi State University; Ali Karji
- Tagged Divisions
- Construction Engineering
popular strategy is to have project-based learning with an emphasis on service.This approach is referred to as service-learning (SL) or community-engaged learning (CEL). Bringle andHatcher [2] describe SL as an educational experience where students participate in and reflect on activitiesthat meet identified community needs and further understand academic concepts and the broader 1context of the overall discipline. CEL provides a way for students to reflect on their experiences andinternalize them. In addition, having that practical experience helps students develop essential skills likecritical thinking and interpersonal communication [3]. Students enter higher education settings every yearto
- Conference Session
- Computing and Information Technology Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Irini Spyridakis, University of Washington
- Tagged Topics
- Diversity
- Tagged Divisions
- Computing and Information Technology
) communicating effectively, (4) recognizing ethical andprofessional responsibilities and considering the impact of engineering solutions, (5) functioningon a team in an inclusive environment, (6) analyzing and interpreting data, and (7) acquiring andapplying new knowledge [10].This paper describes the course module activities that help students succeed in completing theresearch report, the components of the research report, and grading checklists used by studentsfor creating successful deliverables and by instructors for grading guidance. This paper alsodescribes the assessment of students’ reports and student feedback in a reflection assignment.The paper ends with a discussion and conclusions.The Cross-Cultural Design Module and Cross-Cultural UI
- Conference Session
- Moral Development and Ethics Assessment in Engineering
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Charles J. Robinson, Clarkson University; Loretta Driskel, Clarkson University; Erin Blauvelt, Clarkson University; Laura Perry, Clarkson University
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Ethics
abruptly transitioned from face-to-face instruction to completely remote in Spring2020 (S20), and as it reappeared as a hybrid course in Fall 2020 (F20) and Spring 2021 (S21).The focus of this present paper is not on the instructional changes required by COVID (anddiscussed in our companion paper), but rather on how those in turn changed the approach to thehandling of ethical questions and to the assessments of students’ responses to those scenarios.One hypothesis is whether the content or style of the pre-post scenario answers and of thereflections changed between an answer handwritten under time-pressure and one electronicallycaptured with little time constraint. Did the answers or reflections measurably change if moretime were to be allowed for
- Conference Session
- Innovative Pedagogies Afforded Through Technology and Remote Learning
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Shivam Jindal, New York University; Jack Bringardner, New York University
- Tagged Divisions
- Educational Research and Methods
one’s skills and experiences beyond the classroom. Astudy was conducted at NYU Tandon School of Engineering and found students lack support inidentifying and developing their career pathways. This study indicates that a combinede-portfolio and micro-credentialing platform could benefit students by a) providing students witha tool to reflect on and showcase their experiences, b) matching students with upper-class andalumni mentors in career pathways they are interested in, and c) providing them with curatedlists of on-campus and experiential opportunities and micro-credentials that would support theircareer pathways.IntroductionEvery student’s experience through engineering school culminates in different results -- students’future pathways range
- Conference Session
- NSF Grantees Poster Session
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Rebekah J. Hammack, Montana State University; Nick Lux, Montana State University; Paul Gannon, Montana State University; Brock J. LaMeres, Montana State University
- Tagged Topics
- Diversity, NSF Grantees Poster Session
teachers and students. The diversity of the teacher workforce in the USA,however, does not reflect the diversity of the student population, resulting in most Americanstudents coming from different backgrounds than their teachers [1]. When teachers do notunderstand the different backgrounds of their students, learning can be inhibited. As Delpit [2]explains, “We educators set out to teach, but how can we reach the worlds of others when wedon't even know they exist?” (pg. 14).One way educators can learn more about the cultures of their students is through the use ofethnographic observation methods [3,4]. Through studying the communities and homes of theirstudents, teachers can identify local and familial funds of knowledge that students bring
- Conference Session
- Cooperative and Experiential Education Division Technical Session 4
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Diane L. Peters, Kettering University
- Tagged Divisions
- Cooperative and Experiential Education
, typically taken in the second half oftheir junior year or the first half of their senior year. Students in the course wrote an essay, as arequired assignment, in which they reflected on the links between their co-op work and thecourse, and were asked for permission to use those essays in the professor’s research on thistopic. Analysis of the essays shows that students typically did see connections; in many cases,these were connected to the course content. However, in other cases, students noted that they hadlearned problem-solving skills, time management, or other skills that were not directly connectedto the class content, which were also useful in their co-op assignments and future careers. Theresults of this work can be used to motivate students
- Conference Session
- NSF Grantees Poster Session
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Lisa Kaczmarczyk, Lisa Kaczmarczyk PhD Consulting, LLC; Daniel Pinedo, Lisa Kaczmarczyk PhD Consulting, LLC
- Tagged Topics
- NSF Grantees Poster Session
acknowledging the importance of its personnel relationships, the project’s externalevaluation has gathered ongoing data about the communication between key faculty and staffstakeholders. The evaluation has focused on surfacing and making explicit targeted aspects ofpeer relationships that might otherwise have been taken for granted: levels of connectedness,trust and common understanding. Findings about the strengths and weaknesses of individualrelationships were used to engage the PIs in formative reflections about how those relationshipswere impacting the momentum and success of their project.As Patton has pointed out, a defining characteristic of evaluation is “the systematic collection ofinformation about the activities, characteristics, and
- Conference Session
- Best Paper, Best Diversity Paper
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Maija A Benitz, Roger Williams University
- Tagged Divisions
- Ocean and Marine
, reflection papers, peerevaluations, and course surveys. More specifically, the aim of this work is to explore the efficacyof the project in meeting a variety of learning outcomes, including enhancing 21st century skillsin audiovisual communication, and deepening the students’ knowledge of ocean engineeringconcepts. Finally, this paper shares lessons learned and provides recommendations for futureimplementations of this course project.IntroductionExperiential learning has gained ample traction in engineering education for its efficacy inmotivating students [1], increasing understanding of content [2], strengthening innovativethinking [3] and boosting self-efficacy [4], among other benefits. A wide range of pedagogiesfall under the umbrella of