Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Libby Osgood P.Eng.; Christopher Power

Reflection in Engineering Design: Student Perceptions on Usefulness Libby (Elizabeth) Osgood, Faculty of Sustainable Design Engineering Christopher Power, School of Mathematical and Computational Sciences University of Prince Edward Island, Charlottetown, PEIAbstractReflection in engineering design promotes the development of personal and professional skills,helping students to document the steps they took, examine the outcomes, and looking ahead tothe following weeks. This reflective practice contributes to adopting a growth mindset andbecoming life-long learners. In a study of 1,278 reflections of 83 second-year engineeringstudents over two years, this paper is an exploratory examination of

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Bhavana Kotla; Lisa Bosman

entrepreneurial mindsetin students, particularly engineering students (who work at the forefront of design, technology,and new product development). One such pedagogical intervention is photovoice, which hasbeen widely used in educational, social science, health, and non-traditional literature [3] as aresearch approach to problem-solving through the use of photo (e.g., image) and voice (e.g.,narrative reflection). Photovoice is based on three primary goals: 1) enable individuals to reflecton existing issues and evaluate their strengths and weaknesses, 2) promote critical dialoguethrough group discussions, and 3) initiate a call to action to drive social change. In recent years,photovoice has been extensively used in engineering education research to

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

George Weinschenk; Koenraad Gieskes

ethicalconsiderations before completing the main assignment. Following a class-wide lecture on ethics,it begins with an individual task to identify personal biases; next, it branches out into otherethical perspectives with a team-based task more realistically representing the viewpoints foundin real-world settings. Along with each task, students are required to reflect on their choices andethical positions.In the first, orienting task, a more traditional approach is taken wherein the students are guidedthrough a discussion of the classic trolley problem [12] as applied to the development of self-driving cars. Once students have responded to the question, “Would you save five people bychoosing to kill one?” the students are shown the TED talk, What moral

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Darren Singh; Raafat Khankan; Yousaf Ijaz; Damith Tennakoon; Mojgan Jadidi

urgent call to action. To encourage thrive to learn and delve intoaction, a gamified reflective and immersive process would be more sought by learners instead ofreviewing the definition of goals and their description without any tangible practice. To do so, TheYork University SDG Uphold (YU-SDG-UP) app was designed to immerse students into a worldof those scenarios, where their responses are recorded and graded on an impact scale. This providesan interactive approach which is certain to influence the user’s understanding of the SDG, andtheir attitude towards a sustainable, inclusive, diverse, and equitable future. This is accomplishedthrough developing a mobile application hosting a virtual world with a global health score, wherethe user

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Katherine Abrey; Maddy Cronin; Deanna Malone; Libby Osgood P.Eng.

objectionable or estimable, or simply, “who benefits and whopays” [2], these published reflections could be useful for institutions considering similarinternational humanitarian trips to better prepare their students and encourage reflective practices.This article is divided into three sections: (1) background information on the experience, authors,and terminology in international humanitarian trips, (2) benefits for students and community, and(3) reasons to question participation.Background InformationTo provide context for the resulting discussion, this section contains a description of theinternational humanitarian trip, a land acknowledgement and positionality statement, and adiscussion on common but not synonymous terms for humanitarian

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Evalyna Bogdan; Heather Jean Murdock; Nadine Ibrahim

games have found application in educational and professional settings withinCanada, there has been an absence of a serious game that effectively simulates the types offloods and reflects the Canadian governance framework [3]. Serious games are a recognizedmethod for exploring natural resource management and policies, because these gamesencapsulate complexity, promote collaborative and reflective learning, and provide environmentsto practice conflict resolution [4], [5]. This extended abstract is a brief summary: A detailedliterature review, game description, and further findings are provided by Bogdan et al. [3].In the FRC game, participants assume the roles of various stakeholders (such as a mayor, primeminister, hydrologist, land developer

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Kai Zhuang; Dimpho Radebe; Mojgan Jadidi

creative expression into engineering education. We hope that bysharing our pedagogies, experiences, and reflections, we are inviting our fellow educators to joinus in forging new pathways for developing engineering students holistically and readying them forthe emerging future.ReferencesBolkas, D., Jadidi, M.A., Chiampi, J. & Usman, M. (2021) Web-based Game vs Virtual RealityField Surveying Labs Towards Enhancing Experiential Education, American Society ofEngineering Education Conference 2021.Boudreau, J., Nku, D., & Anis, H. (2022). Efficacy of Virtual Equipment Training. Proceedings ofthe Canadian Engineering Education Association (CEEA), Kelowna, BC.Cech, E. A., & Sherick, H. M. (2015). Depoliticization and the Structure of

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2024 ASEE St. Lawrence Section Annual Conference

Authors

Cindy Rottmann

“Leadership as an Alienating Social Myth”: Disciplinary fissures as a catalyst to interdisciplinary understandingAbstractAs an interdisciplinary field, engineering education involves regular interaction between people trained in the socialsciences, humanities, and engineering. What happens when professors, staff, and students socialized in disciplineswith distinct epistemic traditions come together to educate the next generation? In this paper, I reflect on myexperience as a social science researcher working in engineering education, using five moments of disciplinaryconfusion to trace my steep learning curve. These five moments taught me about paradigm shifts, acceptable sourcesof research funding, research

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

J. Y. Janet Lam

advantages:The most commonly cited advantage of lecture recordings was as a safety-net for missed mate-rial. Twenty-nine respondents selected this option. Some of the free-form comments mentionedhaving the flexibility to accommodate occasional absences, such as team project meetings and inter-views. Others mentioned the value of being able to review the material for exams and assignments.Several free-form responses emphasized the value of be-ing able to pause a video, reflect, replay a section, etc. asa critical component of their learning process.Twenty-five respondents cited work/caregiving responsi-bilities as reasons for using lecture videos. Students whoare also employed could avoid scheduling conflicts be-tween lectures and, as they could watch

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Junnan Cao

the institutions could obtain higher reliableevaluation data which will better reflect the average and real performances of the instructors duringthe entire semester. This would also be fairer to the instructors and further encourage the teachersto be more dedicative and enjoyable in teaching.Therefore, the frequency of course evaluations can provide valuable insights into teachingeffectiveness and student learning experiences. Teachers should encourage active participation inevaluations to gather comprehensive feedback that can drive improvements in course delivery andstudent outcomes.ConclusionsIn conclusion, the evidence suggests that more frequent course evaluations can indeed have apositive impact on teaching and student learning. By

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2024 ASEE St. Lawrence Section Annual Conference

Authors

Reilly Sullivan; Libby Osgood P.Eng.

combines internationalhumanitarian engineering education with activities to prepare them for their IHEE, to ensure theypossess the necessary skills and cultural preparation which could allow them to make valuablecontributions during the trip, and to reflect on the IHEE upon returning home so they couldintegrate it within their coursework [4,5]. Appendix A contains the major topics in the course.Though over 50 students were interested in attending the IHEE, many of whom helped to designthe course, only 17 students participated. This study seeks to understand why. Students whoattended the IHEE and those who were interested in the experience but did not attend wereinvited to participate in an institutional ethics-approved study. Pre-IHEE surveys

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Trystan S. Goetze

mechanic employed here drastically increases the chances of successwhen resources are invested in improvement of a particular attribute.Each round apart from the first also requires groups to make an ethically challenging choice. Forexample, round 3 asks how their engineering firm responds to public and political concern aboutthe long-term health and environmental effects of their ELM. They are presented with a choicebetween educating communities directly, or working to improve politicians’ understanding of thetechnology. Each choice has consequences for their progress in the game. Educating the publicsubstantially increases the group’s community health score, but slightly reduces two of theirELM’s attributes to reflect how much time and expense

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Jimmy Hulton; Matthew Hutchinson; Tyler Aitken; Tin Nguyen; Libby Osgood P.Eng.

Statistics (number of students) 2021-22 2022-23 2023-24 Session 1 Attendance 115 20 13 Final Session Attendance 12 10 16 Final Exam Attempts 8 4 5 Passed Final Exam 3 2 4The first session attendance is particularly interesting, as it shows how the program evolvedthroughout the three years. In the first year, nearly 30% of the entire engineering student bodywas present. This reflects the demand from the students for more CAD learning opportunities.Students in first- through fourth-year enrolled in the co-curricular program, and

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Lisa L. Greenwood; Megan Hargrave; Yewande S. Abraham; Sumita Mishra; Jennifer L. Schneider

multiple levels, including internal and external contentreview as well as evaluation of student learning. Internal faculty evaluators are reviewing contentfor evidence that the materials reflected different cognitive learning levels, provided connectionto real world contexts and situations, and connected back to the learning objectives. Externalcontent review was provided from faculty at two secondary partnering institutions as a means ofcontent validation. Constructive feedback from these reviews was applied to refine and improvemodule content. Following completion of module implementation in courses, faculty evaluatedstudent learning based on results achieved on assignments, exercises, projects, and exams.Once the learning modules have been

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Michael E. Kuhl

helpfoster an entrepreneurial mindset. The goal is, that following the activity, students will make V&Van integral part of their simulation modeling and analysis process that will be reflected in courseprojects and beyond the course itself.The expected technical and entrepreneurial mindset related learning outcomes for the escape roomactivity include the following: • Demonstrate understanding and effective use of model verification and validation techniques (Curiosity, Connections, Creating Value); • Explore the accuracy and validity of a model from a contrarian point of view (stakeholder/decision-maker) vs. a modeler (Curiosity); • Assess and manage the risk associated with the validity of the model. That is, what is the

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Rajarajan Subramanian; Sofia M. Vidalis

(including the use of library, electronic/computer and other resources, and quantitative reasoning and interpretation, as applicable) o engagement in collaborative learning activities o application of intercultural and international competence o dialogue pertaining to social behavior, community, and scholarly conduct o integrates three or more of the above activities into General Education courses offered in the knowledge domains (https://bulletins.psu.edu/undergraduate/general-education/) o thinking, talking, or writing about their learning o reflecting, relating, organizing, applying, synthesizing, or

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Brian P. Murphy

overview ofcurrent knowledge, theories, methods, and gaps in the existing research [12]. Topical aspects ofthe research question frame the literature review and provide an understanding of the challengesfacing technical education today. The literature review reflects on and researches the subject andhow the issues contribute to the literature [13]. This literature review begins with knowledgeareas that support improving clean energy educational opportunities for current and futuretechnicians in clean energy industries.Existing literature was reviewed to identify key skills development approaches and strategieswithin the context of the fast-moving and technology-intensive clean energy industry, using athematic approach to consider the following

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Juliette Sweeney

a get out clause, then they'll use it, right? So they say, oh, no, [we have] nothing to do with those [graduate students]. That's those guys. Then I say, yeah, that is true. And… then you can't use faculty resources, right? Because… we don't have a lot of resources anyway.” (Professor 9, Donnybrook)This sentiment is reflected in other studies that note it is often unclear what departments areresponsible for specific aspects of graduate student services within universities [16, 17].Recommendations and ConclusionsThere were a number of recommendations that arose from the opinions offered by faculty andstudents during their interviews. In terms of addressing the admission processes, while fourprofessors mentioned that they